Cook Library Research and Instruction
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Browsing Cook Library Research and Instruction by Subject "information literacy"
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Item More of the same? Understanding transformation in tablet-based academic library instruction.(Taylor & Francis, 2015) Miller, Kimberly; Putnam, LaksameeAcademic librarians have shared their experiences with tablet computers, but few examine how librarians use tablets in their instruction design. While the education literature provides technology integration models, the nature of library instruction requires adapting these models to the library classroom. After reviewing literature related to tablets in library instruction and a number of technology integration frameworks, this article demonstrates an application of the Substitution, Augmentation, Modification, Redefinition framework to analyze observations of an iPad-equipped classroom at a university library. Demonstrating this use of a framework provides an approach to technology integration and continues the discussion about tablets’ potential to promote innovative pedagogy.Item No Pedagogical Advantage Found Between LibGuides and Other Web Page Information Literacy Tutorials [Evidence Summary](2015) Miller, KimberlyThis evidence summary is a review and analysis of: Bowen, A. (2014). LibGuides and web-based library guides in comparison: Is there a pedagogical advantage? Journal of Web Librarianship, 8(2), 147-171. doi: 10.1080/19322909.2014.903709Item The power of solidarity: The effects of professor-librarian collaboration on students’ self-awareness of skill acquisition, pre-print and surveys(2024-03-22) Gibson, Christina Taylor; Massey, Elizabeth Diane; Towson Univeristy. Albert S. Cook Library. Research & InstructionThe Association of College and Research Libraries’ adoption of the Framework for Information Literacy in 2016 formalized a sea change in information literacy instruction. It asks librarians to instill students with the skills needed for navigating the contemporary information landscape. One way to give students sufficient practice with these skills is for librarians to encourage faculty to cover them during normal instructional time, but this has its pitfalls due to power imbalances within the academy (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2022). The co-authors of this article—one a Librarian and the other an Adjunct Professor —overcame such obstacles and collaborated productively on information literacy instruction. We explore the reasons behind our success, detail the hidden labor underlying this work, describe course objectives and the structure constructed to satisfy those objectives, analyze students’ accounts of their affective journey through the course, and offer suggestions for those wishing to cultivate a similar classroom environment. Our experience indicates that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students’ receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students’ self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students’ survey responses, aggregate results in both academic work and survey responses suggest that for many students these insights led to greater independence.