Flip This Class: Using a Flipped Classroom Approach to Teach Information Literacy

What is a flipped classroom? Pedagogical model that reverses lecture and homework Students view or listen to lecture material on their own time, while class time is spent reviewing and applying what they learned Combines synchronous and asynchronous learning Students are not passive participants in the classroom Focus is on “just-in-time” instruction Promotes better student-teacher (or librarian) interactio

Plagiarism Pitfalls: Addressing Cultural Differences in the Misuse of Sources

As a branch campus of an American university operating in the Middle East, Virginia Commonwealth University School of the Arts in Qatar must take into account the cultural differences that pertain to plagiarism and the misuse of sources before the school can begin to develop methods to address and prevent the problem. Differences in educational philosophies, students’ previous scholastic training and cultural differences in individual motivation are all factors that must be considere

Curriculum Mapping at UNLV Libraries: Strategic Integration of Library Instruction

Curriculum mapping is a strategy to integrate information literacy into the undergraduate curriculum by identifying key courses within the disciplines for targeted, library instruction. Librarians identify high impact, beginning, middle and end-level courses within their disciplines. These may or may not be courses they currently work with. Information competencies are introduced at a beginning level, then reinforced (mid-level) and enhanced (end) throughout a student’s academic career in an intentionally scaffolded manner. Assessment strategies are included the map, as well. Librarians use curriculum maps to inform decisions on courses and content taught so instruction efforts are not duplicated

Appearances do matter! What libraries can learn from Clinton Kelly

One could easily mistake Clinton Kelly’s closing keynote presentation at ACRL 2011 in Philadelphia last March as light fare. Kelly, cohost of TLC’s What Not To Wear, spoke enthusiastically about the importance of one’s appearance and the necessity of making an extra effort in the way individuals present themselves. His keynote address, and the fact that a fashion expert was a speaker at a conference for librarians, sparked debates on Twitter and in the blogosphere. Do appearances matter? I say they do and add that this applies to buildings and objects, as well. Academic libraries, especially, could benefit from some of Kelly’s advice. For too long, we have expected students to visit the library because they have to, without making an effort to make their experiences satisfying and productive. The Internet makes it possible to access resources and assistance without visiting in person; we need to work harder to give students a reason to come to the library. Outdated or inefficient signage, confusing wayfinding, and uncomfortable seating can make an in-person visit frustrating and unsatisfying. Here, some advice from Kelly and how we can apply them to libraries

Addressing Academic Integrity: Perspectives From Virginia Commonwealth University in Qatar

Understanding the cultural aspects that affect a student’s ability to appropriately use resources is important in developing outreach and instruction in multicultural settings. Differences in educational philosophies, students’ previous scholastic training and cultural differences in individual motivation are all factors that may affect a freshman’s ability to understand an American university’s idea of academic integrity and can inadvertently cause problems where independent work and critical thinking are required. At Virginia Commonwealth University in Qatar (VCU Qatar), a branch campus of the American university in the Middle East, a special class on academic integrity and ethical behavior was integrated into the freshman introduction to the university course. The class focused on fictional case studies that addressed each of the six violations of the university’s honor code in situations that reflected the school’s diverse student body

Information Literacy Opportunities within the Discovery Tool Environment

Discovery tools such as Primo, EBSCO Discovery Service, Summon, and WorldCat Local aim to make scholarly research more intuitive for students in part because of their single interface for searching across multiple platforms, including the library, fee-based databases, and unique digital collections. Discovery tools are in sync with the way many undergraduates look for information because they offer a more “Google-like” experience in contrast with previous methods of research that required first knowing which database to use, then searching each one differently according to its specifications. However, broad searches across multiple formats with different systems of controlled vocabulary force instructors to rethink the way they teach students to find information. This article will establish best practices to assist librarians in developing instructional classes for students to conduct research using a discovery tool

Serving Those Who Serve: Outreach and Instruction for Student Cadets and Veterans

Student cadets and veterans new to college have unique academic needs, and the abrupt switch from civilian to Corps life for new students at a military university can be challenging. Likewise, transitioning from military life to civilian life as a veteran student can be overwhelming. The libraries at Norwich University and The University of Alabama are supporting programs to assist new students in the transition from civilian to Corps life and from military to civilian life, respectively. While these students are at different stages of their military careers, cadets and veterans have common attributes that inform library support and instruction, with expectations to succeed in the twenty-first century global workforce. This paper focuses on the unique academic needs of these students and details case studies where instruction and outreach have been tailored to address both user groups

Cultivating the Librarian Within: Effectively lntegrating Library lnstruction into Freshman Composition

It has become common practice for library instruction to be included in lower-level college composition courses. Students are typically required to visit the library once or twice a semester to receive instruction on how to find books and journal articles for an upcoming writing assignment that incorporates formal research. But does this current model of instruction truly address course outcomes that seek to produce students who are information literate, critical thinkers and life-long learners? Faculty who teach such courses are often reluctant to surrender precious class time to a librarian, but this paper argues that the merging of bibliographic instruction with composition curriculum can more effectively tackle course goals with minimal interruption to the class schedule. The aim of this paper is to challenge the conventional relationship between library instruction and lower-level composition courses by assessing and discussing the implementation of a new freshman writing course that fully integrates library instruction into the course and into the classroom

LinkedIn as an Information Source for Human Resources, Competitive Intelligence

LinkedIn, the online professional network, provides people with the opportunity to interact with other professionals in their fields, locate potential employers through company pages and employees, and participate in forums relevant to their professions

Welcome to the University Libraries Poster Session!

Over the past eight years, the UNLV Libraries have led and contributed to campus initiatives to revise the undergraduate curriculum and student learning outcomes at UNLV. Through formal and informal leadership roles, librarians helped to create the University Undergraduate Learning Outcomes (UULOs) in the areas of Intellectual Breadth and Lifelong Learning, Communication, Inquiry and Critical Thinking, Global/Multicultural Knowledge and Awareness, and Citizenship and Ethics and a revised model for general education. In Fall 2011, the Faculty Senate approved a vertical pathway of key courses, which serve to integrate and assess the UULOs from a student’s first year of college through graduation . The Libraries have partnered to implement this model through faculty development initiatives, design of assignments to teach and assess the inquiry and critical thinking UULO, and curriculum mapping in academic programs. In addition, the creation of co-curricular programs, such as a workshop program for Libraries student employees, and the updating of our teaching and learning spaces underscore our important role as partners in education at UNLV