Category Archives: Peer-Reviewed Article

Use of Social Networking Site Consumer Training to Teach Information Literacy Threshold Concepts

By Lucinda Rush
Education Reference Librarian
Old Dominion University

Introduction

Social networking sites (SNS) have been integrated seamlessly into our everyday lives, and college students are one of their biggest consumers (Lenhart, et. al. 2010). Just as consumers of Starbucks have been trained to speak the language of the corporation, ordering “venti” instead of “large”, and consumers of smart phones have come to rely on them in their every-day lives for things like directions, instant access to email, fitness apps, and more, social media users have been trained to intuitively expect and respond to things on their SNS in day-to-day life. The skills that our students have developed through consumer-use of SNS can be incorporated into library programming to teach the threshold concepts outlined in the ACRL Framework for Information Literacy (2015). This paper reviews the skills that students have developed as consumers of SNS which were introduced by Rush and Wittkower (2014) and will introduce creative and practical approaches to teaching students in formal classroom settings as well as outside of the classroom through library outreach and engagement programming. The focus of the ideas introduced is on the consumer-trained skills developed through use of SNS and not necessarily on use of SNS itself, which will provide librarians with ideas for low-tech ways to use these skills to teach students information literacy concepts.

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Exploring Creative Information Literacy Practices via Divergent Thinking

by Joseph Hartnett
Information Services Librarian and Assistant Professor
Baruch College, City University of New York

Abstract

Encouraged by the ACRL Framework’s call for librarians to adopt more engaging methods to teach students, as well as for students to assume more active, creative, and reflective roles in relation to the information landscape, the author questioned whether methods put forward by creativity training proponent Edward de Bono for fostering creativity might have any potential value for of helping students to engage in divergent thinking related to developing a research strategy, or as the framework would have it “Searching as a Strategic Exploration.” In order to answer this question, the author investigated the work of Edward de Bono and conducted a small experiment where 20 students in an information literacy credit class were randomly divided into a control group and an experimental group. The experimental group was presented with a set of directed strategies offered by de Bono in addition to regular instruction, while the control group was not. Afterwards, all members of the class were given an open ended writing assignment about a vaguely worded topic where they were asked to be creative. Student responses were evaluated for indications of divergent thinking by counting the number of interested parties identified in their writing in relation to the topic. It was found that the experimental de Bono group engaged in significantly more divergent thinking than did the control group, both in terms of originality and in the total number of interested parties that were generated. As such it would appear that de Bono’s methods and other similar approaches have potential value for promoting divergent thinking, an essential capacity for creativity, and likely for helping teaching librarians develop more active, creative, and reflective classroom practices. The model used is original within the realm of library pedagogy and has the potential to help librarians apply divergent thinking strategies to information literacy programs. Continue reading Exploring Creative Information Literacy Practices via Divergent Thinking

The Game of Research: [Board] Gamification of Library Instruction

Nicole Tekulve, Chapel Cowden, Jaime Myers
University of Tennessee at Chattanooga

Faced with the annual revision of curriculum and activities for first-year Rhetoric and Composition courses, a group of instruction librarians at the University of Tennessee at Chattanooga (UTC) created a versatile board game, based on The Game of Life, to address the pitfalls and rewards of the research process. Librarians quickly learned, however, that creating an engaging, meaningful, and fast-paced game for library instruction is no small feat. Developing The Game of Research was a reminder that, just as librarians encourage students to be adaptive and creative in their research, we must also be adaptive and creative in our curriculum design in order to meet information literacy and course learning objectives. To that end, The Game of Research not only underwent many revisions but it also prompted the creation of a second game, The Research Road, based upon common learning objectives.

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Fostering Website Usability Partnerships in the Academic Library Setting

Author: Bethany Messersmith
Information Literacy Librarian/College Liaison
Southwest Baptist University Libraries

Website usability studies are by no means brand new. In many respects they are a close relative to the focus group session because they utilize prompts to assess opinions, as well as the usability of a product. According to Dr. Jakob Nielsen, a leading web usability consultant, “Usability allows us to make everyday life more satisfying by empowering people to control their destiny and their technology rather than be subjugated by computers” (qtd. in Chow, Bridges, and Commander 254). While website usability testing is a practice that was adopted a little over a decade ago by the library sector, librarians have always invested time in assessing user wants and needs (Battleson, Booth, and Weintrop 190). Today public and academic librarians are devoting more attention to seeking user feedback on the ease of website tasks, as “the library as ‘place,’ traditionally defined in a physical building, has expanded into a virtual environment” (Bakoyema and Groves). In light of this, developing partnerships with web design experts is critical in the academic library setting.

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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

Abstract

Using games in the library classroom is an active learning strategy that can increase student engagement. However, not all librarians are equally familiar and comfortable with bringing game-based learning to the library. Game On for Information Literacy is a brainstorming card game to help librarians create games for information literacy and library instruction. Inspired by other successful brainstorming card games, this game was developed, playtested, and iterated over several years in workshops, graduate-level MLIS courses, and professional development programs. Game materials are all available to download, use, remix, and share.

Keywords: game-based learning, games in education, information literacy, library instruction, brainstorming, professional development

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