Jennifer Mayer and Melissa Bowles‐Terry
The authors teach a three‐credit, upper‐division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies…
Abstract
Purpose
The authors teach a three‐credit, upper‐division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies and activities the authors use to engage their students and create a cohesive interdisciplinary course and to describe the various assessment tools utilized.
Design/methodology/approach
In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit‐bearing IL course.
Findings
It is found that if students are engaged, and effective assessment tools are employed, library credit instruction in a face‐to‐face setting with upper‐classmen from diverse majors is an impactful way to teach IL.
Practical implications
This article provides ideas on how to use a topical theme in teaching an interdisciplinary IL credit course; concrete approaches on engaging students in an IL course; and new strategies for assessing an IL credit‐bearing course. Many of the engagement and assessment methods the authors share may also be applied to one‐shot instruction sessions.
Originality/value
The paper provides a practical case study of the authors' experiences engaging students and assessing their work in an upper level, three‐credit, face‐to‐face class, a type of course not well represented in the information literacy literature at this point in time.
Details
Keywords
Cassandra Kvenild, Beth E. Tumbleson, John J. Burke and Kaijsa Calkins
This paper aims to share the current state of embedded librarianship in learning management systems as reported by academic librarians. The paper highlights the best practices, as…
Abstract
Purpose
This paper aims to share the current state of embedded librarianship in learning management systems as reported by academic librarians. The paper highlights the best practices, as well as continuing questions, in the field of embedded librarianship.
Design/methodology/approach
The authors collected participant feedback in two active, participatory panel discussions at national conferences. The open forums were centered on three guiding themes of embedded librarianship: building connections with faculty and students; utilizing technology tools; and providing information literacy and assessment. Participants answered directed questions, and their responses were recorded and analyzed for this paper.
Findings
Librarians report an increasing demand for library services in learning management systems. Collaboration and partnerships across campus are required for successful embedded librarian projects. Technology tools continue to evolve and change, and most librarians can anticipate using multiple learning management systems over time. There is an ongoing need for professional development in online library instruction and assessment.
Originality/value
This paper provides a snapshot of the current state of embedded librarianship in learning management systems. It offers insights about what academic librarians value, what they have learned and what concerns they still have about library instruction in online environments.
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Keywords
Jennifer Rosenfeld and Raida Gatten
The purpose of this paper is to introduce the special issue of Reference Services Review entitled “LOEX‐of‐the‐West 2012: creative landscapes in southern California”.
Abstract
Purpose
The purpose of this paper is to introduce the special issue of Reference Services Review entitled “LOEX‐of‐the‐West 2012: creative landscapes in southern California”.
Design/methodology/approach
Over 160 librarians from across the USA and Canada attended the biennial LOEX‐of‐the‐West (LOTW) conference on the campus of Woodbury University in Burbank, California from June 6‐8, 2012. LOTW strives for an atmosphere in which speakers can share innovative ideas and open a dialog with other librarians.
Findings
Traditionally, after each LOEX‐of‐the‐West (LOTW) conference a number of papers based on session presentations are submitted to Reference Services Review (RSR) for publication. Building on their work at the 2012 preconference, Editors of RSR, Ms Eleanor Mitchell and Ms Sarah Barbara Watstein, have worked closely with presenters to transform their talks to published papers. After going through a double blind peer review process, seven papers have been selected for publication in this issue.
Originality/value
The authors/Guest Editors are excited to share these papers in this special LOEX‐of‐the‐West issue of Reference Services Review. It is indeed just as the conference theme stated “Information Literacy for all Terrains”.