Browsing by Author "Miller, Marsha"

Now showing 1 - 5 of 5
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    Celebrating 20 Years BIUE: A Quick Look Back and a Fast Look Forward
    (H.W. Wilson Company, 2006) Evans, Karen; Miller, Marsha
    In 1987, Indiana University - Bloomington librarians Emily Okada and Mary Popp had an idea, called together other librarians, and the Bibliographic Instruction/User Education (BIUE) of the Indiana Library Federation (ILF) was born. Initially, BIUE was created to: 1) Increase awareness of user education as an essential library service and play an active role in the development of Indiana Library Federation policies promoting user education; 2) Provide a forum for broad discussion of user education issues within Indiana Libraries; 3) Provide opportunities in which library workers from all types of libraries and from throughout the state of Indiana can share user education ideas, materials, and solutions; and 4) Help practicioners develop, improve and promote user education by providing information, skills, and tools.
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    Hands Off My Hands On!: The Trials and Tribulations of Adding an Electronic Classroom to Your Library Instruction Program
    (H.W. Wilson, 1997) Miller, Marsha
    In spring of 1995, Indiana State University's (ISU) Library Instruction and Orientation Program was enhanced by the opening of an electronic classroom/lab. This article shares some of the more interesting, significant, fun, and sometimes painful things that we have observed in our own lab situation, or heard from others.
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    The Instructional Menu
    (H.W. Wilson Company, 2006) Miller, Marsha
    Esther Grassian's and Joan Kaplowitz's wonderful text, Information Literacy Instruction: Theory and Practice, devotes a chapter to the "Instructional Menu", referring to the many 'modes' we use to try to get 'information literacy' across. Chapter nine highlights the pros and cons of the instructional modes included. But, how often do instruction librarians tie the mode to the type of activity, either consiously or subliminally? Since information literacy is not done in a vacuum, usually the purpose of putting information literacy skills to use is because the person has a goal in mind. In academia, that goal is usually an assignment. Most often information literacy instruction is tied to that traditional, and tired, manifestation, the 'research paper.' But we know that there are many different sorts of assignments, some because of the academic discipline, some because of the level of student, and some because a teacher and a librarian have worked together to format a new assignment. The instructional menu below has grown in the years since the Grassian/Kaplowits text have been published. The author of this article began a conscious effort to identify as many research/writing, etc. activities as she could. The result has been fun. See what you can do with this list. If you can think of other items to include in either column, please let the author know!
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    Introduction
    (H.W. Wilson Company, 2006) Miller, Marsha
    While I've been "involved" in information literacy ever since I arrived at Indiana State University in 1985, it seems as though I've always been explaining the ways libraries do things and trying to help others make sense of it. I've been doing all the readings about Generation this and Generation that, which is all well and good. From the academic standpoint, what I'm seeing is the need for more and more collaboration between librarians and teaching faculty, including convincing the teaching faculty that, if they want college students to use 'library resources', they need to make very specific requirements, including specific reading assignments, lists of reference books to go to for certain types of answers, etc. and the continuing need to make sure the teaching faculty understand the crucial role they play in 'getting information literacy' across.
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    Readings on Information Literacy and Teaching
    (H.W. Wilson Company, 2006) Miller, Marsha
    Anyone who has taught a course knows that finding readings outside the textbook is 1) expected; 2) necessary; and 3) iffy. They are expected because a textbook can only do so much and is often forced to summarize topics that can be enhanced by further reading. They are often necessary because teachers may require students to not only read, but also to reflect on those readings as part of the course requirements. Iffy because a teacher can spend a lot of time organizing the best reading list, only to have the students pay scant attention, either because they deem the articles non-essential or out-of-date, or because reading them is just one more time management factor in their busy student lives.