Amplify the Active Learning: Revamping Course-Integrated Library Instruction to be Student Centered

Get ready to turn the dial to eleven! Course-integrated library instruction for Introduction to Music Industry Studies classes was redesigned to be student centered. Based upon student feedback and student-centered pedagogy, the research sessions and accompanying assignments were revamped for more meaningful and active learning. Database demonstrations and lectures were transformed into hands-on research workshops and problem-based learning activities. The content and number of assignments now better align with the students\u27 semester project to allow for authentic learning. This presentation provides adaptable examples of how to amplify the active and student-centered learning in your library instruction

The Discoverability of Award-Winning Undergraduate Research in History: Implications for Academic Libraries

Making scholarly information visible to web search engines is an ongoing challenge, and undergraduate research is no exception. Using a sample of award-winning undergraduate history papers and journals, the authors searched Google, Google Scholar, Microsoft Academic, and the authors’ institutional repository to gauge the difficulty of locating these works. Given that many of these works were not easily found, results suggest that libraries and their institutions could be doing more to increase the discoverability of undergraduate research. Based on the success stories observed in this study, we offer strategies to libraries and librarians for increasing the visibility of undergraduate student research

Revealing the Hidden Humanities: Strategies for Academic Libraries to Improve Access and Awareness

While research in the sciences and social sciences has become increasingly visible to search engines, research in the humanities has remained relatively hidden. There are discipline-specific challenges to scholarly communication in the humanities. Visualizations from two studies illustrate how humanities scholarship currently has limited discoverability and access. These results suggest that academic libraries are well-positioned to increase the visibility of humanities scholarship if they can leverage relationships. This poster presents opportunities for collaboration across library areas and strategies for revealing research in the humanities. Ideas for further exploration are identified and attendees will be invited to share their insights

Adapting the Framework at JMU Libraries and Educational Technologies: ​ A Collaboration between Instructional Designers and Librarian Liaisons​

At James Madison University (JMU), a small team of faculty members in Libraries & Educational Technologies (LET) collaborated to develop new information literacy student learning outcomes based on the ACRL Framework for Information Literacy for Higher Education. The Information Literacy Task Force was tasked with unifying the conversation around information literacy within LET and providing student learning outcomes that educators will be able to adapt into content, activities, and assessments. Instructional designers and librarians worked together to explore the framework in the diverse context of the JMU community. We will share how the unique collaboration between instructional designers and librarians created opportunities and challenges and how we approached building organizational consensus throughout the process. We also outline potential future uses of the new outcomes and goals

Meeting a Need: Piloting a Mentoring Program for History Librarians

Mentoring is a mainstay of librarianship. Professional organizations can offer specific guidance for librarians through mentoring programs. This article describes the development and assessment of a mentoring program for history librarians by the Academic Librarians Committee of the Reference & Users Services Association’s History Section. The study examines the findings from a survey of participants. Respondents indicated overall that the program was beneficial. Mentors and mentees who interacted through web conferencing tended to report higher satisfaction. The responses suggest improved practices for future iterations of this program, including evaluating the process for pairing mentoring matches, creating an onboarding process, providing more structure for communication, and considering the potential of peer mentoring. These findings could be applied to other mentoring programs for librarians

Deep Thoughts: Incorporating a Self-Reflection Prompt for Improved Instructional Practice

This interactive workshop introduces reflective practice through the use of self-reflection prompts by information literacy instructors. Activities will be interwoven throughout the workshop to allow participants to develop and document their own strategies. We will begin by providing an overview of the benefits of reflective teaching (5 minutes). The facilitators will briefly explain their institutional context and their participation in a departmental initiative to foster intentional teaching (5 minutes). To better understand the perspectives of the participants, the audience will engage in a poll indicating their type of institution and their role. Participants will take a moment to record the instructional context in which they plan to employ a self-reflection prompt (5 minutes). After summarizing various formats that instructors can utilize for self reflection, participants will identify a suitable format for them (5 minutes). The facilitators will then describe how they individually customized and integrated self-reflection prompts into their pedagogical routines to fit their needs across different instructional roles. The variety of self-reflection prompts will be illustrated through the diverse prompts used by the facilitators (15 minutes). Participants will then work in small groups to individually draft and collectively discuss their own self-reflection prompts. A facilitator will work with each small group to help guide this process (15 minutes). Finally, facilitators will share how information gathered through reflection informed changes to their instructional practices. Participants will then evaluate their draft approach and work to align the reflective technique to their instructional objectives (10 minutes). Each group will share one take-away they have observed during the workshop (5 minutes). We will conclude with questions and general discussion (10 minutes)

Impact of rainwater hydrogen peroxide on chlorophyll a content of surface Gulf Stream seawater off North Carolina, USA

Bioassays indicate addition of hydrogen peroxide in concentrations similar to rain sometimes decreases chlorophyll a (chl a) production in surface Gulf Stream seawater. Bioassays were conducted on shipboard in the spring and autumn of 1993, 1994, and 1995, using surface Gulf Stream seawater collected off the coast of North Carolina. Chl a increases were observed after addition of FeCl3(in 1 of 5 bioassays), iron (III) EDTA (6 of 6 bioassays), or EDTA alone (4 of 4 bioassays). The chl a increases were suppressed significantly in 7 of 1 1 of these bioassays when the bioassay seawater was initially diluted by 1% with a 30 or 40 μM solution of hydrogen peroxide (a concentration similar to rainwater). Hydrogen peroxide induced inhibition of chl a production was not observed in bioassays in which chl a increased in response to addition of nitrate or ammonium, hence the growth inhibition was associated with added metal or complexing agent. Rainwater therefore plays a complex role in primary productivity in surface seawater, with the specific effect dependent upon rainwater concentrations of nitrate, ammonium, trace metals and hydrogen peroxide, as well as on the extent of nitrogen limitation and the oxidant concentration in the surface seawater

Rainfall Stimulation of Primary Production in Western Atlantic Ocean Waters: Roles of Different Nitrogen Sources and Co-Limiting Nutrients

Using shipboard bioassays, we examined the roles rainfall, individual and combined nutrients play in accelerating primary production in coastal, Gulf Stream and pelagic (Sargasso Sea) locations in the North Atlantic Ocean off North Carolina, USA, from 1993 to 1995. Photosynthetic CO2 fixation and net chlorophyll a (chl a) production were measured In replicated bioassays to assess individual and combined impacts of different constituents of atmospheric deposition, including natural rainfall, a synthetic rain mix, dissolved inorganic nitrogen (DIN; NH4+ ,NO3-), dissolved organic nitrogen (DON; urea),phosphorus (PO43-) and iron (as EDTA-chelated and unchelated FeCl3).Natural rainfall and DIN additions most often stimulated CO2 fixation and chl a production, but frequencies and magnitudes of biostimulation, relative to controls, varied between these indicators. Spatial differences in the types and magnitudes of stimulation were also observed. When added in equimolar amounts, NH4+ was, at times, more stimulatory than NO3-. The NO3- stimulation was significantly enhanced by Fe-EDTA. Urea was marginally stimulatory at the coastal location. PO43- was never stimulatory. Fe-EDTA and EDTA by themselves stimulated production only at the offshore locations, suggesting increased Fe limitation with increasing distance from land. Synthetic rain, which contained both sources of DIN, but not Fe, generally proved less stimulatory per unit N than natural rainfall. Results indicate a broad sensitivity of these waters to N additions, which in the case of NO3- are enhanced by Fe-EDTA. At all locations, the high level of stimulation of primary production attributable to natural rain may be due to the supply of both DIN and CO-limiting nutrients (e.g. Fe), contributing to the eutrophication potential of waters downwind of urban, industrial and agricultural emissions