Flipped Out: Teaching New Pharmacy Students Drug Literature Searching and Evaluation Using Online Instruction, Mini Lecture, and Active Learning

This poster will discuss the efforts of liaison librarians to re-design and deliver a flipped class on drug literature searching and evaluation collaboratively with faculty so as to strengthen students’ ability to answer drug related inquiries and evaluate literature in a systematic manner, to develop core information competencies, and to actively engage students in classroom for better learning outcomes

Motivating Faculty to Integrate the Library: We Can Work Together!

Faculty may be unaware of how many library resources are available to support their course assignments. Additionally their assignments may not be designed in a way that makes the best use of library resources. “Shopping list” assignments may cause students to spend too much time searching and not enough time engaging with the material and developing higher order thinking skills. Two Wayne State Librarians share their experiences in developing a workshop for faculty to help them integrate the library in a meaningful way, to support student learning and development of information literacy skills. Using persistent linking to embed articles, book chapters, database search results, and library instructional videos in assignment descriptions, faculty can learn to include library content in a way that will encourage students’ use and analysis of appropriate scholarly information. Though the short term goals of the faculty workshop are to integrate the library, the long term goal and potential outcome is to collaborate with faculty as pedagogical partners. Participants in this program will engage in a series of interactive tasks that will enable them to construct a plan for a similar workshop tailored to their faculty. Participants will identify a venue and partner for a similar workshop in their own institution, strategies to motivate their faculty to attend, and appropriate faculty-focused workshop content

Open Access Textbook—Access, Quality, Use

Veronica Bielat, Learning & Research Support Librarian, Wayne State Libraries Ariel Levi, Senior Lecturer of Management, School of Business Veronica Bielat provides an introduction to the open source textbook movement, including providers and current trends. Ariel Levi discusses the pro’s and con’s of his adoption of a Flat World Knowledge open source textbook for his MGT2530 course

Re-thinking Information Literacy Instruction with the ACRL Framework

As academic librarians transition from a teaching and learning paradigm for Information Literacy (IL) that is reliant on the ACRL Competency Standards to the new ACRL Framework, how can librarians support and learn from each other as a community during this transition? This program will share the examples of reframing successful, standards-based IL instruction for two discipline-focused research assignments to a framework-based approach. Attendees will participate in a hands-on activity that helps them strategize how to re-think existing instruction to integrate the threshold concepts into instruction, and discuss options for assessing student learning as part of a new instruction paradigm

The Course Guide: Creating a Culinary Masterpiece “To Go”

Librarians operate in a multimodal environment, where Web 2.0 applications allow us to easily create multimedia materials for students, yet course guides frequently follow the print pathfinder model of merely listing resources. In this interactive workshop, attendees will cook up a recipe to transform online course guides into dynamic 24/7 learning tools. Following discussion on best practices for visual design, review of course resource materials, and assignment analysis, we will apply design and pedagogical principles to create a framework, using the LibGuides model, for a dynamic course-specific guide that enhances learning as it supports the goals of a specific assignment

Creating Instruction To Go : Maximizing Resources, Maximizing Impact

Faced with large scale instruction demands, librarians are turning to technology to maximize staff resources and extend the impact of instruction. In this presentation, participants will learn how to translate classroom instructional content into learning objects in order to make learning available to multiple users on the go. The authors will engage the audience in a series of presentations, demonstrations, interactive tasks, and discussion in order to learn how to create effective learning objects. This presentation was delivered at the Association of College and Research Libraries (ACRL) 14th National Conference on March 14, 2009 in Seattle, WA

Student Success Outside-the-Box

Traditional instruction methods, while serving a vital purpose, may not excite students as much as other events on campus. Using outside-the-box ideas to engage students while challenging them to think critically and interact with library resources allows libraries to reach students in new and creative ways. During this session, we will describe the design, learning goals, and outcomes of a game night, escape room, and pop-ups our library system created that focus on student success

Engaging Faculty in Information Literacy

How can librarians engage faculty in information literacy? This session demonstrates how a faculty workshop can be used as a strategy to motivate change in how faculty design research assignments. We will discuss using current research to draw faculty into the information literacy conversation, perform assignment analysis to illuminate the “burdens” placed on the student, and illustrate how assignment re-design can mitigate the subsequent student struggles that may lead to patchwork papers or plagiarism

Cultivating the Fully Engaged Librarian

This panel session reports on a professional development workshop series to prepare librarians to assume a more engaged role in the university. The goal of the program is to re-examine the librarian’s role, focusing on the liaison role as the unifying agent to cultivate engagement with users through the teaching-learning process. Attendees will complete sample activities from the workshops and will learn how this model might be adapted to their own institutional setting