Category: Librarianship

Libraries and student success

I really like this award-winning poster presented at a recent Library Assessment conference by Dana Thomas and Weina Wang titled “Evaluating Library Contribution to Student Success” (see also this pic on the conference’s Twitter feed).

They obtained data from the registrars office and mapped it out to usage data of various library services for undergraduate students. They could then determine if the performance designation of a student’s academic standing was correlated with their library use.

Gazing into the cristal ball: NMC Horizon report for libraries

The New Media Corporation (NMC), in collaboration with the University of Applied Sciences (HTW) Chur, Technische
Informationsbibliothek (TIB) Hannover, and ETH-Bibliothek Zurich, announces the publication of the NMC Horizon Report: 2014 Library Edition (PDF, 56 pages).

This report outlines the technicological changes as well as the solvable, difficult and wicked challenges facing libraries in the next 5+ years. For example, under trends affecting libraries in the next 2 years, they cite the increasing focus on research data management for publications and the prioritization of mobile content and delivery.

Under “solvable” challenges, they indicate embedding academic and research libraries in the curriculum and rethinking the roles and skills of librarians.

I’ve followed these Horizon repprts before and I am happy to now see a report on libraries. The education ones provided for interesting matter to reflect upon.

Top 20 Library Instruction articles of the year

Interesting, this list of top 20 articles compiled by the Library Instruction Round Table, see page 6 of their latest newsletter. This one seems of particular interest:

Stowe, B. (2013). Designing and implementing an information literacy instruction outcomes assessment program. College & Undergraduate Libraries, 20(3-4),
242–276.
This case study describes and analyzes the efforts of the library faculty at the Brooklyn Campus Library of Long Island University who are involved in developing, testing, and implementing a ground-up information literacy outcomes assessment program for the undergraduate core curriculum. Based on the increasingly prominent role given to information literacy by re-accreditation agencies, the library was prompted to significantly upgrade its assessment practice of collecting anecdotal evidence and administering clickers-based exit surveys. To detail the process of the upgrade, the article discusses such issues as key external and internal institutional forces that influence the development of an outcomes assessment programs. The library faculty members discuss choosing the appropriate assessment instrument (standardized or locally developed), establishing a hierarchy of priorities of assessment areas/goals, determining the actual assessment questions, and building the iterative assessment cycle (pre-assessment and post-assessment). The author includes examples from early versions of the evaluation instruments as well as the revisions of such instruments. The honesty of the library faculty members is disarming—they freely refer to the persistent personnel and managerial issues their library had been facing for some time and are generally very open about the challenges this represented in terms of developing a sustainable assessment program. As a result, this article provides an invaluable resource for other institutions trying to build their outcomes assessment program from scratch.

Technologies for a flipped classroom

This just came out : the latest “Tips and Trends” report from the Instructional Technologies Committee members of the American College and Research Libraries and the American Library Association.

Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Issues are published 4 times a year.

Technology for Flipping the Classroom
Spring 2014

By Angela Colmenares

Of Wikipedia and an infolit tutorial

Two interesting posts zipped in front of my eyes during my regular update:
(1) this presentation deposited in e-lis about the information literacy tutorial developed at the University of Ottawa:

Library Research Basics: The Evolution of an Online Information Literacy Tutorial
Hemingway, Ann and Dekker, Jennifer and Bail, Cynthia and Pinet, Richard and Rockeby, Steve Library Research Basics: The Evolution of an Online Information Literacy Tutorial., 2007 . In Ontario Library Association. Super Conference, Toronto, Ontario, January 31 – February 3, 2007. (Unpublished) [Presentation]

And the second, this First Monday article :

How today’s college students use Wikipedia for course-related research
Alison J. Head, Michael B. Eisenberg
Volume 15, Number 3 – 1 March 2010

And, here is my YouTube tutorial on Wikipedia:

What about grads?

I’ve been working hard on an information literacy program for undergraduate students in the marketing and management departments at Concordia University’s John Molson School of Business (more on that later) but, in recent email exchange with a colleague, I came up with the following themes for graduate students:

Off the cuff, this curriculum would obviously discuss important academic resources such as peer-reviewed articles and related databases, but I feel it should also cover best practices with regards to managing one’s information need at the graduate level, well beyond “just” searching for information. This should include: using social media for graduate studies, active information discovery, advanced text processing, bibliographic management software, coping with information overload, etc.

Will come back to that later…