By Derek Malone
Assistant Professor, Instructional Services
& Interlibrary Loan, Scanning & Delivery Librarian
University of North Alabama
At the University of North Alabama, our first-year library instruction has developed over time into a three-part sequence. The sequence is embedded in three required general education courses: FYE 101 (First Year Experience Seminar), EN 111 (First-Year Composition I), and EN 112 (First-Year Composition II). All students, unless they have tested out of one of the requirements, will attend all three instruction sessions.
Continue reading Escaping Library Orientation: The Introduction of Escape Rooms Into First-Year Experience Courses for Library Orientation and Familiarization
Lily Griner, Yelena Luckert, Judy Markowitz, Nevenka Zdravkovska
University of Maryland, College Park
The Professional Writing Program (PWP) at the University of Maryland, College Park, is designed “to teach the research, analysis, writing and language skills that students will need in their lives beyond the classroom.” The program currently reaches approximately 5,000 undergraduates in roughly 250 subject-centered classes (e.g. business, health sciences, economics, etc.) and focuses on helping students write and communicate effectively in the workplace. In response to the growing demand for library instruction to support the PWP, as well as the declining number of librarians available to provide instruction, a Canvas ELMS (Enterprise Learning Management System) modules course was developed to meet the library literacy needs of the program. The course consists of three independent modules that introduce students to Information Literacy Concepts, Research Pro Tips, and Core Sources in several PWP supported subject fields. This paper will explore how we developed and promoted the Modules concept (development process), how it has been received by the PWP (outcomes), and how the resources are being used by the faculty and students (impact). This article is based on a presentation given at the 2015 Innovations in Teaching and Learning Conference (April 24th, 2015, University of Maryland, College Park).
Continue reading Supporting the Professional Writing Program with Online Modules – Collaboration and Engagement, Theory and Reality
By Elliot Brandow
Senior Digital Scholarship Librarian/Bibliographer for History
As my manager prepared me to meet with the Music Department faculty in my role as their new liaison, we reviewed the department’s potential needs. We discussed the outreach efforts of my predecessor and our hopes for connecting the department to the library priorities of instruction and new media collection development policies. I felt ready as I joined the faculty meeting that afternoon. Talking points in hand, I sat down. Then they told me, “So, what we really need is ear training software. Can we get some?” Um, sure. Let me just check on that for you…
Continue reading Organic Outreach: Subtle Strategies for Liaison Librarians
By Amanda Moeller and Julie Gilbert
Gustavus Adolphus College
In a service profession like librarianship, it can be difficult to conceive of ever saying no. We are in the business of helping people, after all. The very notion of saying no to our users may cause a spike of fear: if we say no, will people stop seeking our services? Will they stop seeing us as useful and helpful? Of course, circumstances sometimes arise that make it necessary for us to say no to taking on additional tasks and initiatives. Conditions might unfold in our personal lives that require us to step back for a time, or we may already be working at capacity and unable to take on anything new. We might say no after concluding that we simply do not have the time or energy to add more to our plates. Or we might realize that a new task does not fit within our priorities and we let it go. In these situations, we hope our colleagues are positioned to assist with the work or that the tasks are not essential and can be tabled for now.[i]
Continue reading Creativity at the Edge: Cutting Back on Library Services during Hard Times
Laurie Alexander, Beau David Case, Annette Haines, Linda Knox, Linda Knox, and Carrie Luke
University of Michigan
Students, scientists, dancers, performers, professors, renowned authors and poets, researchers, administrators, activists, and librarians—what do they have in common? They bring perspectives and vision to the conversation about how the arts inform, enable, and advance who we are today and where we directionally aspire to be. This past March, the University of Michigan (U-M) invited these voices to come together for the inaugural UpstArt festival (http://arts.umich.edu/upstartfest/) to celebrate the arts in scholarship. The results were both expected and unexpected, showcasing the predominant and pervasive role of the arts, illuminating various responses to recent challenges in higher education, emphasizing the specific aspirations of our university, demonstrating the importance of the creative process in learning, and, most interestingly, illustrating how library partnerships enable discovery, collaboration, and learning.
Continue reading Learning and the Arts: Library as Creative Partner