In this interactive Coassemble module, students are taught the basics of APA format (7th edition). The module begins with a discussion about the disciplines that use APA. It then moves into a lessons on in-text citations, as well as article, book, and website References page citations. Finally, students learn about basic APA paper format, from the title page to the References page. Checkpoints appear at the end of each lesson to test and reinforce knowledge.

This usability study explores whether patrons prefer and are well-served by specialized, format-based searches or simpler, single-box searches, and the implications of these practices and preferences for information literacy. Qualitative data suggest that format-specific searches can confuse and slow down users and single-box searches are often faster and more successful. These findings highlight the potential conflict between user experience (UX) design and traditional conceptualizations of research and library-based search.

The infographic was originally developed for a management class. It is updated and revised to be applicable to other disciplines as well. The university logo was deleted for use by other campus.A video was made to explain the 4-step source assessment.Check out the updated 4-step Strategy for Evaluating Online Sources.

Privacy Literacy Toolkit for K-20 librarians and educators to facilitate creation of learning experiences on privacy related topics.  Toolkit includes teaching materials, how-tos, case studies, current awareness resources, along with professional values & policy guidance.

An open access MOOC in French to bonify the information literacy skills of university students (with Moodle).

The MLA has developed an online course to teach students how to use the MLA International Bibliography for college-level research. Each of the five units in the course presents a lesson, followed by progression questions to reinforce the lesson through active engagement with the bibliography, and a quiz.  Students will receive a badge upon passing each quiz and a course-completion badge after completing all the lessons and passing all five quizzes.The course usually takes students ninety minutes or less to complete and requires that they have access to the MLA International Bibliography on the EBSCO platform through their institution’s library. Students can create a free account to take the course and start earning badges.In January 2018, the MLA launched four new subject area modules to accompany its online course Understanding the MLA International Bibliography. Each module focuses on searching the bibliography for scholarly publications in one of four disciplines: folklore, linguistics, film (including television, video, and other broadcast media), and rhetoric and composition. Students who complete the new modules can earn badges in each of these four subject areas. Visit the course site to access the main course and new modules.Interested in other resources for teaching research and information literacy? Visit the Teaching Resources page on The MLA Style Center, where you’ll find lesson plans, assignments, and an instructor’s guide to integrating the online course into class curricula.

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.

Initially developed in early 2018, this three-session workshop series created by instruction librarians is facilitated through the Office of Faculty Excellence at East Carolina University. Participants include classroom faculty and instructors from a wide range of disciplines and fields. Session 1 focuses on information literacy as a broad concept, asks attendees to brainstorm and develop a shared definition of information literacy, and provides a general overview of the ACRL Framework for Information Literacy. Session 2 includes deeper discussion of the Framework and disciplinary culture, with participants reflecting on their own experiences moving from novice to expert in their fields inspired by Miller's Thinking Through Information Literacy In Your Discipline Worksheet. Session 3 is an applied working session in which attendees work through a backward design-based worksheet to design a learning scenario informed by a specific Frame or Frames.

Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?1) Faire une courte introduction engageante (15min.) 2) Identifier la minorité surmotivée et leur distribuer un parcours. 3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary : 1) Present a short but engaging initiation [sur quoi?] (15 min.) ;2) After identifying the motivated students, give them a formal checklist [pour quoi?];3) If needed, provide minimum mentoring and follow-upHere are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.

Une feuille d'autoévaluation pour suivre les apprentissages en compétences informationnelles acquises sur le moyen ou le long terme. Elle est ludifiée avec des éléments de mesure de soi, de badge et d'identité de jeune chercheur.A scholarly character sheet for self-assessment about information literacy skills - gamification around quantified self, badging and young researcher identity.