Diversifying and Transforming a Public University’s Children’s Book Collection: Librarian and Teacher Education Faculty Collaboration on Grants, Research, and Collection Development

An education librarian and faculty member collaborated on research grants to study teacher education student’s experiences with diverse books and to develop library collections. This study explores the development of internally grant-funded linguistically and culturally sustaining children’s book collections and assesses the impact of the grants with a model that analyzes research guide use, library instruction sessions, and reflection on grant-funded research, among other components. Intentional collection practices, including grant-funded collection development; faculty partnership; nontraditional bibliographic tools; and alternative forms of access, discovery, and shelving led to a vital and linguistically and culturally sustaining collection which reflects education student’s diverse identities

The Information Literacy “Flipped Classroom” – A Lesson Planning Lab

This workshop will introduce participants to the “flipped classroom” and provide them with hands-on experience planning a library session that uses this new approach. In the flipped classroom, lectures are replaced with pre-class assignments, usually in the form of videos or online tutorials. Class time can then be used for active learning exercises that deepen students’ knowledge of the material. Participants will be asked to complete a pre-assignment, which can be finished just prior to the session. Workshop leaders will begin by reviewing the flipped classroom and describing the flipped lessons they have used at their academic library (15 minutes). Participants will then work in small groups to develop their own flipped lesson plans (20 minutes). Groups will select a learning objective and complete a handout to help them determine the content and medium of their pre-class assignment, and the content and active learning strategies for the in-class work. As they develop their lesson, one group member will record observations about the effectiveness of the flipped approach for this workshop. The entire workshop will then discuss the planning process, share their lessons, and reflect on their flipped experience (15 minutes). The session will close with a summary of the presenters’ research on the flipped classroom (15 minutes). They are completing a multi-semester study of the effectiveness of the flipped classroom for one-shot library sessions in business, education, and health sciences. Preliminary data will be presented, as well as tips and lessons-learned. Time will be reserved for questions (10 minutes)

Engage Students Through Flipped Classroom Strategies: A Lesson Planning Guide

Presentation at 2015 Connecticut Information Literacy Conference, May 29, 2015

Engaging the Framework for Information Literacy for Higher Education as a Lens for Assessment in ePortfolio Social Pedagogy Ecosystem for Science Teacher Education

This article highlights a case study that assesses how graduate-level, in-service science teachers engage in an ePortfolio social pedagogy ecosystem to document their growth in knowledge practices and dispositions in information literacy. The ePortfolio social pedagogy ecosystem and this study are situated within the context of the Catalyst Framework. The three modes of interrelated social learning activities include: (1) authoring the written ePortfolio in an online ePortfolio digital media platform, (2) presenting the ePortfolio in the webinar platform, and (3) presenting the ePortfolio in- person in a physical setting. We used case study methodology to systematically investigate how each participant used their ePortfolio capstone exit project to engage the Association of College and Research Libraries’ (2015) Framework for Information Literacy for Higher Education (ACRL Framework) as a conceptual lens to document their competencies (as part of reflective practice) in information literacy. The unit of analysis we used was the ePortfolio entry focused on using information literacy to understand science education theory and practice. Findings show that the participants emphasized content in different but connected communication modes across the ePortfolio social pedagogy ecosystem. Findings also show that ePortfolio is an effective tool for self- assessment and reflection on one’s information literacy competencies. Implications for outcomes assessment are also discussed

Exploring Innovative Ways to Incorporate the Association of College and Research Libraries Framework in Graduate Science Teacher Education ePortfolio Projects

This article investigates ways in which student voice informed design research into information literacy instruction in a year-long graduate science education ePortfolio culminating project. Library and science education faculty partnered in a two-year project to create communities of secondary science education students, in two cohorts, who used the ACRL Framework for Information Literacy for Higher Education to support their own research and reflections into information literacy. The overarching goal was to improve the course design to help science teachers develop their professional competencies in information literacy to conduct research to support their practice. Examination of students’ responses to research experiences enabled faculty to improve the students’ information literacy experience from one year to another. Findings show that students became more familiar with ways to use the ACRL Framework to interrogate their own and their colleagues’ research process as they shared their own reflections on research and information literacy. It was also found that this was fostered by shifts in when and how the ARCL Framework was introduced. Education students can benefit from knowledge of an information literacy framework to impact the way that they conduct their own professional research, work with students on research projects, and participate in scholarly conversations

Engage Students Through Flipped Instruction: A Lesson Creation Lab

Presentation at 2015 SUNYLA Conference, June 3, 2015

Flipping the classroom in business and education one-shot sessions: a research study

In response to the challenge of maximising the effectiveness of one-shot information literacy (IL) sessions, library faculty at Lehman College experimented with the flipped classroom model. This research paper reports the results of a multi-semester quantitative study of the flipped classroom in business management and education one-shot sessions. Researchers explored two research questions: Do students in a flipped session demonstrate greater knowledge before their session than students in a control session? and Do flipped and control students demonstrate significant, positive improvement in knowledge after their session? The researchers used pre- and post-tests to evaluate two crucial aspects of the flipped model: pre-class homework assignments and in-class active learning. A significant finding supports the usefulness of homework assignments in preparing students for these library sessions. Both education and business classes also reported high degrees of satisfaction with the flipped model. The article provides evidence that the flipped classroom, especially those using the pre-class homework assignments, can be effective for student learning in IL one-shot sessions