Embedded Information Literacy: An Arts & Humanities Model

With the installation of a new Arts & Humanities Dean and recognizing the need to address the information literacy skills of undergraduates, the faculty and library teamed-up to integrate course design. We piloted an embedded information literacy program for a 3rd year course in the Department of Classical Studies. The implementation was successful due to collaboration with the faculty, department and course instructor as well as the continual assessment, adaptation and evaluation of the course content. Due to the organic nature of this model, it may be adapted to other programs in Arts & Humanities

Embedded Information Literacy: An Arts and Humanities Model

This material was presented at Spring Perspectives 2010. The presentation highlights the collaboration between the Faculty of Arts & Humanities and The D.B. Weldon Library to embed information literacy skills directly into a Classical Studies course

Our Difference is Our Strength: Collaboration and Creativity in Co-Creating System Wide Information Literacy Learning Outcomes

As instruction librarians, we find ourselves siloed from our fellow teaching librarians and faculty in the design, delivery, and assessment of our instruction. We persevere in adopting a creative lens when asked to teach specific skills within limited time frames, we negotiate for more time with our students to engage in higher order thinking about research and Information Literacy (IL), and we attempt to convince faculty to allow us a sliver of a grade percentage to reinforce the value of the assignments we employ in-session. At Western Libraries we are attempting to switch this reactive stance we’ve often found ourselves in as instruction librarians supporting pre-developed courses by co-creating a set of system-wide learning outcomes (LOs) informed and inspired by the ACRL’s respective Framework and Standards documents, Ontario’s Undergraduate Degree Level Expectations, as well as our institution’s own undergraduate wide LOs. Drawing upon our differences and collective creativity, Western Librarians and those of the affiliated colleges have engaged in a collaborative consultative process in writing these LOs and wish to share our best practices that can be applied in a similar process at your home institution. In this session, members of the project team will discuss the process of developing a shared understanding of IL across a diverse system of instructing librarians, the challenges of collaboration with a large and diverse group of colleagues in the development of core LOs relevant across STEM, Health Sciences, A&H, SS, and Fine Arts programs of study, and the value of the document as a tool to leverage for more meaningful librarian/faculty teaching collaborations. Participants will: be able to understand and discuss the importance of embracing a complex process in order to invite diverse and dissenting voices to collaborate on the development of institutional IL learning outcomes. in light of the best practices shared, reflect on and articulate the opportunities and challenges of pursuing a similar process at their home institution

Stories of Active Teaching: Embedding Civic Engagement in our Practice

How do we move beyond the well-worn path of information discovery and evaluation in our instruction? Join librarians and archivists from Western University and Huron University College, as we share stories that explore teaching civic engagement as an IL learning outcome

Oakleaf Keynote Mind Map

https://ir.lib.uwo.ca/wilu_photos/1000/thumbnail.jp

A Comparison of Traditional Book Reviews and Amazon.com Book Reviews of Fiction Using a Content Analysis Approach

Objective - This study compared the quality and helpfulness of traditional book review sources with the online user rating system in Amazon.com in order to determine if one mode is superior to the other and should be used by library selectors to assist in making purchasing decisions. Methods - For this study, 228 reviews of 7 different novels were analyzed using a content analysis approach. Of these, 127 reviews came from traditional review sources and 101 reviews were published on Amazon.com. Results - Using a checklist developed for this study, a significant difference in the quality of reviews was discovered. Reviews from traditional sources scored significantly higher than reviews from Amazon.com. The researcher also looked at review length. On average, Amazon.com reviews are shorter than reviews from traditional sources. Review rating—favourable, unfavourable, or mixed/neutral—also showed a lack of consistency between the two modes of reviews. Conclusion - Although Amazon.com provides multiple reviews of a book on one convenient site, traditional sources of professionally written reviews would most likely save librarians more time in making purchasing decisions, given the higher quality of the review assessment

Nurses’ Perspectives on the Geriatric Nursing Practice Environment and the Quality of Older People’s Care within Rehabilitation Units: A scoping review protocol

This scoping review seeks to gain an understanding of nurses’ perspectives on the quality of care for older adults within the rehabilitation practice setting, and the nursing practice environment within the rehabilitation practice setting

Embedded Information Literacy: An Arts & Humanities Model

With the installation of a new Arts & Humanities Dean and recognizing the need to address the information literacy skills of undergraduates, the faculty and library teamed-up to integrate course design. We piloted an embedded information literacy program for a 3rd year course in the Department of Classical Studies. The implementation was successful due to collaboration with the faculty, department and course instructor as well as the continual assessment, adaptation and evaluation of the course content. Due to the organic nature of this model, it may be adapted to other programs in Arts & Humanities