From Adair to Woodford County and All Points In-Between

At 
the
 Agricultural 
Information 
Center 
(AIC) 
we 
are 
trying 
to 
provide
 relevant
 content
 for
 Cooperative
 Extension
 personnel
 located
 throughout 
the 
state 
of 
Kentucky.
 
The
 College
 of 
Agriculture, 
Food, and 
Environment
 is 
the 
University 
of 
Kentucky\u27s
 largest
 college 
and
 has
 employees
 located
 in 
all 
of 
the 
120 
Kentucky
 counties.
 
Therefore,
 we 
are 
working 
to 
create
 and
 maintain
 relevant 
outreach
 services
 for
 a 
geographically 
and
 culturally
 diverse 
user 
group.
 
Throughout 
this
 process,
 we
 have
 realized
 that
 creating
 online
 tutorials
 and
 virtual
 training
 sessions
 is
 not
 enough
 to
 support
 outreach
 services—we must
 stay 
visible. 

To 
stay 
visible, 
we
 have
 visited 
regional
 meetings
 and
 networked
 throughout
 the
 state
 and,
 in
 doing
 so,
 we
 have
 recognized
 that
 personal
 contact
 has
 driven
 access
 and
 use
 of
 our
 library
 resources.
 This
 session
 will 
show
 how
 the AIC
 is
 assessing 
its users\u27
 needs
 and
 providing
 relevant
 content
 for
 our
 Cooperative
 Extension 
agents

A Collaborative Approach to Teaching Information Literacy in First-Year Agriculture Courses

We will discuss our redesign of the information literacy component of the first-year general agriculture course at the University of Kentucky. More specifically, we will share how we are customizing content to meet individual instructor needs by team teaching, providing more active learning opportunities, and adapting our pedagogical toolkit. Challenges include varying numbers of sessions requested per course section, location disparities, and time constraints

Using a “Train the Trainer” Model and Active Learning to Reach Biology Freshmen

In Spring 2013, we collaborated with the UK Biology Department to create, teach, and assess course-integrated information literacy sessions for 17 BIO 155 sections, reaching 462 students once a week for two weeks (thus 34 sessions reaching 934 attendees). We experimented with a “train-the-trainer” model, providing an introductory session to TAs, then alternating librarian-led sections and TA-led sections. We taught in a Macbook lab, using mini presentations mixed with active instruction and tools such as PollEverywhere and Course Guides. We assessed the information literacy concepts learned using a Google Docs survey. We will share our challenges and successes initiating this program

Teaching Information Literacy Using a Train-the-Trainer Model with Biology Lab Instructors

In Spring 2013, we collaborated with the Biology Department course coordinator at University of Kentucky to create, teach, and assess course-integrated information literacy sessions for 17 Biology Lab sections, reaching 462 students once a week for two weeks (thus 34 sessions reaching 934 attendees). We also experimented with the “train-the-trainer” model by providing an introductory session to TAs, then alternating one librarian-led section with one TA-led section. We taught in a Macbook lab, using Powerpoint presentations mixed with active instruction and tools such as PollEverywhere and Course Guides. We assessed the information literacy concepts learned using a simple Google Docs survey