Category Archives: Uncategorized

ACRL 2015: New models for new roles: creating liaison organizational structures that support modern priorities

Johns Hopkins – Creating the “academic liaison dept”

  • Don’t need to test it down
  • Research support, instruction, reference, and collections were the common base — one thing JMU hasn’t clearly included so far is research support
  • Used talent management dept to help review the dept and rebuild the team 
  • Re-evaluate research – many students use Wikipedia, Google, etc to deal with the questions that used to come to the reference desk — instead, questions are moving to how do I do my research
  • They hired a UX person (not lib, instead urban Anthropologist)

Villanova: creating the academic integration team 

  • Librarians would apply to teams based on interested
  • From depts to teams 
  •   
  • Added more subject librarians
  • Challenges related to accountability and time division for team work
  • Minimum team assignment is 20%
  • Have a tech team to help create ideas, but need more assessment help

UNC Greensboro

  • Benchmark with other libraries
  • moved to team based model
  • Also have functional teams (collections, instruction, reference desk, scholarly communications) – choice between there and teams change each year
  • Accomplishments: more training for each other, improve collab and communication across depts, curriculum mapping for info lit
  • Have annual retreat 
  • Has a document for liaison roles and expectations 
  • Recommendations – buy-in, align with university and library goals, tell your story, engage with the community

Questions

  • Assessment: Read scale, time spent, repeat interactions  — we don’t have that documented in this way

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ACRL 2015: IL instruction papers

Strategic cartography: visualizing information literacy intersections across the curriculum

  • We are no longer the center of our institutions, but instead a piece of a very complex institution with different subcultures.  We are having to move to these new subcultures
  • Knowledge spans from implicit to tacit
  • Mapping done by the library provides new insight at the bird’s eye view level
  • Curriculum mapping — look at external sources (catalogs, schedules, websites), librarians annotate, then share map with faculty to reflect and discuss
  • Mapping is a consistent process and requires frequent updating
  • Course progression is less clear in Humanities so you need to acknowledge this and roughly estimate approximately areas where students might aggregate

Patterns in information literacy instruction: what’s really going on in our classrooms?

  • 88% of sessions focused on finding resources, particularly articles (43% via databases, 26% Google Scholar, 30% discovery layer)
  • We tend to continue to focus on introducing resources across all levels instead of expanding into new topics, but this may be due to evolving use of disciplinary research

  

The whole mix: instructional design, students, and assessment in blended learning

  • Students didn’t see relevance of evidence based medicine
  • Students picked a database to search but didn’t clarify a reason why they chose one database over another
  • Used ADDIE model to redesign the course

ACRL 2015: Promoting Data Literacy at the Grassroots: teaching and learning with data in the undergraduate classroom

origins

  • Reference (ex: what is the GDP of France?) – locate, access, cute
  • Data mgmt – project plan, metadata, storag/share

So what Instruction needs to occur btw data reference and data management 

Pedagogical models

  • Statistical literacy – exploratory data analysis (Cobb & Moore, 1997)
  • History teaching – heuristics of reading primary sources (Wineburg, 2001)

3 lesson plans

  • Discover data through literature
  • Evaluating data sets
  • Research design

Data through literature

  • ICPSR, etc serve as dataset source that faculty give to students and then to analyze it
  • File format access and discoverability are challenges to data reuse
  • Ex: sociological research methods course — students would find data from citation, understand value of secondary data analysis, see relationship btw data and literature, use documentation to evaluate a dataset
  • Built upon existing ICPSR module http://www.icpsr.umich.edu/icpsrweb/instructors/edrl/index.jsp

Evaluating datasets

  • Health and populations course about demography:
  • Students will understand the complex web of data products, use documentation to evaluate a dataset, articulate how variables relate to research questions
  • Focus on structures that produce data (in this case, gov and orgs)
  • Who cares about this topic to collect data? Who has authority/resources to collect data?
  • What can the data show? Trend, disparity, comparison, spatial pattern
  • How is data collected?
  • Use data that can be viewed and manipulated online (vs downloading) — ex: World Bank

Operationalzing/Research Design

  • This happens after learning about SPSS
  • Students will identify potential collars and disseminators of data, describe accessibility issues associated with data sources, Operationalzing a research question In order to develop a data search strategy
  • Who collects data and can I access it?



Anatomy resources

Traditional (boring) anatomical pose (Watson) vs sassy anatomical pose (Cohen)

20130626-095003.jpg

20130626-095016.jpg

A hand on the hip, bent knee, and lateral pelvic tilt deviate from the front and center standard diagram. The fun I have exploring our collection.

Cohen, B. J. (2013). Memmler’s the Human Body in Health and Disease. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Watson, R. (2011). Anatomy and Physiology for Nurses. Edinburgh: Elsevier.