by Emily Thompson
Studio Librarian, University of Tennessee at Chattanooga Library
Assistant Professor of Psychology, State University of New York at Oswego
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
By Olivia Castello, Social Sciences Librarian
Alex Pfundt, Research & Instruction Librarian, & Coordinator of Information Literacy Library & Information Technology Services (LITS)
Bryn Mawr College
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
Kaetrena Davis Kendrick
Medford Library, University of South Carolina Lancaster.
Digital Humanities (DH) has struggled with an identity since its contemporary emergence in the early 2000s; however, a succinct definition exists, placing many core activities of the field squarely in the domain of modern librarianship. This article briefly reviews American Library Association’s Core Competencies for Librarianship and summarizes the continuing development and characteristics of DH projects. The author also reveals how LIS competencies have been applied to a Korean popular culture DH project at Elon University. Positive implications for DH’s impact on professional development for librarians, information literacy integration, and opportunities for librarian/faculty or community collaborations are also included.
Continue reading Keeping the “L” in Digital: Applying LIS Core Competencies to Digital Humanities Work