ESCAPE The Doubt Using Escape Rooms to Teach and Align Learning with GA Standards of Excellence (GSE) & The Common Core Georgia Performance Standards (CCGPS)

Presentation given at the EdCamp 2019 Conference

Escape the Show and Tell: Engaging Primary Source Literacy through Immersive Game-based Instruction

Instruction using Special Collections and archival resources tends to play a minor role in library instruction programs. Special Collections is more often employed in exhibitions or public forums for lectures, presentations, and academic discussions. Hands-on opportunities to teach with Special Collections, if available, are typically limited to oneshot lecture sessions with a handful of resources specific to a singular course subject or assignment topic. While these “Show and Tell” sessions can be a great way to expose undergraduate students to archival primary sources, they often are used exclusively in history or humanities courses. A more engaging, tactile approach is certainly needed if Special Collections instruction is to engage students and faculty beyond these core areas. This article will share the experience of a Special Collections Librarian and Research Services Librarian designing, executing, and assessing a game-based instructional program designed to promote Special Collections and successfully engage the campus community in hands-on primary source literacy learning

Everyone Loves Gummi Bears! Removing the Intimidation factor from Research Data Management with Yummy Fun.

How do you get students excited about research data management and attract over 70 participants to a voluntary workshop? How do you get Librarians excited about teaching a research data management workshop to undergraduates? With the promise of Gummi Bears and hands-on fun! During this workshop session, presenters will break down their experience overhauling a faculty workshop into an active learning session to expose students of all experience levels to basic research data management concepts and techniques. Presenters will walk participants through their design process from inception to delivery, highlighting how Gummi Bears lessened students’ intimidation with this complex topic (20 minutes). Participants will then engage in the workshop activities and work on the same specific deliverables created by students, highlighting the connection between the activities and the specific learning objectives and supported ACRL frames (35 minutes). Half of the group will work the simulation on provided laptops, and half of the group will work the simulation in physical form. A detailed breakdown of workshop assessment will provide insight into the adaptability of the workshop, and how to adjust the workshop to different experience levels, as well as addressing possible lack of technology availability (10 minutes). Finally, participants will engage in a discussion of marketing tactics possible to facilitate student and faculty buy-in, as well as ask any additional questions (10 minutes). Participants will be provided access to workshop materials and a best practices handout for running the workshop at their own institutions. Presentation Description How do you get students excited about research data management? How do you get Librarians excited about teaching a research data management workshop to undergraduates? With the promise of Gummi Bears and hands-on fun! Presenters will walk participants through their design process from inception to delivery, highlighting how Gummi Bears lessened students’ intimidation with this complex topic. Participants will be provided access to workshop materials and a best practices handout for running the workshop at their own institutions. Session Goals Provide guidance and instruction in offering research data management workshop to students. Provide hands-on opportunity for participants to experience the workshop as a student (both digitally and physically). Provide assessment options that clearly indicate support of ACRL Framework. Provide materials so participants can run a similar workshop at their own institutions. Session Objectives Participants will understand how gummi bears are a neutral data point that can be adapted to a variety of research interests and experience levels. Participants will experience creating the same deliverables that students will be asked to complete. Participants will gain knowledge on assessment options that will support the learning objectives and specific ACRL frames. Participants will brainstorm marketing techniques aimed at developing faculty buy-in for workshop. Participants will understand how a similar workshop can be run at their own institution

For Good Measure: Assessing the Impact of Game-Based Instruction in the Archives

Presented at Society of Georgia Archivists annual meeting Abstract Game-based instructional programs can provide creative, hands-on learning opportunities while protecting valuable collections. This presentation will reflect on the experience of using game-based instructional techniques to successfully develop an Escape Game that engaged a campus community with archival sources and authentic learning. Sensory game immersion provided authentic engagement with the materiality of collections, their historical context, and the deeper critical narratives within the collection. Tasks were designed to engage learning objectives that explored archival conceptualization, discovery, and interpretation. The successful program increased awareness of the archival collections throughout the University community and became a catalyst for collaboration between subject librarians and teaching faculty

Archives and STEM: The Perfect Formula for Immersive Cross-Disciplinary Instruction

Presented at Georgia International Conference on Information Literacy Reaching out to STEM Students beyond the one-shot requested instruction sessions is challenging. Creating faculty buy-in for non-traditional STEM instruction is doubly challenging. This poster will highlight a recent activity designed to draw STEM participation in utilizing a unique set of resources from the institution’s Archival Collections. Normally viewed as primarily relevant to history and humanities students, this collection provides the backbone for a fully immersive Escape Room Activity and exposure to primary sources normally not considered part of the normal STEM course work. The hands-on activity provides an opportunity for critical thinking, reflection, and teamwork. The poster will highlight the archival collection, the challenges of designing instruction for cross-disciplinary work, building faculty buy-in and support, and assessment options addressing the ACRL Framework; specifically Scholarship as Conversation, and Information has Value. A handout with URL links will provide participants the opportunity to evaluate their collections and best practices tips for designing a similar activity

Game, Set, Match: Conquer Your Library’s Content Management Needs with LibGuides CMS

With the ability to create uniquely branded groups of guides limited to specific content creators and audiences, LibGuides CMS significantly expands the flexibility of the LibGuides platform to support libraries’ content management needs. During this session, presenters will share a series of use cases with LibGuides CMS, including two limited-access staff intranet sites; two limited-permission student-curated course sites; a uniquely branded special collections event site; a uniquely-branded peer-reviewed literary journal; and two faculty-curated conference presentation sites. This session will be of interest to anyone using LibGuides, LibGuides CMS, or similar content management systems

Everybody’s Rocking This but Me! Failure, Reflection, and Redemption in OER Efforts

Presented at OpenEd Conferenc

Paint Chip Poetry: Using Poetry and Hands on Activity to Engage and Support the ACRL Framework

Presented at American Library Association Annual Conference Paint Chip Poetry is an easy, virtually zero cost, program/activity that facilitates full engagement from the community while supporting a variety of learning objectives, as well as specific elements from the ACRL framework. This ignite session will highlight this colorful program from inception to assessment; illustrating just how effective the event is in supporting writing, creativity, and exposure to poetry. Special emphasis will also be placed on how this activity successfully integrates two ACRL Information Literacy Frames, Information Creation as Process and Information has Value

Blind Willie Escape Room

Presented to Coastal Georgia Library Collaborativ

Escape the Ordinary: Using Escape Rooms to Teach Information Literacy and Support the ACRL Framework

Presentation given at Georgia International Information Literacy Conference Escape games are a fun, challenging, and popular way to engage an audience! They naturally promote critical thinking, group communication, and learning in multiple contexts. With thought and a little planning, escape games also provide a creative, active-learning program that incorporates the ACRL Framework for Information Literacy. This session will begin by providing small groups with a single clue and lock. Groups will have ten (10) minutes to “organize information in a meaningful way,” and “draw reasonable conclusions based on its analysis.” This will allow participants to gain first-hand experience with the Escape activity and its support of the Research as Inquiry frame. Presenters will then provide a fifteen (15) minute overview of their experience planning and executing an Escape Game at their institution. Highlighted challenges, a-ha moments, and examples of assessment will provide a firm foundation for participants to expand their information literacy instruction with activities incorporating learning that upholds specific ACRL Frames such as Searching as Strategic Exploration and Information Creation as Process. Participants will return to small groups for a thirty (30) minute guided activity to develop a basic outline for their own escape game. Targeted instruction will encourage backwards design (naming the ACRL frame to support) to reach desired student-learning objective. Twenty (20) minutes will be reserved for peer-review feedback and discussion. Participants attending this workshop will be able to develop a plan for implementing an escape game supporting their chosen framework, as well as, identify materials needed to successfully assemble and assess the game