Free, Quick & Easy: Utilizing Google Apps to Assess & Communicate Learning

The Reese Library team utilizes a range of Google’s free applications (apps) to create, evaluate, and share assessment results of library instruction to faculty and students. The apps have also been utilized for team project work. Reception from faculty has consistently been positive, due to the ease of collaboration in developing assessment and sharing results so they can see at a glance the learning that has taken place in sessions. Attendees will gain a comprehensive overview of the workflow undertaken of the creation, delivery, analysis, and dissemination of assessment and results, with time for hands-on practice. Finally, strategies will be shared for utilizing Google apps for a range of project collaborations. Apps make it efficient and effective for project work across departments and campus libraries. In this workshop, attendees will learn methods for utilizing Google’s apps for assessment and beyond: Introduction (5 mins): Are Google apps useful for your context? Benefits and limitations. Part 1: Google Forms (30 mins): How to create an assessment for one-shot or ongoing library instruction. Create a sample assignment inspired by the ACRL Framework that meets the multifaceted needs of your library instruction session. Part 2: Google Sheets (15mins): How to export results into a Sheet. How to de-identify students; analyze, share and distribute results with others, such as professors and colleagues. Best practices for sharing feedback. Part 3: Project Collaboration (10 mins) Learn how Forms, Sheets, and Docs are useful for cross-departmental collaboration. Conclusion (10 mins): Q & A and/or final tips

Liaising in the 21st Century: The Shifting Role of the Education Librarian

This paper will examine the findings of a survey on the job roles and responsibilities of Education librarians (academic librarians with liaison responsibilities for the field of Education). Existing literature on Education librarianship has focused on particular facets of the job role, including the unique instructional needs of Education students and specific instruction and outreach initiatives. However, the literature lacks a comprehensive picture of the full spectrum of contemporary Education librarianship. This article provides a snapshot of the diverse educational backgrounds and varied responsibilities of Education librarians related to instruction and instructional design, reference, embedded librarianship, outreach, collaboration, and collection development

Leveling up: Differentiating library research and APA instruction for online students into different levels and modes

Over two and a half years, the Department of Teaching and Leading liaison librarian has evolved her virtual instruction to graduate online students by scaffolding it into different levels. What started as advocating for an optional one-shot webinar for groups of students in their asynchronous Master of Education program’s seminal course has organically grown into three different library instruction levels throughout the program: introductory (level 1), intermediate (level 2), and advanced (level 3), and a few levels for APA instruction. These days, all students start on the same level playing field by undertaking level 1 library instruction and level 1 and 2 APA Style sessions in the seminal course. They build their information literacy and citation skills throughout their program by opting for the next level when professors teaching other courses request instruction. Embedded librarian support in the classes complements the instruction. Each semester, the librarian has adapted the instruction to cater to our graduate education student population’s learning needs, styles, and preferences, from minor tweaks to significant modifications. Feedback forms, assessment, and faculty collaboration have guided such developments. One way is developing a choice of two learning modes for each library instruction level. Find out how the librarian gained buy-in for initiating virtual instruction, what each level looks like, the two instructional modes, and tracking and evaluating progress. Also, learn the challenges of differentiation for asynchronous coursework, the benefits, and lessons learned. Finally, hear current collaboration efforts to expand and finesse the program to be more systematic and motivating

Leveling up, nearly falling, & getting back on the ladder: Differentiating library research, APA & EndNote instruction for even more online students while not hurting yourself in the process

Note to reviewers: This proposal is for a presentation that builds on what I meant to present at the 2021 conference. Due to a storm, a black-out occurred, and I couldn’t get back online in time to present most of it because my computer was so slow. The GICOIL moderator kindly offered me a break-out room at the end of the day, but only two people showed up, and an informal conversation was more suited. This proposal expands on that presentation and elaborates on what I did this year. I have a much faster computer now and will log in quicker if this ever happens again. Abstract: Over three years, the Department of Teaching and Leading and Psychological Sciences liaison librarian has evolved her virtual instruction to graduate online education students by scaffolding it into different levels; and recently for undergraduate psychological sciences students. What initiated advocating for an optional one-shot webinar for students in their asynchronous Master of Education program’s seminal course grew into offering three different library instruction levels throughout the program. See the previous presentation abstract for more info: https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/12/ Since then, the librarian has collaborated with a colleague to differentiate virtual EndNote training: Basics (Level 1) and Advanced (Level 2) for online education students. She was coping fine with the workload until Psychological Sciences also started needing asynchronous online instruction for the seminal undergraduate course in the Spring and the Fall. She began suffering from burnout after implementing a similar yet different model and continuing the same workflow outlined in the 2021 presentation. The librarian needed to strategize to meet the needs of the considerable increase in students, the faculty she collaborated with, and her mental wellbeing. Find out how each level has evolved to look like for library instruction, APA, and EndNote. Learn the instructional modes and formal assessment to evaluate progress. Also, learn the advantages and challenges of differentiation for asynchronous coursework and the steep learning curves, including serving two diverse populations and preventing burnout. Finally, hear collaboration efforts to modify the online library instruction with new faculty taking over the courses while looking after herself in the process

Bring Yourself and Relevant Resources to Them: Becoming Embedded Online to Support Students in your Liaison Area

“Build it and they will come” is a common approach for academic libraries for providing research support to their community. Like many academic libraries, Reese Library at Augusta University creates online tools to guide students in information literacy development and research, such as library guides and video tutorials; and offers support services, “Ask a Librarian” service and “Contact Your Liaison Librarian”. Providing access through the library website, promoting them via marketing, library instruction, and orientation sessions, we hope that the students we inform peruse such tools and seek assistance when needed. Although some do, but many do not. The presentation focuses on how I became embedded online by integrating myself into the learning management system (LMS) of several education courses. This involves creating a “Library Lounge” within particular courses’ LMS – a one-stop-shop of relevant research aids, and ready access to me, their liaison librarian, within the students’ primary online space, at their point of need. After successfully trialed for four courses within one semester, the “Library Lounge” is now an ongoing practice for several courses within my liaison area. This presentation will relay my experiences in becoming embedded online in this way. Detailed will be the thought and creation process of “The Library Lounge”, the roadblocks faced, and the strategies used to overcome them. Also covered will be the benefits, particularly for online students, challenges, and potential plans for expansion. Finally, best practices and tips will be shared, so librarians can recreate and adapt “The Library Lounge” to their context

Public Safety Redefined: Mitigating Trauma by Centering the Community in Community Mental Health

The summer of 2020 marked a shift in public perception of police brutality and racism in the United States. Following the police murder of George Floyd and ensuing social unrest, the appropriate role and function of the police in communities have been a frequent topic of debate. Of particular concern is the intersection of policing and mental health where we see a pattern of police using excessive force disproportionately against persons with disabilities, especially mental health disabilities (Autistic Self Advocacy Network, 2017). The introduction of race only exacerbates this disparity (Saleh et al., 2018). Given the realities of these mental health inequities, the aim of this scoping review is to explore first response models/programs that emphasize a therapeutic intervention as an alternative to policing. Seventeen articles were selected for inclusion in the review, six exploratory or experimental studies and 11 review or discussion articles. Using findings from the review, we offer recommendations to help reimagine this country’s approach to emergency response. We urge psychologists and other health care providers to step out of the clinic and engage the community in the development of crisis responses for mental health emergencies that are therapeutic rather than inflammatory, healing rather than harming