Category Archives: Peer-Reviewed Article

Making Stone Soup: Integrating Academic Libraries into International Outreach Programs and Initiatives

By M. Nathalie Hristov, Associate Professor & Music Librarian
and Allison L. Sharp, Associate Professor & International Education Liaison Librarian
University of Tennessee, Knoxville

Introduction

The international student population in the United States has risen by over 72% over the last twenty years; however, a review of the literature seems to suggest that the LIS field would continue to benefit from greater research in this particular area of librarianship (Click, Wiley, and Houlihan, 2017, p. 328). Furthermore, the overwhelming majority of articles published in the library literature focus on services and activities that promote the international education of domestic students rather than the library needs of international students. Future efforts call for academic librarians to define their role in the information seeking activities of their international constituents (Click et al, 2017, p. 344). It is the contention of this article that a solid platform for the engagement of international students by librarians must first be established.

Continue reading Making Stone Soup: Integrating Academic Libraries into International Outreach Programs and Initiatives

Language Learners in the Library: Developing a Partnership with Pre-College ESL at a Community College

By Haruko Yamauchi
Teaching Coordinator
Eugenio María de Hostos Community College

Introduction

The United States is a vibrant and diverse country, made up of people with roots in many nations. While immigrant communities are now caught within political disputes that lie beyond the scope of this article to address, a few statistics about the current population of our country, our cities, and our colleges will indicate why teaching information literacy to English Language Learners in post-secondary education is and will continue to be of pressing concern, whatever may be the outcome of current battles over immigration policy.

Continue reading Language Learners in the Library: Developing a Partnership with Pre-College ESL at a Community College

Difficulties with “Digital Natives”: Bridging the Skills Gap Via One-Shot Library Instruction

by Emily Thompson
Studio Librarian, University of Tennessee at Chattanooga Library
and
Theo Rhodes
Assistant Professor of Psychology, State University of New York at Oswego

Abstract 

Current students are very familiar with their handheld devices, but they are often thrown into productivity applications with very little instruction due to the assumption that digital natives are already proficient. This study focused on students’ abilities using PowerPoint to create and execute a presentation. We conducted an A-B comparison with a “one-shot” instruction session by a librarian in between. After analysis by a group of objective observers, we saw a statistically significant improvement in the post-intervention slides. This implies that it is helpful to give students lessons in common productivity applications, with a possible new direction for library instruction.

Continue reading Difficulties with “Digital Natives”: Bridging the Skills Gap Via One-Shot Library Instruction

Engaging Learners Through Self-Guided Tutorials: Implementing and Assessing a Flipped Classroom Model for Information Literacy Instruction

By Olivia Castello, Social Sciences Librarian
and
Alex Pfundt, Research & Instruction Librarian, & Coordinator of Information Literacy Library & Information Technology Services (LITS)
Bryn Mawr College

Abstract

With the help of a Curricular Development Seed Grant, funded by the Mellon Foundation, librarians from Bryn Mawr College’s Library & Information Technology Services redesigned our model for one-shot information literacy instruction. We created self-guided, interactive online tutorials that allowed us to flip traditional demonstrations of skills, such as searching the library catalog, requesting books and articles, and finding empirical research.  As a result, we were able to revise our in-class lesson plans to focus on active learning activities. We also conducted a research study in three academic courses to assess the efficacy of our flipped classroom model. This paper highlights the development of the online tutorials and instructional model, the assessment study, and ideas for future directions.

Continue reading Engaging Learners Through Self-Guided Tutorials: Implementing and Assessing a Flipped Classroom Model for Information Literacy Instruction

Begin at the beginning: Library collaboration with early college high school freshmen

By Matthew Harrick
Brooklyn College

Abstract:

Early College High Schools partner with colleges and universities to ease traditionally underrepresented and at-risk high school students into college life, increase students’ college readiness, and provide the opportunity to earn college credits while simultaneously earning high school diplomas. One such partnership is between Brooklyn College and the STAR (Science, Technology and Research) program at Erasmus High School in Brooklyn, NY. As part of their introduction to college life, small groups of freshmen receive basic college library orientations prior to enrolling in credit-bearing courses as juniors and seniors. The education and liaison librarian to Early College High School programs created a six-week information literacy, science and research-based pilot seminar to further increase the college readiness of high school students.

Keywords: Early College High Schools; Information Literacy; STEM Research; Academic Libraries; Outreach; High School Students; College; Higher Education.

Continue reading Begin at the beginning: Library collaboration with early college high school freshmen