Browsing by Author "Lacy, Meagan"

Now showing 1 - 8 of 8
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    Bridging the Gaps: Collaboration in a Faculty and Librarian Community of Practice on Information Literacy
    (University Press of Colorado, 2016) Kissel, Francia; Wininger, Melvin R.; Weeden, Scott R.; Wittberg, Patricia A.; Halverson, Randall S.; Lacy, Meagan; Huisman, Rhonda K.
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    By and For Us: The Development of a Peer Review of Teaching Program by and for Pre-Tenure Librarians
    (Collaborative Librarianship, 2012) Alabi, Jaena; Huisman, Rhonda; Lacy, Meagan; Miller, Willie; Snajdr, Eric; Trinoskey, Jessica; Weare, William H., Jr.
    Seven pre-tenure librarians at the University Library at Indiana University-Purdue University Indianapolis (IUPUI), concerned about the effectiveness of their library instruction, created a peer review of teaching (PROT) group. This article provides an overview of the LIS literature on PROT and identifies the commonalities and variations found in PROT programs. The authors then describe the development, implementation, and benefits of the PROT program at IUPUI. The program outcomes are discussed, including benefits for the observed, the observer, and for the PROT group as a whole. The authors also found that the implementation of a PROT program can enhance the sense of community among colleagues.
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    Going "Slow:" Leading the Slow Books Movement at an Academic Library
    (2013-06-29) Lacy, Meagan; States, Emily
    In a March 23, 2012 blog post on The Atlantic website, author Maura Kelly argues for a new “slow” movement, the “Slow Books Movement.” Not unlike the Slow Foods’ call for a more healthful, substantive diet, the Slow Books Movement challenges readers to choose more substantive reading material—serious literature that encourages quiet contemplation and that broadens self-awareness. Slow Books is neither an alarmist reaction to technology nor a nostalgic longing for the past—meaningful works of literature exist whether in electronic or print formats. Rather, the point of slow reading is simply to challenge minds and stimulate reflection. Academic libraries, as repositories of the literary printed (and digital) word, are perfectly positioned to lead this movement. By embracing a reader’s advisory role, academic librarians can help create new readers, inspire existing readers, and build literary communities. This poster demonstrates how one academic librarian is engaging students through blogging, book clubs, and reader’s advisory in order to promote slow reading on campus. Outreach strategies and evaluation methods (including analytics, surveys, and user feedback) are explained step-by-step so that librarians can apply these findings and implement these programs and practices on their own campuses.
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    Growing Local: Partnering Libraries with Library Schools to Expand the Profession and Develop Professionals
    (2013-04-11) Lacy, Meagan; Copeland, Andrea J.
    Although they share the same campus, university libraries and schools of library & information science often work in isolation. Few opportunities exist where they can learn from each other’s expertise. How can we better bridge this gap between theory and practice? Discover how librarians, SLIS faculty, and SLIS students at one institution created a joint research conference as a means of formally sharing and discussing their research. Learn how this conference expanded their professional growth.
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    [Review of the book Plagiarism education and prevention: A subject-driven case-based approach, by C. Bradley]
    (Reference and User Services Association, http://rusa.metapress.com/home/main.mpx, 2011-12) Lacy, Meagan
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    The Role of Mentorship Programs in LIS Education and in Professional Development
    (Association for Library and Information Science Education, 2013-05) Lacy, Meagan; Copeland, Andrea J.
    Although mentoring is widely valued and encouraged within librarianship, it has been conceived mostly as a professional relationship that occurs after one has obtained a position. Thus, mentoring among LIS students is not customary – largely because internships and field experiences are not universally required. To address this problem, the investigators wanted to distinguish the kind of education a mentorship program provides. This study identifies the kinds of knowledge academic librarians and LIS students gained after participation in a semester-long mentorship program. Data was collected through two focus group interviews, which were transcribed, analyzed, and compared for inter-coder agreement. The mentees gained knowledge related to the work life of academic librarians, job seeking, and workplace expectations. The mentors valued the experience because it promoted currency in the field, self-awareness, and reflection on practice. This research supports the need to emphasize internships and mentoring within the LIS curriculum.
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    A Scanner Darkly: Retooling the Tools for Environmental Scans
    (2013-04-08) Emery, Katie; Huisman, Rhonda K.; Lacy, Meagan; Staum, Sonja
    See how a small group of librarians gathered partners across campus to conduct an environmental scan of their instructional program. We took a long workbook (Analyzing Your Instruction Environment, published by ACRL) and transformed a large checklist of data into surveys, focus groups and reports while bringing in stakeholders and disseminating results.
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    The virtues of a committed dilettante: Embracing nonexpert expertise
    (Association of College & Research Libraries, http://crln.acrl.org/content/72/11/646.full, 2011-12) Lacy, Meagan
    Many librarians are assigned liaison roles outside of their subject expertise. How can librarians still engage faculty and students in these disciplines? This article suggests strategies for how non-specialist librarians can serve their departments and promote the value of libraries.