Category Archives: Peer-Reviewed Article

Play a Game, Make a Game: Getting Creative with Professional Development for Library Instruction

Maura A. Smale, Associate Professor Chief Librarian, Ursula C. Schwerin Library New York City College of Technology, CUNY msmale [at] citytech [dot] cuny [dot] edu @mauraweb [Peer-Reviewed Article] Abstract Using games in the library classroom is an active learning strategy … Continue reading

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“Scholarship is a Conversation”: Discourse, Attribution, and Twitter’s Role in Information Literacy Instruction

by Alexander J. Carroll Agriculture and Natural Resources Librarian University of Maryland College Park ajcarrol@umd.edu Robin Dasler Engineering / Research Data Librarian University of Maryland College Park rdasler@umd.edu [Peer-Reviewed Article] Introduction: Information Literacy & Scholarly Communication Instruction When addressing scholarly … Continue reading

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Can only Librarians do Library Instruction? Collaborating with Graduate Students to Teach Discipline-Specific Information Literacy

By Alexander Watkins Art & Architecture Librarian, University Libraries, University of Colorado Boulder Katherine Morrison Arts Education and Regional Services Director, Tippecanoe Arts Federation Former Lead Graduate Teaching Assistant, Art & Art History Department, University of Colorado Boulder [Peer Reviewed … Continue reading

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Academic Librarians as Knowledge Creators

Author: Donna Witek, Associate Professor Public Services Librarian The University of Scranton donna [dot] witek [at] scranton [dot] edu @donnarosemary Abstract Despite support from national organizations like the Association of College and Research Libraries (ACRL) and the American Association of … Continue reading

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“Straight to the Heart of Things”—Reflecting on Library Metaphors for Impact and Assessment

by Richard A. Stoddart Assessment Librarian Oregon State University and Press Abstract This paper explores the use and creative application of library metaphors. Unfortunately, the facts aren’t always able to speak for themselves. Simply stating reference statistics, gate counts, and … Continue reading

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