Opportunities for faculty-librarian collaboration in an expanded dentistry curriculum.

With the increased emphasis on evidence-based practice, developing information literacy (IL), as well as other literacies (e.g., oral), earlier in programs is becoming widely accepted in medicine and allied fields. However with long-standing programs integration of IL instruction is often unplanned at the programmatic level. This contributes to deficiencies in advanced students and frustrations for students and faculty. The Indiana University School of Dentistry has expanded its Dental Hygiene curriculum from a two-year program to a four-year Bachelor of Science. This expansion provided the opportunity to plan integration of information and oral health literacy instruction and evidence-based practice across the new curriculum. Library and Dental Hygiene faculty collaborated to adapt existing undergraduate and oral health pedagogies and assessments, as well as create new ones which are appropriate for integration into various courses. This expanded curriculum integrates lesson plans, assignments, and assessments that support dental hygiene and other health fields but also complement general education and provide transferrable skills for any major. Courses have heavy librarian integration, both in the classroom and the course management software, as well as asynchronous learning tools, with opportunities for team teaching and robust student assessment, including authentic assessment

Who is Citing Undergraduate Theses in Institutional Digital Repositories?: Implications for Scholarship and Information Literacy

Undergraduate theses are available through open access institutional repositories. Is undergraduate work being integrated into the larger body of academic research, and, if so, how? Institutional repositories containing undergraduate theses were selected and titles were searched using the forward citation feature in Google Scholar to determine if and where undergraduate scholarship is being cited. Results show that 24% of citations to senior theses were in peer-reviewed or refereed journals, and 33% in dissertations and theses. This paper addresses citation source and the potential value of undergraduate scholarship as well as the implications for information literacy instruction to senior thesis students

For the Dissemination of Useful Knowledge the Workingmen's Institute, New Harmony, Indiana

Southern Indiana holds a treasure, the Workingmen’s Institute. Founded in 1838 by William Maclure, it is the oldest continuously operating public library in the state of Indiana. While the origins of the Workingmen’s Institute (WMI) and its history in the community of New Harmony are fascinating subjects, they have also been well documented. Rather than focusing on the past, this article attempts to focus on the present and future of the Workingman’s Institute as it continues to define its three separate functions: public library, museum, and special collection

Testing Lesniaski’s Revised Brief Test

In 2004, Lesniaski revised White’s Brief Test methodology for smaller academic libraries that lack sufficient subject specialist librarians to perform the brief tests as originally proposed byWhite. As a part of regular collection development, Cowles Library implemented Lesniaski’s Brief Tests on the print monograph collection. While primarily a review of Lesniaski’s methodology, this article also discusses how the Brief Tests were used for improved collection evaluation and maintenance

Improving First-Year Student Research And Information Literacy Pedagogy By Integrating Librarians

Presented at the 2016 E. C. Moore SymposiumA faculty member and librarian collaborated to adapt a new programmatic IUPUI Bridge/FYS information literacy curriculum to a highly disciplinary, pre-professional course (Dental Hygiene). Development of information literacy instruction that met all the needs of students in the first year experience was only allowable through the close collaboration and multiple levels of library intervention during curriculum scaffolding

Does Course Guide Design Impact Student Learning?

Course and research guides are a common tool of teaching librarians, expanding the reach of instruction sessions. Traditionally these guides were designed in a pathfinder-style with lists of resources by type (e.g., websites, books, etc.). Guides can also be designed pedagogically, where the guide walks a student through the research process. This paper reports the results of a pilot Scholarship of Teaching and Learning (SoTL) A/B study that examined whether guide type had an impact on student learning. Results indicate students using the pedagogical guide may learn and retain Information Literacy concepts better than students using the pathfinder guide