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

Cultivating Belonging: Diversity and Inclusion Initiatives at the Leonard Lief Library, Lehman College--CUNY

For the library profession, diversity and inclusion have increasingly become part and parcel of upholding the fundamental values that librarianship promotes. As the ACRL Diversity Standards state: Diversity is an essential component of any civil soci- ety. It is more than a moral imperative; it is a global necessity. Everyone can benefit from diversity, and diverse populations need to be supported so they can reach their full potential for themselves and their communities. * For librarians at the Leonard Lief Library, Lehman College, a new Diversity and Inclusion Working Group (DIWG) was created in early 2018 to foster and cultivate an equitable library space that serves students, faculty, and staff from varied backgrounds and experiences. The library’s working group aspired to align its work with a new CUNY-wide Council of Chief Librarians’ Task Force on Diversity and Inclusion. This body endeavors to provide welcoming, accepting, and empowering spaces across CUNY libraries. Additionally, Leonard Lief Library faculty addressed new ways in which our library could facilitate more diverse and inclusive programming. This chapter discusses several projects led by members of the Leonard Lief Library’s DIWG: the Human Library; a Diversity and Inclusion Zine Workshop; and the addition of an LGBTQ children’s book collection and a bilingual-bicultural children’s book collection. These examples and the resources created to support them (research guides, flyers, workshops, etc.) demonstrate commitment to serving our community by enabling equity through informative and educational opportunities and by advocating for social justice and inclusion through cultivation of a safe and welcoming library space. *Association of College and Research Libraries, Diversity Standards: Cultural Competency for Academic Libraries (Chicago: Asscoation of College and Research Libraries, 2012)

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

Opening up the Dialogue Across Disciplines: Making Room for Inquiry and Creativity from Pre-Kindergarten through University

Professional development with teachers, whether they are in pre-K-12 schools or in higher education, creates opportunities for discussions among teachers and teacher educators about how to find spaces for creativity and the imagination within the struc- ture of the Common Core State Standards, a set of national standards adopted on a state- by-state basis in the U.S. Two education faculty members and an education librarian from a large city university held workshops, bringing together university faculty in arts and humanities, science, mathematics and education, and pre-K-12 teachers to explore the potential for inquiry and creativity in the Common Core State Standards

A Study of Flipped Information Literacy Sessions for Business Management and Education

This presentation reports the results of a quantitative study of flipped classroom approaches to information literacy instruction in business and education classes. The presenters used pre- and post-tests to assess learning objectives for students in traditional class sessions and flipped sessions. The findings of our study show a statistically significant improvement in student achievement on pre-tests for those students in the flipped group, but no statistically significant difference in learning outcomes on the post-tests. We discuss the implications of these and other results, as well as the design and execution of the classes