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Publication Mapping Out Your Research: From Topic Selection to a Thesis Statement(2020-12-07) Vaandering, Alicia G.; LaChapelle, LindsayCo-taught by an instruction librarian and a Writing Center coordinator, this lesson supports history students in exploring a topic and preparing for subsequent research and writing. The first and primary piece of this lesson centers on a topic speed dating activity that encourages students to look beyond the most obvious elements and narratives of their topic and seek nuance and unique perspectives through guided discussion with a peer. This is followed by a class discussion on the role that divergent thinking plays in developing a research question and some time for students to draft their own potential research question. Finally, the session concludes with a brief overview of what comes next in the research and writing process, explaining how the research question leads to a working thesis and outlining the next steps in finding sources.Publication Evaluation Beyond the Binary: Information Literacy for CORE 103(2020-12-07) Adkins, Susan; Dietrich, Bethany; Mattera, JesOur team of teaching librarians co-created this lesson as part of Champlain College’s Core 103 course, Navigating Your Information Landscape. Core is Champlain’s version of general education. Core’s four-year curriculum is interdisciplinary education with a focus on critical thinking, collaborative skills, and learning by doing. We will deliver the lesson to all Champlain College first-year students next semester via an online Canvas module. Students will engage with the lesson asynchronously. Librarians will interact with the students throughout their participation in the module. Our Canvas instructional module focuses specifically on evaluation with an emphasis on the impact of the positionality of the information seeker as well as the content and creation process of the information products themselves in information evaluation. This module emphasizes that information evaluation is more than the binary of fake/real or trustworthy/untrustworthy, takes time, practice, and reflective action, and is part of navigating your information landscape. We introduce a framework for evaluation and have students apply these practices with real information objects. In addition to the module, our teaching librarian team is creating a slate of online, asynchronous, interactive library instruction options that walk students through a variety of research methods. Topics include navigating specific databases that are relevant to research required in the course, introduction to some evaluative frameworks, and how to read a scholarly article. Some of the online platforms we will utilize for this research slate are Sidecar side-by-side tutorials, LibGuides, and videos. Course instructors can integrate their selections of these options into their courses.Publication Types of Sources: Online Module for First Year Writing(2020-12-07) Cabullo, Hannah; Dreyer-Rowe, BekahWe created this Types of Sources module as one of four library modules for all sections of First Year Writing this fall. It is an asynchronous, online module delivered through Canvas, our institution’s learning management system, and consists of some reading, two short videos, and three discussion-board-based activities. The first activity, at the very beginning of the lesson, is intended to get students to start thinking about the characteristics of different types of sources. In the activity, students pick a type of resource (e.g. podcasts, scholarly journal articles, social media, etc.) from a list, answer some questions about it, and then comment on classmates’ posts. The second activity functions as a check-in partway through the module, asking students to identify two provided articles as either popular or scholarly. The final activity has students apply what they’ve learned—they do an initial search to find one source on their topic, and identify it as popular or scholarly. As librarians, we then comment on students’ posts to provide feedback. Find the Canvas Module in the Canvas Creative Commons.Publication Creating a (Bright)Space for Library Instruction(2020-10-30) Perry, Maureen A.; Bull, Elizabeth; MacGregor, MeganCreating a (Bright)Space for Library Instruction Students come into class with varied levels of preparation for college-level research. Faculty had little time to spare for library instruction prior to COVID 19, and the move to online instruction has left them with even less time. As these things were happening across higher education, the University of Maine system was changing learning management systems, leading to a steep learning curve for everyone. The University of Southern Maine Libraries saw an opportunity to address these challenges and remain visible to faculty. The reference librarians created a series of information literacy modules for instructors to insert into their courses. Modules cover such topics as basic searching, source evaluation, citation formats, and more. Each one contains videos, infographics, handouts, and quizzes. Faculty can choose the ones that best meet student needs. Underprepared students can develop their basic skills. More prepared students can refresh their knowledge or gain additional tips. With the quizzes students can even demonstrate to faculty what they already know about research. These modules are meant to complement other library instruction and can serve as part of flipped learning. They can also reach a wider number of students and give them at least baseline knowledge. The panelists will share their experiences with this project. They will discuss how they: developed the concept (Megan) divided the workload (Elizabeth) created content (Maureen) shared ideas and feedback while working remotely (Maureen) spread the word to the faculty (Megan) obtained feedback from students and faculty (Elizabeth)Publication The COVID-19 Misinformation Challenge: Asynchronous Learning About (and During!) a Pandemic(2020-10-30) Bonnet, Jennifer; Sellers, SentaIn early 2020, the coronavirus pandemic ushered in a “new normal.” During this time, the world witnessed a prevalence of misinformation about COVID-19, on social media, in the news, and in academic publishing. We saw this emerging landscape as an opportunity to help people think critically about ways to combat false or misleading information. The result: The COVID-19 Misinformation Challenge. Each day for five days, participants received tasks designed to test their knowledge of the coronavirus. They evaluated memes, doctors, news headlines, treatments, and some of the science behind the virus. Join us for an interactive tour of the challenge! Link to the challenge can be found here.Publication Creating, Using, and Remixing Online Learning Objects and Multimodal Lesson Plans for Asynchronous and Synchronous Learning(2020-10-30) Spitz, BlakeThis presentation covers online teaching practices and technologies for remote (a)synchronous library instruction. While discussing various learning objects - digital surrogates, accessible videos, questionnaires, and interactive spaces - the focus is on hyperdoc style lesson plans combining resources into consolidated and accessible presentations. Hyperdoc lesson plans frame multimodal presentation and learning during classes, remain as legacy teaching objects for asynchronous and repeat learning, are adaptable into several formats for increased accessibility, and, with reuse and remixing, can aid in creating and marketing sustainable teaching programs. Examples of lesson plans, learning objects, activities, technologies, and dual purpose synchronous and asynchronous content will be shared and engaged with the audience.Publication Critically looking at an article: A group effort(2019-12-06) Salazar, Carrie; Jahng, IrisObjective: Analyze a scholarly article to examine how they use sources, what do they refer to, examine the language and tone of the articles and how to brainstorm research ideas from an article Instructions: All the groups are given the same article but different sets of questions. In your groups, answer as many of the questions as you can and choose someone (or more than one person) to report out the questions you answered. This way, we all have an idea what the article is and the different ways you could approach looking at an article. Find your groups by the animals on the cover of your booklet.Publication Data Gathering Kickoff Lesson for Consulting Project(2019-12-06) Porter, Samantha; Farne, StephanieThis is a one-shot instruction session taught to upperclassmen in a Strategic Management Course working on a group mock-consulting project. We introduce them to potential sources of information for the secondary research component of their project including company, industry and market research resources. There are three parts to the lesson plan: 1) a beach ball activity (which we learned about at an ACRL NEC Annual Conference 2018) to introduce them to different information source types, including discussion of information literacy principles; 2) a brief introduction to the database sources; and 3) a group workshop activity.Publication NELIG Instruction Swap(2019-12-06) Moazeni, SarahFirst year students get a chance to translate what they know of searching google to how they can effectively search library databases using boolean logic with this activity pairing. With sets of cards outlining the use of boolean logic and a twist on the classic game of telephone that gives students a chance to practice their new searching skills as well as refine research topics and aid each other, an instructor can employ feminist pedagogical techniques and forefront experiential learning.Publication A Mindful Role of Questions in Teaching(2019-10-18) Pinnolis, Judith SJudith S. Pinnolis, Associate Director, Instruction and Engagement at Berklee College of Music/ The Boston Conservatory presented on the importance of interactive dialogue with students and using questions as a means of transcendence in order for students to reach new academic levels and achieve high-quality outcomes.Publication The fave is problematic: Leaving one-shots through a feminist approach to designing an instruction program(2020-04-15) Pagowsky, NicoleThe University of Arizona Libraries has a coordinated instruction program for its 13 liaisons on a campus of over 40k. Various iterations of instructional approaches have cycled throughout the years, with one-shots sessions often dominating. Rather than continue the one-shot cycle, the program is intended to center feminist, collaborative approaches with faculty; incorporate critical pedagogy into philosophy and practice; and provide liaisons with more agency to have greater instructional partnerships. This presentation will provide background and discuss planning and documentation of the program, and share successes, challenges, and thoughts for the future.Publication Reading Scholarly Articles(2018-12-14) Kraus, HilaryThis presentation demonstrated a lesson on effectively reading scholarly research articles which was used with students in a first year English course. In the lesson, students are given a relatively short scholarly article, some guidance in effective techniques for breaking down and understanding this kind of article, and a worksheet to guide their process. When they complete the worksheet, they're given an article on a similar topic from a popular source and use a shorter worksheet to compare the two. The lesson ends with a group discussion. Students get practice, in a supportive environment, in understanding how to parse a scholarly article. Learning outcomes include applying effective article reading techniques, analyzing information found and restating points in their own words, and comparing characteristics of a scholarly article with one from a popular source. This is a 75 minute activity, created by synthesizing and building upon multiple activities and lesson plans found online.Publication Recording Transcript: Backward Design for Librarians(2019-04-25)Full transcript of the webinar to accompany the recording.Publication Slides: Backward Design for Librarians(2019-04-25) Goudzwaard, MichaelSlides for Mike Goudzwaard's Backward Design for Librarians webinar, NELIG's 2019 spring program.Publication Recording: Backward Design for Librarians(2019-04-25)Recording of NELIG's quarterly meeting via webinar using Zoom.Publication Decolonizing Databases: A Scalable Critical Pedagogy Activity(2019-06-21) Shriver, Emery; DuBois, LoriInspired by Safiya Umoja Noble’s Algorithms of Oppression, essays and lesson plans in Critical Library Pedagogy (Nicole Pagowsky and Kelly McElroy, eds.), and the ACRL Framework for Information Literacy for Higher Education, this presentation described a critical pedagogy activity that interrogates systems of oppression in library research tools and challenges students to reflect on the emotional aspects of their research experience. We discussed how we have modified the activity for different courses and disciplines, classroom settings, and class session lengths. This activity is suitable for librarians who are beginning to consider how to incorporate critical pedagogy into their teaching.Publication Reimagining the One-Shot - A Student-Centered Approach for Introducing First-Year Students to the Library(2019-06-21) Link, AlissaThis session explored how a traditional library instruction session was adapted to give students a richer and more interactive learning experience leading to the expansion of a collaboration between an introductory biology class and the library. The session detailed the adaption of an existing lesson plan, creation of an asynchronous scavenger hunt, and addition of a student-centered, hands-on assignment. To encourage self-driven learning, the library instruction session was redesigned to include hands-on, in-class components and an asynchronous scavenger hunt. Both changes were enthusiastically received by the course faculty. The end result of the adapted curriculum for the introductory biology course was overall positive. The addition of the new lesson plan and scavenger hunt resulted in increased engagement, swift identification of needs, and reactive programming to quickly fill the gap in students’ knowledge. Student and faculty feedback on the adapted curriculum was encouraging, and the collaboration was repeated the following semester. We will continue to adapt and improve upon the classes for subsequent semesters.Publication Placing Students' Questions at the Center: Engaging Students with Archival Materials(2019-06-21) Hibbler, Laura; Morse-Harding, ChloeThis interactive session presented a student-centered approach to archival instruction using a modified version of the Question Formulation Technique (QFT). Developed by Dan Rothstein and Luz Santana (2011), the QFT is an instructional technique which guides students in developing questions, improving upon those questions, and identifying which questions they feel are important.Publication No Zombies Here!: An Inquiry-Based Learning Approach to an Embedded Librarian Project(2019-06-21) Boss, Sam; Castleberry, Kristi JSince 2017, a library director and English professor have been collaborating on an embedded librarian project for a required Critical Thinking seminar. Our guiding concept is inquiry-based learning, and we have seen students connect with information literacy more deeply as we encourage them to explore information resources and to consider what scholarly conversation means to them. Our goal is to seamlessly blend elements of the ACRL Framework with the learning objectives and content of the seminar through hands-on activities related to research and writing assignments. Tying the Framework to ongoing projects has resulted in a higher level of engagement and greater sense of purpose. We want to nurture their entrance into scholarly discourse, and we find this kind of critical pedagogy takes the focus off of us and what we know and allows us to encourage our students’ ideas and voices. One way we use inquiry-based learning is through a personalized learning approach, which allows students to engage with information literacy in a way that relates to their individual passions and projects. When students are working on essays about the novel Frankenstein, for example, we do a workshop to help them think about Research as Inquiry and Searching as a Strategic Exploration. Since they are looking for sources related to their paper topics, they are able to engage critically and meaningfully in their search of the library’s databases. We ask each student to find one book and one article and to locate key information about those sources to discover whether they are credible and useful. As they connect what they find with their ongoing projects, their engagement is high, and they continue to demonstrate a strong grasp of what they’ve learned when working on further projects. Another way we use inquiry-based learning is through collaborative construction of meaning. For example, we do a two-part activity for Research as Inquiry and Authority is Constructed and Contextual in which small groups engage with research topics. On the first day, students choose their groups based on broad topics they find interesting (for example, zombies), and then they work together first to narrow the topics and then to find credible and useful sources. As they work, they discover how research and topic development intersect. For example, a group interested in the history of zombies discovers the relationship between zombie legends and slavery, which helps them narrow their topic further. They return to the larger group to share challenges and discoveries. On the second day, the groups reunite to examine their sources in order to determine credibility and authority. As they return to the larger group, they can discover common trends, and they can also engage in a larger discussion about authority and credibility. Not only do they gain familiarity with information resources, which becomes clear as they work on their research papers, but they also begin thinking about authority in nuanced, critical ways and seeing themselves as part of a scholarly conversation. Learning Objectives: Attendees will learn how to apply framework concepts in a collaborative environment. Attendees will learn how to nurture students’ critical approaches to new information. Attendees will learn how to foster a sense of passion and encourage persistence by tying information literacy skills to issues of importance to the student.Publication I Search: A Reflection on the Importance of a Personal Connection(2019-06-21) Shannon, Eric; Inglis, Leslie; Mendham, TracyThis session, led by two librarians and an adjunct faculty member, described the benefits of replacing a traditional research paper with an I Search paper (a more informal first person research narrative) for students taking a first year inquiry course. An I Search paper facilitates student learning by encouraging students to select a topic that piques their interest and places the focus on students’ personal research journeys. Although this assignment was designed for a semester-long credit-bearing course, we discussed ways to incorporate aspects of this assignment into a library one-shot.