Tag Archives: information literacy

King Spud Has Been Kidnapped: Using the Mystery Genre and Serious Games to Teach Information Literacy to Undergraduate Students

Peer-Reviewed Article, , , , , ,

Celia Hagey
Instruction and User Services Librarian
University of Idaho Library

Abstract

This article details an instructional academic librarian’s experience designing and teaching a mystery-themed information literacy workshop entitled “Mystery at the U of I Library.” The workshop is a form of game-based teaching known as a serious game. Serious games have been documented in scholarly writing since 1970 and implemented in educational settings ranging from elementary schools, high schools, and universities, using creative designs such as role-play games, card games, and video games. Educators in the fields of mathematics, science, and healthcare have published case studies on their use of mystery-based serious games, but representation of mystery-based games to teach information literacy is sparse. This article contributes insights on the value of creating a mystery-based information literacy workshop for undergraduate students at a mid-size public university, describing the author’s design process, experience teaching the workshop, and professional growth throughout the whole process. Other instructional librarians will find recommendations and advice for implementing their own mystery-based workshop. Overall, the workshop engaged students and revealed areas where students continue to struggle with information literacy skills, while stretching the author’s imagination and instructional ability.

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The Design and Deployment of Research and Education Advisories for Graduate Medical Education Programs

Peer-Reviewed Article, , ,

By Lyubov Tmanova, MLIS
Research Librarian
Darnall Medical Library
Walter Reed National Military Medical Center
Bethesda, MD

Abstract

Objectives: This study aimed to design information support for medical residents engaged in research. It also sought to assist GME program leaders in enhancing GME programs trainees’ research skills and competencies by providing advice on research quality and evaluating scholarly research.
Methods: The study employed a qualitative research design to assess the scholarly publications of GME trainees and the Walter Reed National Military Medical Center (WRNMMC) scholarly community. Based on environmental scan and data analysis findings, two research projects, Research Quality Advisory (RQA) and Research Information and Education Advisory (RIEA), were developed.
Results: The study identified publication trends of GME trainees and the WRNMMC scholarly community. These findings were instrumental in enhancing library research support for GME program leaders and implementing research information mentorship in GME programs. Additionally, the data accelerated the development of a specialized guidance program to support medical residents in research and scholarly communication.
Conclusions: This study addresses the research gap in scholarly mentorship. A model integrating information, specialized support, and educational intervention has been developed in this study to improve information and research literacy in GME trainees. An Academic Research Advisory (ARA) initiative and research intervention models effective for research mentorship and collaborative educational effort of GME program directors and research librarian are highlighted. Additionally, recommendations for integration of research support and mentorship in military setting are included. The findings of this study will shape future strategies to enhance medical residents’ skills and competencies in information and research literacy.

Disclaimer: The views expressed in this manuscript are those of the author and do not necessarily reflect the official policy of the Department of War or the U.S. Government. The identification of specific products or scientific instrumentation is considered an integral part of the scientific endeavor and does not constitute endorsement or implied endorsement on part of the authors, DOW or any component agency.

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Micro-Programming: A Dynamic and Flexible Approach to Student Engagement

Peer-Reviewed Article, , ,

Kelsey Hammer, Coordinator of Student Engagement & Programming
Julia Feerrar, Head of Digital Literacy Initiatives
University Libraries at Virginia Tech

Introduction

Academic library outreach and engagement often works at the nexus of multiple challenges. Librarians must meet the needs and interests of patron communities, make the most of limited staff time and resources, and navigate competing priorities for time and attention across campus. Over the last several years, our team of teaching librarians at Virginia Tech has sought out multiple opportunities to rethink and restrategize some of our approaches to these challenges.

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Enhancing Student Agency and Self-Efficacy Using ADDIE’S Evaluate Phase for a LIS 1001 Course Refresh

Peer-Reviewed Article, , , , , , ,

By Sarah Moukhliss, Ed.D., MLS
STEM Online Learning Librarian & CIRT/OER Liaison
Thomas G. Carpenter Library
University of North Florida

Abstract

This article outlines the initial development and iterative changes made by Online Learning Librarian Moukhliss during the course refresh of a one-credit-hour online undergraduate library research course. Specifically, it focuses on the Evaluate phase of the ADDIE instructional design process (Analyze, Design, Develop, Implement, Evaluate). Based on student feedback, Moukhliss incorporated greater voice and choice into the final research assignment.

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Negotiating the Power Dynamics of Librarian-Led Instruction: Strategies for Overcoming the Limits of One-Shot Instruction

Essay, , ,

Michelle Bishop, First-Year Experience Librarian,
Nicole Westerdahl, Research, Instruction, and Outreach Librarian,
and Deborah Bauder, Research, Instruction, and Outreach Librarian,
State University of New York at Oswego

Introduction

By its very nature, the traditional one-shot information literacy instruction session goes against most pedagogical best practices, yet remains a common format for instruction in academic libraries. The typical one-shot, as implied by its name, is a one-time instructional session where librarians provide varying levels of instruction on library or research related topics. The persistent struggles associated with this teaching model continue to dominate the information literacy literature. The history of this discussion has centered on debates about the instructional role of librarians, calls for better collaborations with discipline faculty, meaningful assessment, inclusive teaching practices, librarian burnout, and effective professional development. Despite the abundance of articles addressing these challenges, librarians continue to grapple with this instructional method and to explore creative approaches to mitigate the many well-documented pedagogical challenges of the one-shot.

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