A Source for a Source - Reaching Out to Students

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Information Literacy at Johnson & Wales University 2011-2012

This initial document details some ideas and thoughts related to the development of librarians who instruct at the four Johnson & Wales University campuses. A group of five librarians at the four campuses developed the document; Amanda Samland, Ariela McCaffrey, Nicole Covone, Lisa Spicola, and Joe Eshleman, Seven aspects of library instruction are addressed as well as ideas for the application of the guidelines. Finally, next steps towards application of the guidelines are listed

NFORMATION LTERACY: Taking the ‘I’ Out of Instruction

Do you spend too much time behind the podium during your instruction sessions? This presentation will provide opportunities for learning and discussion on four activities designed to move you out among your students. You will learn how a courtroom-like environment with music, props, and costuming was created at Hood College for an ESL English class to guide students through the steps of brainstorming keywords, utilizing databases, and organizing information for an argument. A librarian from Goshen College will offer recommendations on planning a large-scale, themed, open-house; a timeline for completion; assessment of student learning; and post-event evaluation. The Coordinator of Information Literacy from Neumann University will discuss problem-based learning activities that drive student-centered learning experiences at Neumann and Utah State Universities. Simple changes will be discussed to shift the focus away from the podium and into the crowd. Lastly, you will learn about a successful Jeopardy-style game created at Johnson and Wales University in which students answer a series of challenging questions with clickers. How will you stack up against Johnson and Wales University students? Introduced through ACRL Immersion\u2709, five librarians from across the United States collaborate to present a discussion on stepping away from the podium in order to better engage students. Our different academic institutions allow for varied perspectives on library instruction: three liberal arts colleges, a state university, and a culinary arts institution. Our approaches are unique and nontraditional, and fundamentally share the same core goal: to establish an engaging, student-centered learning experience

The Impact of Information Literacy-Related Instruction in the Science Classroom: Clickers Versus Nonclickers

The goal of information literacy instruction is to enable students to develop skills that they can use for life to facilitate their empowerment through information. Instruction librarians, particularly those teaching Millenials whose need for “hands on” instruction has been widely emphasized, are constantly searching for methodologies that will provide appropriate levels of interactive instruction. Many methods for enhancing the relevance of library instruction have been discussed in the literature. This study, designed and developed by a collaborative team of librarians and science faculty, describes the effects of providing course-integrated, interactive (with clickers) information literacy instruction to undergraduates at a small private nonprofit university in the Southeast

Mismatch repair deficiency predicts response of solid tumors to PD-1 blockade.

The genomes of cancers deficient in mismatch repair contain exceptionally high numbers of somatic mutations. In a proof-of-concept study, we previously showed that colorectal cancers with mismatch repair deficiency were sensitive to immune checkpoint blockade with antibodies to programmed death receptor-1 (PD-1). We have now expanded this study to evaluate the efficacy of PD-1 blockade in patients with advanced mismatch repair-deficient cancers across 12 different tumor types. Objective radiographic responses were observed in 53% of patients, and complete responses were achieved in 21% of patients. Responses were durable, with median progression-free survival and overall survival still not reached. Functional analysis in a responding patient demonstrated rapid in vivo expansion of neoantigen-specific T cell clones that were reactive to mutant neopeptides found in the tumor. These data support the hypothesis that the large proportion of mutant neoantigens in mismatch repair-deficient cancers make them sensitive to immune checkpoint blockade, regardless of the cancers\u27 tissue of origin

Autophagy Interplay with Apoptosis and Cell Cycle Regulation in the Growth Inhibiting Effect of Resveratrol in Glioma Cells

Prognosis of patients with glioblastoma (GBM) remains very poor, thus making the development of new drugs urgent. Resveratrol (Rsv) is a natural compound that has several beneficial effects such as neuroprotection and cytotoxicity for several GBM cell lines. Here we evaluated the mechanism of action of Rsv on human GBM cell lines, focusing on the role of autophagy and its crosstalk with apoptosis and cell cycle control. We further evaluated the role of autophagy and the effect of Rsv on GBM Cancer Stem Cells (gCSCs), involved in GBM resistance and recurrence. Glioma cells treated with Rsv was tested for autophagy, apoptosis, necrosis, cell cycle and phosphorylation or expression levels of key players of these processes. Rsv induced the formation of autophagosomes in three human GBM cell lines, accompanied by an upregulation of autophagy proteins Atg5, beclin-1 and LC3-II. Inhibition of Rsv-induced autophagy triggered apoptosis, with an increase in Bax and cleavage of caspase-3. While inhibition of apoptosis or autophagy alone did not revert Rsv-induced toxicity, inhibition of both processes blocked this toxicity. Rsv also induced a S-G2/M phase arrest, accompanied by an increase on levels of pCdc2(Y15), cyclin A, E and B, and pRb (S807/811) and a decrease of cyclin D1. Interestingly, this arrest was dependent on the induction of autophagy, since inhibition of Rsv-induced autophagy abolishes cell cycle arrest and returns the phosphorylation of Cdc2(Y15) and Rb(S807/811), and levels of cyclin A, and B to control levels. Finally, inhibition of autophagy or treatment with Rsv decreased the sphere formation and the percentage of CD133 and OCT4-positive cells, markers of gCSCs. In conclusion, the crosstalk among autophagy, cell cycle and apoptosis, together with the biology of gCSCs, has to be considered in tailoring pharmacological interventions aimed to reduce glioma growth using compounds with multiple targets such as Rsv

Not Just Where to Click: Teaching Students How to Think about Information Chapter 14: Librarians and Students: Making the Connections

This chapter explores ways in which different types of students approach the information landscape and how this can impact the tactics and pedagogy of the instruction librarian. More importantly, assignment strategies are presented that connect students to librarians and also push students to think about how they interact with information. A close connection between librarians and students can provide a foundation that can help both. Librarians can expand their understanding of how individual students approach research; students can benefit by gaining a better grasp of the role of the librarian and how librarians can help them

How Growth Mindset Affects the Research Process for First Year English Composition Students

Perhaps the most influential current mindset strategy is the one developed by Carol Dweck; growth mindset. At the core of Dweck’s ideology is the notion that challenges are what help to change mindsets and that students can learn more effectively when they let go of the idea that their capabilities are fixed. A challenge for both the Professor and the librarian is how to help First Year English composition students who have a ‘fixed mind” about their abilities to do research and also synthesize that research into a research paper. Additionally, other elements of the paper (high quality writing, avoiding plagiarism, and citation concerns) can create a type of ‘stagnation” for students who have pre-conceived notions about their abilities. In this presentation, a Professor and a librarian relay their work together and separately, to help students leapfrog barriers. Using strategies that help them bypass their own fixed mindsets towards the students, the two accepted the challenges they faced and attempted to confront the trials students faced in the classroom. The website mindsetonline.com states, “Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about your intelligence, your talents, your personality. Are these qualities simply fixed traits, carved in stone and that’s that, or are they things you can cultivate throughout your life?” The idea that there is a choice in how personal capabilities are perceived is highly influential for teaching and learning. What makes for additional impact here is the work towards the nurturing of certain mindsets for students, professors, and librarians