When the world grows smaller: Renewing instruction methods for international students

Please note: This is a conference proceeding from an interactive session at the 2008 LOEX Conference. Abstract: With globalization diversifying our university culture, American universities are welcoming an increasing population of international students. Librarians are searching for innovative instruction ideas that adapt to international learning styles while crossing cultural and language barriers. This interactive session taught using the Cephalonian method will combine audience participation, visuals and music in an effort to demonstrate and generate ideas among participants. Framed by the overhaul of the University of Illinois’ ESL instruction program, we’ll talk about characteristics of learning styles of international students, share ideas on pioneering instruction segments including online tutorials and games and discuss authentic assessment strategies.published or submitted for publicationis peer reviewe

Listening from a distance: A survey of University of Illinois distance learners and its implications for meaningful instruction.

In Spring 2009, the University of Illinois at Urbana-Champaign Library conducted a significant new survey of distance learners enrolled in off-campus or online graduate programs. Exploring distance learners’ perceptions about and use of library services, the survey of 146 students reveals opportunities to better meet the research needs of distance learners whose graduate work may demand extensive use of library resources. The survey affords insights into distance learners’ communication preferences, and their particular research needs. Findings from this survey have informed one academic library’s strategy to begin addressing important questions in library instruction for distance learners.published or submitted for publicationis peer reviewe

Undergraduate researchers report only moderate knowledge of scholarly communication: they must be offered more support

Undergraduate students are increasingly participating in the scholarly communication process, mostly through formal research experiences. However, Catherine Fraser Riehle and Merinda Kaye Hensley, having surveyed and interviewed university students, reveal that undergraduate researchers have only moderate levels of confidence in their knowledge of scholarly communications, especially publication and access models, author and publisher rights, determining the impact of research, and research data management. Moreover, students revealed that to receive specific guidance in these areas was rare. There is much opportunity for faculty members, graduate students, librarians, and research programme coordinators to collaborate and develop learning interventions in these areas

Closing Keynote: Collaborative and Collective: Setting an Agenda for the Intersections

Our keynote will examine the progress of work at the intersections of information literacy and scholarly communications, since the publication of “Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment,” in 2013. We will discuss the persistent drivers that make the Intersections relevant and essential, including the ACRL Framework released in 2015 and the general higher education landscape, which continues to shift due to changing demographics and economic uncertainty. By focusing on our collaborative and collective action, we will identify how we can continue the momentum behind the Intersections

The Scholarly Commons: Emerging Research Services for Graduate Students and Faculty

As reference models change in response to technology and the emerging needs of scholars, academic libraries are exploring innovative ways to more broadly support research activities. The Scholarly Commons (SC) at the University of Illinois at Urbana-Champaign was established to better serve the needs of faculty and graduate students pursuing in-depth research and scholarly inquiry. The suite of services builds on the traditional model of reference by administering on-demand and consultation services, program- matic offerings, a space where researchers can use technology to further their research, and a common entry point that can direct scholars to relevant cam- pus resources and experts. The element that has been most effective in pre- paring these activities, however, is the development of partnerships with several campus organizations. These collaborations deeply enhance library and campus services provided to a cross-disciplinary learning environment.Ope

What Do Undergraduate Students Know about Scholarly Communication? A Mixed Methods Study

Amid movements that recognize undergraduate students as knowledge creators, transformative work is being done at the intersection of information literacy and scholarly communication. Absent from the literature so far is research related to students’ perception and understanding of scholarly communication. This paper reports a mixed methods study at two major research universities in the United States, where undergraduate student researchers were surveyed and interviewed about their scholarly communication practices and perceptions. This work informs development of programming at the intersection of scholarly communication and information literacy in general, and for those involved with undergraduate research experiences in particular

A Survey of Instructional Support for Undergraduate Research Programs

Undergraduate research and other high-impact educational practices simulate real-world learning environments and present an opportunity for high-level information literacy teaching to be better incorporated into the curriculum. The purpose of this survey is to examine efforts of libraries currently offering IL instruction to undergraduate research programs. The study provides crucial background and data for librarians and campus administrators of undergraduate research programs to deepen their understanding in developing meaningful information literacy experiences.Ope

Improving LIS Education in Teaching Librarians to Teach

The recent release of the 2013 Ithaka S+R Library Survey indicates deans/directors highly value library instruction, instructional design, and information literacy services, and will be supporting these efforts in the next five years by hiring more trained librarians. This contributed paper examines current efforts of LIS education to prepare librarians for the classroom and presents a case study for a new, more advanced opportunity to prepare for the classroom while advocating institutional learning goals.Ope

Show me the data!: Partnering with instructors to teach data literacy

The shift to quantitative research methods in social science disciplines is not news in today’s academy, however the relative ease of acquiring data sets via the Internet and the availability of online analysis and visualization tools have brought data into the mainstream of instruction in many academic departments. Teaching faculty are increasingly using numeric and spatial data sets in their courses. In turn, faculty and students need specialized instruction in finding, formatting and analyzing data. Academic libraries have supported data users for decades, but only recently has “data services” appeared widely in library job titles and advertised services. As demonstrated by the recent library literature, a new profession in the library has emerged, "Data Services Librarian." It is progressively clear that academic libraries are positioning data services offerings in order to support teaching and learning. Since there is not a single model for data services in academic libraries, each library faces its own challenges and opportunities in understanding how relevant data service offerings could be constructed to meet the disciplinary needs of an institution. At a large Midwestern university, the library partnered with an established data consulting service on campus to offer fifteen hours per week of consultation office hours. As the number of consultations increased, the assigned library committee was able to consider ways to expand the service. A survey of faculty, staff, and graduate students across academic departments was conducted to examine the use of data sets in research and/or teaching. This survey informed ongoing efforts including what type of data sets in which to invest monies, demand for specific software and the hardware necessary to support it, prioritizing training for librarians and staff, and working with the institutional repository for archiving data sets. The contributed paper will look closely at survey results in relation to teaching with data, discuss implications for instructors who are using data and consider how the library can expand data services to support teaching. The paper will focus on addressing the following questions: 1. What kind of assistance do instructors want from the library to support their teaching and for their students working with data sets? 2. How can the library develop partnerships and programs to meet these needs creatively, given existing financial constraints and skill levels? 3. What types of assessment data will need to be gathered in order to demonstrate that programs and training are successful? Our survey findings will be used as a starting point in consideration of the issues librarians face to support courses that work with data sets. The presentation will complement research findings as enumerated in the contributed paper by discussing the overall impact of data needs on library services. Final paper conclusions will argue that training needs to extend beyond simply helping users to access data sets by graduating to a deeper understanding for how faculty and students use data. In other words, the area of data services requires librarians to take a leadership role in advocating for true research partnerships. Learning outcomes: 1. Attendees will be introduced to how a sample of teaching faculty are using data sets in instruction in order to promote conversation regarding data services at their institution. 2. Attendees will learn about ways in which librarians can support courses that work with data sets by partnering with instructors in order to generate ideas for possible service offerings at their institutions. 3. Attendees will identify other librarians with similar issues in offering data services in order to develop a peer network for brainstorming and sharing of best practices.unpublishedis peer reviewe