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Accommodating Faculty Requests and Staying True to Your Pedagogical Ideals in the 1-Shot Information Literacy Session

Librarians are frequently asked to “teach” several databases in a 1-shot session, despite findings suggesting that such database demonstrations do not lead to optimal student outcomes. The ACRL Framework for Information Literacy for Higher Education highlights the concepts of metaliteracy and metacognition. This paper investigates ways in which I leveraged both of these concepts to reconcile my pedagogical ideals with an attempt to honor a faculty member’s request. By demonstrating question posing and making my own metacognitive processes transparent to students, I found that I could honor a faculty request for specific database demonstration while helping learners comprehend and see beyond the constructs of platform and format.

Information Literacy Frame(s) Addressed:

Discipline(s): 
MultidisciplinaryMusic
License Assigned: 
CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND

Performance as Conversation: Dialogic Aspects of Music Performance and Study

Although much of the classical music repertory is centuries old, musicians and musicologists participate in ongoing and lively conversations about the works. New insights on old works increasingly surface thanks to technological innovations: from data-rich digital humanities projects to casual online forums where media and text can be posted and discussed. The study and performance of a musical work--even more so than text-based disciplines--should be informed by a variety of sources in a wide array of formats. As the interplay between audience and performer becomes increasingly dynamic and the potential sources for study multiply, librarians can help students negotiate this sustained, multi-format discourse. Unlike other disciplines in which there may be an uncontested answer, a musical work is subject to interpretation in unique ways. “Scholarship as Conversation” provides a framework with which musicians might begin to navigate the many considerations of how to perform or understand a piece. In order to fully appreciate the lifecycle of the work, for example, once must synthesize a variety of contemporary and historical recordings, scholarly, manuscript, and performing scores, composer biography, and other contextual information. Academic librarians must partner with music faculty to offer instruction that specifically targets and assesses student understanding of the dialogic nature of music performance and study. By helping musicians understand the many voices engaged in this dialogue, such collaborations could make a meaningful impact on the musician’s stock-in-trade: her performance.
License Assigned: 
CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND

Teaching Copyleft as a Critical Approach to "Information Has Value"

The credit-bearing classroom provides librarians with expanded opportunities to connect with students as teachers, mentors, and advocates. Both the content and approach of one-shot sessions are often driven by faculty requests for resource-based instruction. Librarians teaching credit-bearing classes do not face the same constraints on their time with students or limitations on instructional content. Accordingly, librarians in credit-bearing settings can go beyond demonstrating databases or teaching discrete skills to engage students in learning research concepts and to advocate for information- related social justice issues. One such advocacy issue is copyleft, a movement responding to the constraints of traditional copyright by allowing the licensed work to be used, modified, and distributed as determined by the work’s creator. By introducing students to the copyleft movement, librarians can encourage students to make their works more freely available and to engage in the conversation of scholarship. This chapter presents a case study of a research methods course in which students created and embedded Creative Commons licenses in digital platforms in order to encourage learners to critically evaluate the production and value of information.

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND

The Sorting Machine

A classroom activity and lesson plan for first-year students. Your students will learn to differentiate between different categories of items -- such as Popular/Scholarly, or Primary/Secondary/Tertiary -- by playing this fun and easy game.

Resource Type(s):

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution License CC-BY

What type of research do you need? (2.0)

Updated Version, please download this one!  This infographic helps students figure out more information about peer-reviewed articles, including types of secondary articles like meta-analysis and meta-synethesis.  This map gives more information and helps to point them in the right direction, especially those doing literature reviews in the sciences.  

Resource Type(s):

License Assigned: 
CC Attribution License CC-BY

Path to Research (Research Snake)

This is a visual resource you can use to show students how to start research and the steps they should follow along the way.  This is applicable to all discplines.  If you have any questions, please feel free to email me at samkennedy@gmail.com

Resource Type(s):

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution License CC-BY

Practicing Three Different Search Strategies

These .pdfs offer students examples of three different search strategies.  Students can then construct their own on the 2nd page.  These exercises can be used to assess student understnading of keywords and Boolean operators.

Information Literacy Frame(s) Addressed:

Discipline(s): 
Multidisciplinary
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Drawing the Research Process

This lesson asks students to create their own visual representations of the research process and introduces them to the idea of research as a circular process rather than linear. Learning Outcomes: Students understand research as a non-linear process of explorationStudents acquire strategies for moving through the research process effectively Students plan for successful completion of research assignments

Resource Type(s):

Information Literacy Frame(s) Addressed:

License Assigned: 
All Rights Reserved

Authority Is Constructed and Contextual Prezi

A Star Wars themed look at the Authority is Constructed and Contextual frame, originally used for a staff training event. 

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution License CC-BY

Information Literacy Framework Course Planning Template

This template gives space to outline an Information Literacy session, allowing a department to create a more cohesive program, or a single librarian to maintain an organized sense of their own sessions.This single page template gives space for teaching and learning activities, applying a frame, tools used for the session, assesment techniques used, time taken, as well as assigning it to a course and instructor.
Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-ShareAlike License CC-BY-SA

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