2013 Program

2013 KLA LIRT Retreat Program

June 21, 2013 | Business Library and Academic Commons, Eastern Kentucky University

Presentations

Increasing Student Engagement through Team Based Learning

Cindy Judd, Trenia Napier, and Ashley Wray | Eastern Kentucky University

Inspired and energized by the use of team-based learning (TBL) techniques in semester-long information literacy courses, EKU librarians modified these strategies for one-shot instruction sessions. Through increasing student engagement and shifting the responsibility of learning from the instructor to the student, we encourage students to apply critical and creative thinking skills to solve the kinds of problems they face as they seek to fulfill their own information needs. This workshop-style presentation will demonstrate how we facilitate sessions and share outlines and lessons learned from incorporating TBL techniques across diverse disciplines and courses.During this session we will share our experiences, from our first implementation to current iterations, including how we customized TBL techniques to fit various courses and what we have learned to make this approach more effective.

Watch This! Using Instructional Videos to Enhance One-Shot Information Literacy Instruction

Andrea Brooks and Mary Todd Chestnut | Northern Kentucky University

This highly interactive session will model the flipped classroom approach. Presenters will briefly share their successful venture of flipping a one-shot English composition class. Participants will experience the flipped classroom, watching short videos prior to the session so the group is prepared for an engaging discussion about the benefits and challenges of flipped learning. This active session will also include hands-on work enabling participants to draft a flipped classroom experience and leave the session armed with practical approaches for their library.

Edging into Course-Integration Information Literacy Instruction through Graduate Teaching Assistants

Renae Newhouse | University of Kentucky

Level up: Incorporating Games into Information Literacy Education

Elizabeth Price | Murray State University

Gilligan, Norm and a few Friends: Using a Theme to Make Your Course More Meaningful

George Bergstrom | Jefferson Community and Technical College, Downtown Library

Elizabeth Price | Murray State University

Teaching a for-credit information literacy courses can be viewed as hitting “prime time” for some librarians, but the courses can be as disjointed and problematic for the instructor as one-shot sessions. Many information literacy courses are a hodgepodge of student-chosen or instructor-assigned “info lit” topics that fail to underscore one of the biggest problems for students in research: Paper writing is difficult without enough background knowledge to understand the topic. Our solution: Start the semester analyzing one topic to build a knowledge base for discussion and research, before allowing the students to pursue individual topics related to our central theme.

RDA and the Semantic Web: Revolutionizing Searching and Instruction

Karla Aleman | Morehead State University

Library users have struggled with databases and their non-intuitive search functions for decades. We've taught patrons to manipulate subject terms and keywords, always hoping they might someday get the hang of it. But what would happen if database searching became as seemingly easy as a Google search? RDA and the Semantic Web promise to do just that. Join this exploration of the Semantic Web's potential impact on library research instruction to find out what current research tells us about users' search behaviors and to brainstorm new instruction methods in the face of this developing intuitive-search environment.

Putting the Active in Online Library Instruction

Karen Gilbert and Brad Marcum | Eastern Kentucky University

Want to learn how to incorporate active learning in your online library instruction? Come join us in a collegial and creative dialogue at “Putting the ‘Active’ in Online Library Instruction” session, facilitated by two librarians from Eastern Kentucky University. As a group we will compare our experiences with active learning, a recognized component of constructivist educational theory, as we work to establish best practices in online library instruction.

Have you tried to incorporate active learning in your online library instruction? Bring your experiences, frustrations and questions. What barriers have you encountered, both internal and external? Even if you haven’t formally explored teaching online, we are sure that each of you has at least one helpful suggestion for promoting interactive learning. Join us to share these ideas so that we can each come away from the discussion with at least three new ways to implement and enhance the active learning strategies in our online instruction. Later we will establish a leaning community of librarians who will continue to contribute and share ideas/resources on these innovations by means of a wiki or other crowdsourcing application.

From Citation Management to Knowledge Management: Developing and Implementing Innovative EndNote Training and Support Services on Campus

John Chenault |University of Louisville

EndNote is a software tool for publishing and managing bibliographies. Clinical librarians at the Kornhauser Health Sciences Library (KHSL) offer EndNote instruction for faculty, physicians, researchers, and students. Additional services are provided in the form of individualized training and technical support via “EndNote HouseCalls,” assistance in the creation of specialized research libraries, library and bibliographic consultation and organization, and the delivery of patron-requested literature search results in customized EndNote Libraries via email. This presentation includes a live demonstration of the program’s key features, tools, and resources, and suggestions for designing and implementing an EndNote training program on campus.