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Information Literacy for Chemistry Undergraduates: a subject-specific approach  

This online poster presents the work of the recently formed Special Libraries Association (SLA) Chemistry Division, Ad Hoc Committee on Information Literacy.  Our committee is currently developing a list of information competencies for chemistry undergraduates which demonstrates a subject-specific approach to information literacy.  We chose to identify both a specific set of skills, and the chemistry resources which should be mastered in order to demonstrate information literacy within the field, rather than providing a broad framework with very general outcomes, as some recent standards have done.  This poster outlines the steps taken to develop the list of competencies, identifies benefits of a subject-specific approach to information literacy, describes the committee plans for disseminating and implementing the list, and invites feedback on the committee’s latest draft of “Information Competencies for Chemistry Undergraduates”, included with this poster.

Name of Originator:  Cory Craig 
Title of Originator:
   Reference Librarian
Email Address:


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Celebrating Undergraduate Library Research: THE LIBRARY PRIZE FOR UNDERGRADUATE RESEARCH

How do we facilitate the integration of information literacy in the classroom? And how can we create partnerships between the library and faculty to support undergraduate learning and research? The UC Berkeley Library Prize for Undergraduate Research is one answer to these questions.

The Library Prize for Undergraduate Research celebrates and rewards excellence in undergraduate research.  Winning applications demonstrate significant inquiry using the library, its resources, and collections, and show evidence of learning about the research and information-gathering process itself. The Prize also engages and celebrates faculty whose curricula, teaching, and active interest promote excellence in undergraduate research.  The faculty advisers of winning students receive public recognition, and undergraduate faculty serve as jurors with librarians on the final selection jury.  The Prize carries a monetary award of $750 or $1,000 and a handsome award certificate. Since 2003 22 students, out of more than 200 applicants, have won prizes.

Students submit a short essay describing their research process, the research paper (or other media) itself, and a letter of faculty support.  The reflective research essay is as important in the judging as the research 'product' itself, because it documents the student's  understanding of and growth in the library research process.

The Library Prize dovetails with Berkeley's Mellon Library/Faculty Fellowship for Undergraduate Research. Supported by the Andrew W. Mellon Foundation, the Fellowship encourages faculty to explore creative and effective ways of engaging students by integrating research skills into the classroom and curriculum.  Mellon Faculty Fellows have served as jurors for the Library Prize, and a number of winning papers have been written for courses taught by Mellon Fellows.

The Library Prize for Undergraduate Research has been honored with campus and national awards as a model for other institutions, most recently the 2005 Innovation Award from the ACRL Instruction Section. 

Name of Originator:  Deborah Sommer
Title of Originator: Outgoing Chair, Library Prize for Undergraduate Research Committee
Campus: Berkeley

E-mail address:  dsommer@library.berkeley.edu

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H-ITT me with your best shot:Real-time Assessment

From this poster session, attendees will learn about the classroom response system H-ITT, an emerging technological tool that can be applied in a library instruction setting. While teaching research skills, librarians struggle with the ambiguity of not knowing if students are truly ‘getting it.’ We give pre-tests and post-tests to find out what the students already know, what they have learned, and what was still confusing. Ideally, we then alter our instruction to teach confusing aspects better next time. But what about those students that have left the library still confused?

The classroom response system is a practical tool that allows for real-time, immediate assessment that indicates students’ level of understanding. It allows both the librarian and the students to graphically see what concepts are still problematic. Being witness to this increases the relevancy of the session to the students.

In addition to struggling with assessing the effectiveness of instruction, librarians are familiar with teaching non-participatory students. Even the most active learning activity can elicit minimal interaction amongst students. The H-ITT system increases student participation by soliciting anonymous feedback throughout a library instruction session.

This poster session will walk librarians through the process of evaluating various vendors, acquiring the system, installing it, and finally using it in a library instruction setting.

Name of Originator: Debbi Renfrow
Title of Originator: Instruction Coordinator
Campus: Riverside
Email Address: debbir@ucr.edu

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RSS: What, Why and How

RSS Feeds are the latest and best way to cope with difficulties of keeping up to date. It allows a researcher to combine information from blogs, tables of contents, and SDI searches in one convenient web page. RSS technology was developed 10 years ago but has just recently taken off in popularity. The New York Times has been offering RSS feeds for “All the news that’s fit to print”, and tables of contents of many prestigious journals are all now being delivered via RSS feeds. Last year, PubMed and SilverPlatter began offering RSS feeds and early this year we expect to see RSS feeds from ISI’s Web of Knowledge interface.  It is time to look at what this technology has to offer researchers. Specifically, how can RSS enhance or supplant other methods of SDI? This poster session will cover a brief history of the technology and will compare it with e-mail and web surfing. The future of these three technologies for research will also be addressed. Handouts of strategies to discover and collect RSS feeds, and critical next steps that we as librarians need to take in promoting this technology for our researchers will be available.

Originator Name: Ilan Eyman
Title of Originator: Electronic Outreach Librarian
Campus: Bioscience and Natural Resources Library, Berkeley
Email: ieyman@library.berkeley.edu

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The Sakaibrary Project:
Pulling Licensed Full-Text Articles Into Sakai

The Sakaibrary tool will give users a simple way to draw licensed database content into the Sakai collaborative learning environment (CLE). Instructors will use the tool to search across databases for articles, then create links to persistent URLs that lead directly to the full text. Depending on how the tool is developed and configured, students may be able to use it to post links to articles within discussion threads or in other parts of the CLE. Librarians and other course participants may be able to use the tool to create course-customized research guides linking to particular articles, or may use the included metasearch feature to provide students with customized search boxes covering only a given set of journals or databases.

Name of Originator: Karen Munro 
Title of Originator: E-Learning Librarian
Campus: Berkeley
Email Address: kmunro@library.berkeley.edu

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Outreachology: The Art & Science of Visual Communication



The Library Instruction Services Department at UC Davis recently launched a multi-pronged visual media campaign to bring our core message (help desks, workshops, answers) to students in their environment. This poster session showcases our collaborative approach to marketing information literacy related services on a minimal budget, and includes some examples from our portfolio.


In Fall 2004, Library Instruction Services developed content for 2 posters that appeared on 39 community buses frequented by UC Davis students. Over the past year and a half, the department has systematized its approach as the library outreach campaign has expanded to include billboards, motion video ads and mini movies, instruction posters and handouts, as well as a larger assortment of bus posters. The project involved personnel from three library departments which included 3 part-time student graphic artists who worked closely with the Library Instruction team who were responsible for developing the theme and content. The project received ongoing support from the Systems Department and Library Administration.


The department uses Macromedia's Captivate for its motion video ads and mini movies, and Adobe Creative Suite 2 (Photoshop, Illustrator, InDesign) for billboards, signs and posters. Photography for the posters included an assortment of in-house photos that had been taken over the past year, and photos purchased from iStockPhoto, www.istockphoto.com, a reasonably priced stock photography resource. The department has access to a 42" wide color plotter as well as a color laser printer.


Originator Name: Bernadette Swanson, Sheila Cunningham, Melissa Browne

Originator Title: Instruction/Reference Librarians

Campus: Davis

Email Addresses: bmswanson@ucdavis.edu  scunningham@ucdavis.edu ,  mabrowne@ucdavis.edu

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Introduction to Primary Sources: A Web Tutorial


Abstract :
Funded in 2005-2006 by a UCI Instructional Improvement Grant, the UCI Libraries developed a web-based interactive tutorial designed primarily for teaching undergraduate students in the Humanities Core Course how to find and analyze primary source material. The Humanities Core Course introduces students to the methods and objectives of humanistic inquiry by example and practice. In lectures, faculty from a wide range of disciplines exemplify the ways in which humanists approach issues from three general perspectives: philosophical, historical, and cultural. In small discussion sections, students put those perspectives into practice in their own writing and in classroom conversations and debates designed to engage each student intellectually in the examination of the various canonized forms of human association that are this year’s topic. The Primary Source Tutorial is designed to clearly and succinctly address what a primary source is, the most common formats of primary sources, and how to locate primary sources (i.e. basic and advanced tips for Antpac, OAC, finding aids, other catalogs, bibliographic resources, guides, indexes, databases). The tutorial was developed to address a growing demand for an efficient and effective method of introducing these concepts to undergraduate students. The tutorial is also part of the UCI Libraries’ tutorial on doing basic library research - http://tutorial.lib.uci.edu/index.html  As the tutorial is used and we obtained feedback from both students and faculty, the tutorial will evolve as we improve upon it.

Originators Names: Steve MacLeod, Cathy Palmer,  Joe Chang

Originators Titles:

Steve MacLeod – Public Services Coordinator, Special Collection and Archives

Cathy Palmer – Head, Education and Outreach

Joe Chang – Student Assistant, Web Services

Campus: Irvine

Email addresses: smacleod@lib.uci.edu,  cpalmer@lib.uci.edu

UC Irvine Primary Sources Tutorial:



A Science Information Literacy Survey of Faculty



The UC Irvine Science Information Literacy Initiative Task Force developed a survey designed to solicit input from science and engineering faculty regarding information literacy skills for their undergraduate students.  Feedback from this survey was intended to guide us in designing an online tutorial to help students learn how scientific and technical information is produced, organized, and disseminated and help them develop skills to find and use the best information from the most appropriate sources.  To design the survey, we consulted the “Information Literacy Standards for Science and Engineering/Technology,” (ACRL/STS Task Force on Information Literacy for Science and Technology.) and selected a simplified subset.  This subset we then used to design a survey consisting of 11 information literacy skills.  We asked the respondents to indicate (1) how well undergraduate students understand the skill, and (2) how important it is for undergraduates to learn the skill.  In addition, there were 4 open-ended questions about how they integrate information literacy into their curriculum.  We used an online survey tool available at UCI to create the web-based survey and sent the link to all science and engineering faculty via email.  While we received only 13 responses, the responses were from a wide variety of scientific disciplines. Two important preliminary conclusions we can share are: 1. The faculty perceive all of the skills listed to be important to learn and they indicated that their undergraduate students do not have these skills.  2. 85% of them would be willing to require their students to complete a online tutorial on scientific information literacy. About half of the faculty who filled out the survey indicated we could contact them later about issues raised in the survey.  We hope to use this group as a focus group to share our initial efforts at creating a Science IL tutorial.

Name of Originator: John Sisson
Title of Originator:
Biological Science Librarian
Campus: Irvine
Email Address: jsisson@lib.uci.edu

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Introduction to Library Research at UCSB:  
a brief history of INT 1

The UCSB Libraries have for nearly 30 years offered a credit-bearing class in library research.  Today 18 librarians teach a total of 20 sections of INT 1 each year, and the class is full to capacity most quarters.  

While on the whole our Instruction Program is in excellent health, INT 1 could benefit from an invigorating shot in the arm that would include updates, changes in organization, and a fresh look at the content of the class. The UCSB instruction librarians will be attending a two-day retreat at the end of August 2006 during which we plan to redesign the entire class.  This retreat will be held off-campus and will be an opportunity for us to focus entirely on INT 1, to pool our ideas and goals for the class, and to incorporate some of the active learning techniques and other instructional tips that we've been discovering over the years.  
It could be that our end result looks very much like the INT 1 that exists today.   Then again, we may make significant changes; that's what the retreat will allow us to discover.

This poster session outlines the history of INT 1 and gives us an opportunity to look at where we’ve been, where we are now, and where we hope to be in the future.  We welcome input and suggestions from other librarians as we plan for a new version of INT 1.

Names of Originators: Jane Faulkner, Instruction Coordinator, Annie Platoff, Xima Avalos   
Campus: Santa Barbara
Email addresses:

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Working with faculty to support research in medical education and the implementation of innovative curriculum


This online poster presents how librarians have established a teaching and information consultation component in a medical education research course and participate in a weekly conference to help School of Medicine faculty and students locate relevant research literature for funding applications and writing articles in medical education.  Librarians teach a hands-on workshop in the library’s computer lab for these Teaching Scholars on searching the medical education literature in PubMed, ERIC, CINAHL, and evidence based education web sites. Before the weekly scholars conference, librarians review funding proposals and articles, run preliminary literature searches, and provide relevant research literature to faculty and students. Librarians may also perform follow-up searches for faculty and students after the conference discussion. In some instances, librarians meet individually with faculty and students to help them complete comprehensive literature searches for their medical education research. The presence of librarians in the Teaching Scholars course and the weekly Educational Scholars Conferences helps faculty and students retrieve and manage information more efficiently and visibly strengthens their funding applications and publications.

Name of originator: Josephine Tan

Title of originator: Education and Information Consultant, Clinical Sciences
Campus: San Francisco
Email Address:

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The Library's Role in Integrating Information Retrieval and Management Skills into a Problem-Based Learning Medical Curriculum 

This online poster presents
an approach to teaching information retrieval and management (IRAM) skills to preclinical medical students through a problem based learning (PBL) curriculum. Education librarians and faculty met to discuss IRAM objectives structured to meet defined student competencies, such as formulating effective search strategies for medical literature and selecting appropriate resources to help answer health care questions. Discussions also addressed the relevancy and timing of introducing and developing students’ IRAM skills.  After sitting in on a PBL session and going online to observe the students’ postings discussing their research to answer their learning issues for the clinical case, the librarian returned during the second PBL session to present students with recommended strategies and resources specific to their learning issues. Students found the IRAM information helpful and helped librarians determine the best time to introduce such skills in the medical curriculum.

Name of originator:  Josephine Tan 
Title of originator:
   Education and Information Consultant, Clinical Sciences 
Campus:  UC San Francisco 
Email Address:

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