Information Literacy in the Disciplines Guide | Instruction Section Website Instruction Section Website The Instruction Section is part of ACRL, a division of ALA. Skip to content Information Literacy in the Disciplines Guide This site contains links and citations to information literacy standards and curricula developed by accrediting agencies, professional associations, and institutions of higher education. Arts & Humanities Cultural Studies Professional Studies Science & Engineering Social Sciences Other Standards & Resources Note: The discipline titles above are based on the National Center for Education Statistics’ Classification of Instructional Programs (2000 Edition). ©2015 American Library Association 50 E Huron St., Chicago IL 60611 1.800.545.2433Copyright StatementPrivacy Policy Instruction Section Website Proudly powered by WordPress.
Rubrics - RAILS Rubrics are powerful tools for assessment. The RAILS project is intended to help librarians create and use rubrics for information literacy assessment. To this end, RAILS serves as clearinghouse for information literacy rubrics. Existing RAILS rubrics are grouped by topic and/or by creator and accessible using the navigation links on the right. Any of these rubrics can be modified and saved by librarians; librarians can also upload new rubrics. These rubrics have been submitted by volunteers and are not perfect. Questions?
CORA: Community of Online Research Assignments | an open access resource for faculty and librarians Communication tips - For librarians - LibGuides at Gallaudet University Library The first step in communicating with a person who is deaf or hard of hearing in a library setting is to determine the need. Some individuals will identify themselves as deaf or hard of hearing immediately. In that case, let the individual tell you the means of communication that works best for him. Communication styles and preferences vary. People who are deaf or hard of hearing rely heavily on visual cues, regardless of the specific means of communication. Face and lips must be visible (hands, papers, etc. should not be directly in front of your face)Choose a location that is well-litAvoid standing with your back to any light sourceLook directly at the person with whom you are talkingAvoid distracting background noise (conversations, printers, etc.); move to another location if necessary Call him by name or title (such as "sir")Tap her on the shoulder or armWave your hand (but not frantically)Make sure he is looking at you before you speakTap on the table or counter
Instruction | CARLI ACT UP: Evaluating Sources and Pushing Against Privilege Dawn Stahura from Salem State University Presented on April 7, 2020 Inclusive Information Literacy, #InclusiveInfoLit: Resources from the Twitter Chats A bibliography suggested by #InclusiveInfoLIt attendees. A Work in Process: Cultivating Inclusive Classrooms Robin Harris, Michelle Oh, and Alyssa Vincent from Northeastern Illinois University Presented on March 12, 2019 Descriptive outline, presenter's slides, and reading lists Intrusive Librarianship Annette Alvarado, Loyola University Chicago Presented on February 13, 2019 Descriptive outline Train the Trainer: Ideas & Tips to Help Faculty Teach Information Literacy Marielle McNeal, North Park University Presented on March 19, 2018 Descriptive outline Leading Online Sessions: Tips for Engaging Webinars Stephanie Richter & Cameron Wills, Northern Illinois University (click for presenter bios) Presented on December 6, 2017 Descriptive outline Curriculum Mapping Faculty Collaboration (Webinar)
How Information Works – OHIO University Libraries This summarizes the document, ACRL Framework for Information Literacy for Higher Education. Summary below by Sherri Saines. There is color version in PDF here: how_info_works There is also a longer version of this document here: How Info Works w Scales, This version includes “Gateway Scales.” Authority Is Constructed and Contextual Who we trust as an expert depends on why we need the information & who’s doing the trusting.Authority exists because a community gives it to someone. Information Creation is a Process The way information is shared changes the way it is created, and vice versa.Good information can come in any format. Information Has Value Information is worth money. Research is Inquiry Research is seldom a straight line with an answer at the end. Scholarship is a Conversation Researchers talk to one another, even across the centuries, gathering new ideas into old questions. Searching is Strategic Exploration For example, one aspect of Information Has Value might be stated this way:
History Assessments Beyond the Bubble unlocks the vast digital archive of the Library of Congress to create History Assessments of Thinking (HATs). Explore over 130 easy-to-use assessments that measure students' historical thinking rather than recall of facts. There are 10 “flagship” assessments, each marked with a ribbon. Click here for a complete list of HATs.
Deaf Subject Headings -- Cataloging - For librarians - LibGuides at Gallaudet University Library To look at the Deaf Subject Headings, you can download an MS Word document. Audience This list is rather technical and its primary audience is librarians interested in cataloging and describing their collections of deaf-related materials. General Information The Gallaudet University Library Collection Management Department and its predecessors have developed a list of over 2,800 subject headings commonly used to describe the Library's extensive collection of books and other materials related to deafness. This list is a compilation of terms from 3 basic sources: Thesaurus of ERIC descriptorsThesaurus of psychological index termsLibrary of Congress subject headings In addition, there are a few locally devised subject headings for concepts not found in these thesauri. Fields The heading. Subdivisions Listed below are the basic subdivisions used with the Deaf Subject Headings to adequately describe deaf-related materials: Questions
Chapter 2. Digital Collections | Burke | Library Technology Reports LMS Embedded Librarianship LMS embedded librarians are engaged in student learning according to the Ithaka S+R US Library Survey 2013. They confer with faculty members to discover what their learning outcomes are and what their research assignments entail. After considering what students will have to know and do as researchers, the librarian identifies which subject databases are most appropriate. The LMS embedded librarian might work in the following manner. Normally the embedded librarian will include screencasts or screenshots that demonstrate how to conduct efficient online searching, explain research terminology such as peer-reviewed, describe a discipline-specific thesaurus such as the National Library of Medicine’s Medical Subject Headings (MeSH) or codes used in business research such as the North American Industry Classification System (NAICS), or introduce a mnemonic system for evaluating websites such as the CRAAP Test: Currency, Relevance, Authority, Accuracy, Purpose. Audio
Database "Speed Dating" Short Description: This activity introduces students to a variety of databases in their discipline by asking them to quickly review and prepare an “elevator speech” on the database’s best features and content. Students then do three rounds of “speed dating” to share with other students what they’ve discovered. Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc Learning Outcomes: Students will be able to identify and use appropriate databases to form an effective research strategy. Course Context (e.g. how it was implemented or integrated): Potential Pitfalls and Teaching Tips: This activity works best if all students are in the same discipline, although it can be scaled to include general research databases or multiple disciplines.
Bring your lessons to life with Expeditions The Google for Education team is committed to supporting teaching and learning from anywhere, at any time, on any device. For the past 5 years, we've been proud to enable immersive VR and AR learning experiences for millions of students around the world with Google Expeditions and Tour Creator. As schools around the world reimagine education from the ground up for a hybrid world, we've also been thinking deeply about how to adjust our tools to meet the moment and simultaneously build for the future. We've heard and recognize that immersive experiences with VR headsets are not always accessible to all learners and even more so this year, as the transition to hybrid learning has presented challenges for schools to effectively use Expeditions. To make Expeditions VR tours available to everyone, we're migrating the majority of them to Google Arts & Culture's free site and application. For additional information, please see the Expeditions Help Center.
Chapter 1. LMS Embedded Librarianship and the Educational Role of Librarians | Burke | Library Technology Reports LMS Embedded Librarianship Librarians have long sought new ways to reach out to their users and support those users’ research needs. In the age of limited collections of printed materials, libraries drew researchers and readers into their edifices to make use of the library’s resources. With the digitization of many materials, librarians now serve a much more physically distributed clientele that uses the library’s resources from home and mobile devices as well as in-house. The larger idea of embedded librarianship was suggested by Barbara Dewey in her 2004 article on library collaboration within institutions.1 She recommended that librarians become embedded in various forms and facets of university life. Embedding themselves in classes to interact with students about library research corresponds to a larger librarian role as educator. LMS embedded librarianship takes the embedding concept and librarians’ educational role into the virtual environment of the LMS. The LMS Environment Sakai