2018 FACRL Annual Conference Presentations

Presentations:

  Against Modules: Using Zotero As a Learner-centered Course Management Tool
Matthew Hunter, Florida State University
Often, Learning Management Systems (LMSs) organize course materials into modules, imparting contextual meaning through association. Zotero can function as an LMS-alternative that allows for adaptable organizational structures so student “scholars-in-training” can gain experience of developing their own thematic organizations, free from any unintended associative bias present in the module format.

Assisting, Instructing, Assessing: 21st Century Student-Centered Librarianship

Lauren Newton, University of North Florida; Daniel Feinberg, University of North Florida
21st century librarians have an evolving role in building student research skills. By assessing student participation in research consultations, UNF is evaluating why students use this service. We are tying qualitative data to institutional data to identify student populations and how well they do in courses compared to their peers.

Ditch the “Canned” Search Demonstration: Building upon Peer Review to Teach Searching as Strategic Exploration
Michelle Santamaria, Millersville University; 
Kimberly Auger, Millersville University; Megan Donnelly, Millersville University
By co-teaching the search process, we were able to “ditch” the canned search demonstration and facilitate learners’ experiences of searching as strategic exploration. We will discuss our lesson plan as a case study building upon learners’ understandings of peer review and broadening their understandings of searching as an iterative process.

Meeting Students’ Goals: Practicing Learner-centered Library Instruction
Lisa Campbell, University of Florida; Stephanie Birch,  University of Florida
This program will demonstrate how we have used learner-centered approaches to encourage students to reflect on what they already know, what they want to learn, and allow them the opportunity to inform the content covered in library instruction sessions. We’ll outline the theoretical framework for our approaches, the details of each approach, and what we learned from our students during practice.

Using a Campus-Wide Initiative and Assessment to Engage Faculty in Information Literacy Efforts
Anna Carlin, Florida Gulf Coast University
FGCUScholars is a campus-wide initiative that uses student scholarship to improve writing, critical thinking, and information literacy. This session describes how information literacy integrated into FGCUScholars, how faculty outside of the library engaged, and how assessment across the campus and within the library is being used to enhance student learning.

Posters:

  Applying Learner-Centered Teaching Practices to the Professional Development of the New Librarian: A Case Study
Kearin Reid, University of South Florida; Ardis Hanson, PhD, University of South Florida
A fieldwork research project is used as a case study to highlight the impact of learner-centered librarianship on the professional development of the new librarian. When the learner is a librarian in training, fieldwork that involves independent research in coordination with a supervisor provides valuable experience before entering the profession.

Creating Learner-Centered Information Literacy Modules with the ACRL Framework in Mind
Stephanie A. Jacobs, University of South Florida
Poster covers the process of creating flipped information literacy instruction via learner-centered instructional modules that resonate with the ACRL Framework. The project is a collaborative effort between an Education Librarian, an Instructional Design Librarian and the faculty member for the course, and supports instruction both for online and face-to-face courses.

Disconnect: Faculty Perceptions of IL Versus Librarian Perceptions of IL

Cristy Moran, Broward College
A survey on faculty perceptions of information literacy (IL) competencies of students, IL instruction responsibilities, IL assessment activities, and perceived confidence in teaching IL revealed a disconnect between discipline faculty and faculty librarian perspectives. Although many of the results were anticipated, some were surprising.

Learner-Centered Decision Making: Transitioning Online Reference Staffing Models
Emily Mann, Florida State University; Lindsey Wharton, Florida State University
Florida State University Libraries locally staffs our popular online reference service, Ask A Librarian, 24 hours, 5 days a week with additional weekend hours during the academic year. In 2017, the virtual reference team was tasked with exploring a new staffing model that would move librarians to an on-call status and align with current staffing practices on our physical desks while maintaining a high level of reference and customer service. As this high-impact service supports users on-campus, at a distance, and on branch campus locations, an online assessment was planned to measure patron and staffer satisfaction with the service and quality of chat interaction before and after the transition. This poster will provide an opportunity to showcase our original research and demonstrate the connections our cross-departmental virtual reference team made to improve our services in line with the changing needs of our students, staff, and faculty. Our assessment reflects the importance of learner-centered, evidence-based decision making in library services and resources. Our aim for the staffing transition was to substantiate any changes with active feedback from our students, faculty, and staff.

Meeting at the Junction: Connecting Scholarly Communication and Instruction Librarians for Learner-centered Pedagogy with the Institutional Repository
Bebe S. Chang, Nova Southeastern University; Charlotte A. Barna, Florida Atlantic University
Institutional repositories represent an intersection between academic information literacy and scholarly communication to create learner-centered librarianship (LCL). In order to position LCL, this session proposes aligning the efforts of scholarly communication and reference by incorporating IR pedagogical practices into an interdisciplinary curriculum for experiential learning.

Pass that Test! Fun Bite-Sized “Concept Review” Links in LibGuides
Rachel Cooke, Florida Gulf Coast University
Test preparation can be stressful, but focusing on smaller bits of information can help. In this case study, the librarian collaborated with faculty to help students identify knowledge gaps and recommended short concept readings to review. This is a high-impact, point-of-need service that other librarians may want to try out.

The Research Sprint: Faculty as Learners in an Academic Library
Nora Galbraith, Roux Library, Florida Southern College; 
Julie Hornick, Roux Library, Florida Southern College; Marina Morgan, Roux Library, Florida Southern College; Gerrianne Schaad, Roux Library, Florida Southern College; Steven Wade, Roux Library, Florida Southern College
Attendees will learn how we planned and implemented a successful professional development idea that they in turn can offer their faculty, either as part of a stand-alone outreach program or as part of a college-wide professional development initiative.

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