Browse
Recent Submissions
Item Us Vs. Them(H.W. Wilson Company, 2006) Kirchoff, NicoleKeeping a daily log for her school principal, a school library media specialist records her work collaborating with a high school social studies teacher as together they teach a unit of the Cold War. The three-week long project utilizes ten key ideas in information inquiry and ten guiding library principles, explaining how the Cold War project teaches these information literacy skills in a style students find interesting yet educational.Item Cover(H.W. Wilson Company, 2006) Indiana LibrariesItem Reinventing Library Instruction: The Ivy Tech Story(H.W. Wilson Company, 2006) Mannan, Susan; Placke, JessicaMost academic libraries have been involved in formal library instruction for as long as we can remember, and most likely we are all in that continuous quality improvement mode of always trying to do it better. Ivy Tech Community College-Central Indiana Region is no different. After years of delivering the standard show and tell version of "what our library has for you," a spurt of fast-paced enrollment growth, library growth and staffing changes put the traditional instructional program into disarray. Library staff took the opportunity to evaluate what was being done and reorient the growing program. This article gives a brief review of our past efforts at library class instruction and then describes our recent activities and plans to improve and diversify what we do.Item The Instructional Menu(H.W. Wilson Company, 2006) Miller, MarshaEsther 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!Item Interactive Gaming Vs. Library Tutorials for Information Literacy: A Resource Guide(H.W. Wilson Company, 2006) VanLeer, LynnIn the past few years there has been a renewed push towards viewing games and gaming differently, most notably in the popular culture book, "Everything Bad is Good for You: How Today's Pop Culture is Actually Making Us Smarter" by Steven Johnson. In his book, Johnson argues that digital based strategy games are actually enhancing our problem solving skills, as well as IQs. He also laments the lack of solid research into how game design changes these skills, and calls for further research from cognitive scientists and educators.Item Celebrating 20 Years BIUE: A Quick Look Back and a Fast Look Forward(H.W. Wilson Company, 2006) Evans, Karen; Miller, MarshaIn 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.Item Readings on Information Literacy and Teaching(H.W. Wilson Company, 2006) Miller, MarshaAnyone 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.Item Googlewhacking: Exploiting Google in an Instruction Classroom(H.W. Wilson Company, 2006) Atwater-Singer, MegMost students already use Google, so why not exploit its teaching and learning potential in a library instruction classroom? University of Evansville Libraries (UEL) introduces concepts such as keyword selection, search construction and techniques, invisible/visible web, Google as a business and more by having students use Google. This article will describe how to incorporate a critical review of Google by employing a Googlewhacking exercise into an instruction session and generating questions to get students thinking critically about information.Item Introduction(H.W. Wilson Company, 2006) Miller, MarshaWhile 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.Item Every Which Way But Loose: Requiring Information Literacy(H.W. Wilson Company, 2006) Colborn, Nancy WoottonThis article focuses on Indiana University [IU] South Bend's one-credit Introduction to Information Literacy course, offered in both face to face and online versions, and how it is required as part of the IU South Bend General Education curriculum. The evolution of the course is placed in historical context within the overall library instruction program at the Schurz Library.
- «
- 1 (current)
- 2
- 3
- »