ACL Poster LibGuide

I have been loving the Association of Christian Librarians Conference in Huntington, IN! We still have more workshop sessions tomorrow, but I have already gotten so many great ideas from workshops, lightening talks, the keynote speaker, and wonderful conversations. I cannot wait to get home and flesh out some of the ideas and what they might look like for the SNU library. There have been some great presentations so look forward to future posts on them! 

For those of you who I got the pleasure to talk to at the poster sessions, thank you so much for allowing me to bounce ideas off of you and for indulging my passion for a bit as I shared. I promised I would provide a link to the libguide from my blog and so here it is:

As always feel free to use and edit any of the content you find on the guide however it might be useful to you and your institutions instructional goals. 

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Filed under Emotional Side of Research, Instructional Design

Designing for Serendipity

Today I had the pleasure of attending the Amigos Annual Membership Conference online. I was particularly impressed with the closing session by Steven J. Bell titled “Collections Are for Collisions: Let’s Design it into the Library Experience.” The idea behind the presentation is that current library trends are removing many of the possibilities for serendipitous knowledge acquisition, finding helpful information by chance.

Now that almost all journal subscriptions have moved to online a researcher will almost never just flip through a discipline specific  journal and run into an article that relates to their current projects. Bell also showed a video where he had interviewed students on his campus and asked if they ever unexpectedly found a library book that ended up being helpful or meaningful to them.  Overwhelmingly the response was no. Students indicated that they either did not visit the stacks or if they did it was normally to grab a very specific book. Furthermore as libraries move more and more of their collection to e-books it becomes even less likely that students will browse the shelves. Bell views this trend as a problem, and I strongly agree. Many libraries are justifying large weeding projects (and rightfully so in my opinion) by stating that they need to add more collaboration space for students. However as a library the goal is not simply for students to collaborate with one another, but instead to combine their exploration efforts, each bringing their unique perspectives, and build knowledge together by wrestling with high quality resources. If students are only using the library to access resources they are already aware they need, then we are not opening them up to the full horizon of intellectual possibilities.

Bell offered a few suggestions and examples of how a library can work to engineer serendipity including: placing new and interesting books close to the computer stations that get high usage, providing space for students to pitch their favorite reads, and a book blind date program.

While I think these specific examples are great, I think the strength of Bell’s presentation was it’s ability to make us aware of the issue and open up a space for conversations. While the conference had many great sessions, this was by far the one that spurred the most conversations for our staff. I will probably go back and watch the recording simply because I know I missed great info during our lively discussions!

Within our context we thought the following ideas might be helpful:

1. Weeding – nice clean attractive shelves will help encourage people to remain in the shelves and browse.

2. Labeling the different shelves with subjects that explain the LC number in that area. Often we find students are surprised to learn that items are shelved categorically!

3. Our space is very split with areas for books/shelving and areas for collaboration. We think intermingling the two would encourage people to venture into the stacks! As we are potentially about to start a large moving process we are excited to figure out how we can incorporate this idea.

4. A new book shelf organized by call number where books would be shelved for up to a semester in a high traffic area. Currently we have just a small new book shelf that we rotate new material onto constantly. Since it is not organized by subject, people don’t give it much attention. This would also help with our collection development as it encourages us to grow the collection across all disciplines!

We’d love to hear any ideas you have! And watch the blog to see some of these ideas pan out.

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Filed under Acquistions, Library Design

Information Literacy and Storytelling

I am so excited for the Association of Christian Librarians Conference coming up in less than five weeks! As I have mentioned before I will be presenting with a number of other team members on improving information literacy education by seeking out personal/ relational connections with students. I’ll have more to post on that topic in the future, but today I have been working on my poster presentation entitled “Teaching the Emotional Side of Research.”

I just submitted my two sentence summary for the conference notebook:

“This poster presentation seeks an understanding of information behavior studies, primarily Kuhlthau’s Information Search Process, and hopes to make them applicable to everyday information literacy instruction. By using a holistic approach to instruction, the presentation hopes to provide tools that compliment the proposed ACRL Threshold standards.”

Kuhlthau’s Information Search Process (ISP) is a model that she originally presented back in 1991, you can read the article here. She was interested in how students experienced the research process emotionally. She proposes a 6 stage research process, with each stage possessing it’s own set of emotions and appropriate research tasks. (Kuhlthau’s stage names are given in parenthesis) The process starts out with a level of uncertainty (Initiation) as you first begin the research project; you then move into optimism (Selection) as you have selected a topic to explore. Your emotions take a dive once you begin to explore the topic and find yourself confused and frustrated (Exploration). However, from this onslaught of information you are able to formulate (Formulation) a direction and begin to collect (Collection) more selectively; this process helps abate your research anxiety. When you finally turn in your completed project (Presentation) you either feel relief or disappointment, depending on how pleased you are with your final result.

I’m currently trying to work out how to help students enter fully into the research process. IL so often focuses on simply getting information effectively and efficiently that it misses out on teaching the bigger picture of research. This leaves students with a task completion orientation to research, instead of encouraging them to truly wrestle with information and create new knowledge. In particular I am trying to explore the potential of teaching the ISP model in order to help students see the non-linear, constantly fluctuating nature of the research process. While reviewing the relevant literature I ran into a fantastic article that rings even truer today, a decade after it was published. Unfortunately it’s not open source, so you will need to go through your library to get a copy. (This link will give you all the citation information.)

The article by Jeff Purdue is titled, “Stories, Not Information: Transforming Information Literacy.”

Purdue starts out by reviewing the ACRL information literacy standards and then confesses that he often does not line up with these standards. He will chase research rabbit trails, go back at the end of the research process to fill holes in his information, and scrambles to try and keep up with the ever changing requirements of ethical information use. However, he, and most of us, would consider himself a very information literate individual. The problem is that the ultimate goal we aim for when we discuss information literacy does not match up with the literal definition of the phrase. We aren’t aiming for literacy, the bare bones minimum needed to function, instead we are aiming for a much higher level of reasoning and involvement. Furthermore, information acquisition is not the final goal, but instead it is the creation of knowledge. Purdue utilizes the metaphor of a story. Information has a short shelf life; it can be immediately verified and once it is known it no longer has value. A story on the other hand can be continually transformative because it cannot be verified in a moment, but instead must be actively engaged by the hearer/reader. Purdue argues for a story approach; one that recognizes the often messy, passionate, and beautiful process of research. The goal is not teaching a standard set of skills, but instead giving students the tools necessary to engage and critically analyze information. We hope that they will see information contextually and incorporate it into their own knowledge base, creating an academic story that they can continually build from and re-imagine.

The article is fantastic and really worth a read. I think it resonates very well with Kuhlthau and the proposed ACRL threshold standards. They all are trying to figure out how we bring students into this giant tangled web we call the academic community. They are asking, “How do we create scholars, instead of simply human filing cabinets and summarizing machines?” I think the process begins with not over-simplifying the research process. An Ebsco, “Full Text”, “Peer-reviewed” search cannot give you all the answers. Over the next few weeks I will be creating videos, infographics, and a lib-guide that I hope will all help introduce these ideas to students. I will link to all of that content from the blog, so make sure to follow it. Also if you have any ideas or suggestions for how to make this content as helpful as possible to the library community please comment below!

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Filed under Emotional Side of Research, Instructional Design

Foundational Information Literacy for Freshman

For my Information Literacy and Instruction class I created the following set of two-minute videos and related assessments. My idea was to make these available and required early on in the semester for the students in the freshman classes I am assigned to do one shot instruction for this next Fall. I plan to go through all of their answers to the assessments to understand what topics I should focus on in that class session. I wanted to create a baseline to get everyone up to so that we could have as effective of a learning experience as possible. Often times we focus in so much on particular skills that we miss the chance to expose students to the overarching concept behind research. You will also notice that I tried to work in some of the new ACRL Threshold concepts that I have previously discussed here and here. So please comment below and let me know any suggestions you have for edits to the videos, assessments, and/or other topics I should add to the baseline videos. Has anyone else ever tried a similar set of introductory videos before, particularly for freshman? Have you done pre-assessments to help you plan your information literacy instruction before? If so did you find the information helpful?

Scholarship as a Conversation: Pre-Questions

Scholarship as a Conversation: Post Video Reflection

Plagiarism: Post Video Assessment

Beginning Your Search: Pre-Questions

Beginning Your Search: Post Video Reflection


Filed under Instructional Design, Relational Information Literacy, Thoughts from Library School

A Book’s Path to the Free Cart

A Book's Path to the Free Cart

A Diagram to help explain to patrons the long thought out process that goes into weeding. Hopefully it will help assure them that no we aren’t getting rid of all the books! Feel free to click on the Image to download the PDF.

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April 22, 2014 · 4:31 pm