ScholarWorks@Towson is an institutional repository for scholarly and other professional works created by members of the Towson University community. It is a part of the Maryland Shared Open Access Repository (MD-SOAR) initiative, a consortial institutional repository for institutions of higher learning throughout the state.
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By using the various tools available through Google Drive (forms, spreadsheets, presentations), librarians can increase student participation and provide more interactive instruction sessions. This chapter will profile how one academic librarian integrates Google tools into lesson plans, and provide examples of in-class activities for a range of topics, from citation style to database practice.
(Rowman & Littlefield, 2016-05) Putnam, Laksamee; Garczynski, Joyce; Woznicki, Lisa
After observing low usage statistics for a handful of library services, Albert S. Cook Library’s Marketing Committee decided to create videos to promote underutilized resources. In past videos, the library relied on student actors, but it became increasingly difficult to find students willing to participate. As a result, the library purchased a puppet and then created videos featuring him. This chapter details how committee members created the puppet’s persona and scripted, filmed, edited, promoted and assessed the effectiveness of these videos. The chapter concludes with considerations for other libraries wishing to develop their own character-centric promotional campaigns.
(Association of College and Research Libraries) Tomlinson, Carissa; Arnold-Garza, Sara
This chapter explores a program at Towson University’s Albert S. Cook Library that gives students leadership opportunities while helping the library enhance visibility and promote academic success. The chapter describes the development of the program, the hiring and training of students, the program outcomes, student participant feedback, and best practices for similar programs.
This chapter describes the information literacy opportunities and context at Towson University, including observations about implementing the flipped classroom for library instruction at this institution. This classroom model exemplifies many of the “Characteristics of Programs of Information Literacy That Illustrate Best Practices: A Guideline” (2012) from the Association of College & Research Libraries and deserves a place in the teaching repertoire of instruction librarians. Its structure offers flexibility and adaptation necessary for diverse and dynamic teaching environments, and also encourages a reflective, collaborative pedagogical style, which benefits learners.