Presentation. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona. / Academic instruction librarians often introduce students to the concept of evaluating information by having them compare “scholarly versus popular” sources--an approach that wrongly implies these two kinds of information are a binary, and that they are in competition with one another. This presentation will question the motivations behind presenting scholarly and popular information in this way, as well as offer recommendations for how librarians can adapt this activity into something which allows for critical discussions of context and authority in the classroom.

Presentation. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona. / Many new librarians are eager to bring our existing commitments to social justice to our professional practice. New to the profession, we are anxious to prove ourselves as we learn to navigate complex institutional cultures and pre-established ways of doing things. On the other hand, being new sometimes provides the perfect cover for asking critical questions of entrenched practices. What are the particular challenges of doing critical pedagogy as new librarians? What unique opportunities for advocacy does being new afford? How can we best support each other and seek support from our more established colleagues? This session was a facilitated roundtable discussion.

The purpose of this study was to investigate to what extent a game can be used as an instructional tool for library instruction. In order to determine the effectiveness of the game for library instruction, it was necessary to do literature research that included both subject fields. The research design therefore includes a literature study on information literacy and a literature study on game-based learning. The game was based on the Big6 information literacy model (Eisenberg, 2008). An in-depth literature review on game-based learning was needed to determine which criteria would be necessary to create a game for instructional purposes. An instructional design process (DODDEL model) was used for the design of the game. The design and layout of the game illustrated the application of the game-based learning criteria. A single-case study method was used for the purpose of the study. A mixed-methods approach with qualitative and quantitative questions and formative and summative evaluation was used to collect data and evaluate the game. The data analysis was done in Chapter 6. The data analysis indicates that games can be used in an effective way for library instruction purposes. The comments seem to confirm the findings of the literature review on game-based learning. The rating scale proved that the players were engaged during game play. The findings of the study were discussed in the concluding chapter. Game-based learning criteria and their application were described. The success and restrictions of the study were indicated and discussed. Recommendations for further research in the subject fields were made. / Dissertation (MSc)--University of Pretoria, 2013. / gm2014 / Information Science / unrestricted

During 2002, the Extended Campus Services Librarian and the Instruction Librarian at East Tennessee State University created tutorials that were compiled on a CD to be distributed to online students. This workshop presents a simple process using PowerPoint to create interactive HTML-based tutorials, as well as menu and auto-run programming specific to use on a CD. Discussion of the other technologies used for the CD (Dreamweaver for Web editing and customizing open source tutorials from TILT) is included. An overview of the pedagogical theory underlying tutorial design is provided, and the rationale and distribution method for the CD-ROM format is discussed.

This article describes a library workshop for freshman hospitality management students enrolled at New York City College of Technology, CUNY, which features a focus on critical thinking. An active learning experience uses an element of surprise. Students evaluate the website of a bankrupt company where information about the company’s situation is hidden or not present. When the instructor guides the class to find unbiased information from newspapers, many students begin to think critically about sources.

Poster presentation from the Living the Future 8 Conference, April 23-24, 2012, University of Arizona Libraries, Tucson, AZ. / Since 2009, the library has collaborated with the department of Social Sciences Inquiry Program, Soc Sci 2EL0 (Career Planning Through Experiential Learning) and has delivered one lecture for this course every term. Social Sciences 2EL0 is a non-credit six week course where students are exposed to and engaged with interactive tools and resources through career planning and research. Both the course and presentation have evolved and now include such discussion topics as effective use social media and the hidden job market. Working closely with the instructor ensures students are provided the necessary tools not only to graduate, but to also prepare them for the job market and future career development and success.

Drawing on the “predator” model of ntrepreneurship put forward by Villette and Vuillermot in their 2009 book “From Predators to Icons,” this article argues that challenging economic times reveal that self-funded, collaborative information literacy models have in many cases unsustainably overstretched staff and budgets. In such circumstances, it is necessary for librarians to shift to an entrepreneurial approach that seeks profitable opportunities funded by parties other than the library in order to build capital for current and future instructional services. Following Villette and Vuillermot, the article seeks to refute a cultural myth that sees the entrepreneur as someone who is first and foremost a “do-gooder” or marketer of helpful products, and it also advocates that librarians adopt a view of the entrepreneur as one who preys on unexploited, lowcost/high-profit opportunities to leverage “other people’s money” to build capital for later innovation. The article considers the economics of information literacy and library instruction programs, provides historical context for what has come to be known as the “collaborative imperative,” points to the economic shortsightedness of many collaborative and “embedded librarian” partnerships, and details six examples from information literacy programs that model successful entrepreneurship of the sort argued for.

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / Kay Ann Taylor / Library instruction in a university setting, in the primary manner it has been taught for decades, has a problem: the instruction is not teaching. Many library instruction sessions at universities are taught through a traditional lecture-style instruction session where students are allowed no voice in the classroom and there is no room for any evaluation of the information presented. Teaching without an engaged pedagogical framework without any active participation is problematic for teaching critical information literacy. This research focused on library instruction within higher education institutions and the choices made by instruction librarians to include (or not) critical pedagogy and critical information literacy within their teaching styles and classrooms. This study explored (a) the decisions of librarians to teach either in the traditional or critical library pedagogy manner and (b) barriers or encouragement in librarians’ choice to teach through a critical lens. With critical theory as the overarching framework and engaged pedagogy a central part to all these theories, critical engaged pedagogy combines critical race feminist theory, critical library pedagogy, and critical information literacy (the latter two frequently used interchangeably). The combined theoretical framework gives context for researching the reasons that instruction librarians choose (or do not) to implement these theoretical and pedagogical styles into their instruction of information literacy in classrooms. Using the qualitative methodology of narrative inquiry, specifically narrative analysis, this study analyzed and interpreted data from interviews, observational data, and field notes recorded in a reflexive journal through the lens of this theoretical framework. Findings showed that in their everyday experiences as academic instruction librarians, the participants faced both barriers and encouragement to their decisions regarding teaching methods and curriculum in addition to how they are impacting their students’ lives and learning. Four different themes emerged from the data. The first theme, sometimes a teacher, sometimes not, speaks to the struggle that the participants handled every day: though they were instruction librarians, they were not able to always feel as though they were real teachers or faculty on their campuses. The second theme, if only I had a choice, discusses how discipline faculty affect their teaching decisions and the participants’ goal to at least try to teach critical evaluation to the students. The third theme, teaching is a political act, focuses on participants’ teaching under a critical library instruction pedagogy, emphasizing their engagement with the students, the falsehood of neutrality, and teaching about marginalized groups, injustice, oppression, and similar political-minded concepts in their classes. The fourth theme, real world, lifelong skills, discusses how the participants view their impact on student learning and student lives in general, demonstrated through teaching students critical thinking and evaluation (of the real world) skills in addition to impacting students beyond the classroom.

Given the proliferation of information and the lifelong importance of information literacy skills, there is a need to determine how to best design information literacy instruction in order to help students locate, evaluate, and use information more effectively. This experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student understanding and application of information literacy concepts as compared to how librarians currently provide information literacy skills instruction. The experimental group received an instruction session and an online library research guide designed using the I-LEARN model, and the control group received an instruction session and an online library guide designed using a systems model. The analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups.

Purpose. This paper aims to utilize data collected at the national, state, and local level to analyze our library instruction (LI) program with the goal of designing a program to best suit student needs. Design/methodology/approach. The collection and analysis of national, state, and local economic and computer access and usage statistics was carried out. Findings. Although most incoming freshmen at East Tennessee State University have access to computers and can perform basic computer functions, they do not have the skill set necessary to do college‐level research. Practical implications. Sherrod Library needs to continue providing traditional LI classes. Furthermore, new ways to train incoming freshmen in research methods need to be developed. Originality/value. The use of national, state, and local economic and computer access and usage statistics to create a profile of our students in order to assess LI and outreach programs.