The students run the session: Hands off one-shots with a library game

Librarian-instructors lead lots of one-shot sessions and often have a lot to cover to help students learn everything that they need to know. Coupled with the desire to include ACRL’s Information Literacy Framework, there are so many concepts and skills to convey that even the most eager students (and librarians) can feel overwhelmed or unengaged. Our answer is the Research Race - an active learning exercise that applies what cognitive science knows about good game design to get students to explore library resources in class. Rather than instruction via lecture, the game has students working in teams to find answers in a friendly competition with their classmates; teamwork and a little motivation can help encourage the reluctant to participate. The students also participate in active and peer-to-peer learning, with the librarian providing feedback between each section of the Race, checking for comprehension and mastery before proceeding. In this way, the Race also embraces the ACRL framework of “Research as Inquiry”. Students are presented with questions and problems to solve, each section builds on skills acquired in previous legs, and the answers suggest additional lines of inquiry. We know that video games and play can be an effective method for learning. James Gee’s 2007 book on the ways video games teach (by providing challenges, a way to fail, and feedback) has been applied to many forms of online instruction. We used these same elements to improve live instruction and to engage students in oneshot library sessions

Motivating Students on a Time Budget: Pedagogical Frames and Lesson Plans for In-Person and Online Information Literacy Instruction

Pdf includes book cover, front matter, and chapte

Rebuttal to "The librarian stereotype: How librarians are damaging their image and profession"

This article is a letter to the editor submitted in rebuttal to an earlier editorial regarding librarian stereotypes

Reader Response [to Eric Jennings, “The librarian stereotype: How librarians are damaging their image and profession C&UL 23:1, 93-100]

Response to an opinion piece by column editor Eric Jennings in Volume 23, Issue 1 in College & Undergraduate Libraries entitled, The librarian stereotype: How librarians are damaging their image and profession

#EAPC versus #ESMO- comparative 2 year quantitative sentiment analysis of Twitter activity at EAPC and European Cancer Conferences

Background: We collected public Twitter data from EAPC congresses in 2014 and 2015 and compared this with similar size European Oncology events (ESMO/ECC). This poster can only be accessed through Twitter on #EAPC2016TOP Aims: To analyse, quantify and benchmark use of #EAPC2014, #ESMO14, #EAPC2015, #ECC2015 hashtags on Twitter. Methods: An advanced Twitter search using the hashtags described in Aims was conducted by four reviewers independently. Data were collated manually, counted, compared and verified with a third party Twitter analysis tool,Symplur. A timeline was agreed: 7 days prior to start of first day of respective conference, and 7 days after last day of conference. Organisers were approached to ensure that no other hashtags had been circulated, to avoid missing data. Results: The results are displayed in table 1. Sentiment analysis on Twitter showed that conference attendees made mainly positive comments about events and talks. We further sub-categorized Tweets into ´Status update´, ´Slide/Poster Photo upload´,´Other Photo´ content, to further define how users were interacting. Conclusions: For EAPC alone between 2014 and 2015, this represents a year on year increase of 218% for original Tweets and 221% for Total Tweets. Compared to a similar size European cancer conference event, there is potential for an increase in numbers. Photo uploads were research slides and posters, publishing these to a vast audience and thus making data freely available to interested non-attenders worldwide. Pharmaceutical companies´ and charities´ Twitter accounts had some of the highest audience reach

Services and Boundary Negotiations for Children with Complex Care Needs in Europe

Improvements in neonatal and paediatric care mean that many children with complex care needs (CCNs) now survive into adulthood. This cohort of children places great challenges on health and social care delivery in the community: they require dynamic and responsive health and social care over a long period of time; they require organisational and delivery coordination functions; and health issues such as minor illnesses, normally presented to primary care, must be addressed in the context of the complex health issues. Their clinical presentation may challenge local care management. The project explored the interface between primary care and specialised health services and found that it is not easily navigated by children with CCNs and their families across the European Union and the European Economic Area countries. We described the referral-discharge interface, the management of a child with CCNs at the acute community interface, social care, nursing preparedness for practice and the experiences of the child and family in all Models of Child Health Appraised countries. We investigated data integration and the presence of validated standards of care, including governance and co-creation of care. A separate enquiry was conducted into how care is accessed for children with enduring mental health disorders. This included the level of parental involvement and the presence of multidisciplinary teams in their care. For all children with CCNs, we found wide variation in access to, and governance of, care. Effective communication between the child, family and health services remains challenging, often with fragmentation of care delivery across the health and social care sector and limited service availability