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. To do so, librarians should click the "participant login" link at the top of this page for site approval.
Fake "News" - Evaluating News Sources - LibGuides at Cornell University 1. Websites created to look like familiar mainstream news sites, e.g. "Boston Tribune." Look for contact information with a verifiable address and affiliation. 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. Others may be reluctant to identify themselves as deaf or hard of hearing. If an individual tilts his head toward you when you are speaking, speaks more loudly than usual, or just doesn't seem to understand you, she may not be able to hear you clearly.
Information Literacy in the Disciplines Guide Instruction Section Website The Instruction Section is part of ACRL, a division of ALA. Skip to content 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. It may be useful to researchers, both professionals and students, but they are not the intended audience. General Information
Chapter 2. Digital Collections 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. Academic libraries will license and sometimes buy hundreds of these subject databases. In addition to this proprietary content, LMS embedded librarians guide students to open-access content and open educational resources freely available online.
Chapter 1. LMS Embedded Librarianship and the Educational Role of Librarians 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 movement of librarians into learning management systems (LMSs) has been a natural progression as higher education institutions embraced these tools for supporting teaching and learning. Faculty members have gravitated toward using a secure, online means of interacting and sharing course materials with their students, and librarians have followed along to seize new opportunities to market and supply their services.
Association of College & Research Libraries (ACRL) Approved by the ACRL Board of Directors, April 28, 2017. This document is a revision of the 2007 ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. Authored by the Standards and Proficiencies for Instruction Librarians and Coordinators Revision Task Force. Members: Dawn Amsberry, Penn State, Member Candice Benjes-Small, Radford University, Member Sara Harrington, Ohio University, Co-chair Sara Miller, Michigan State University, Member and Instruction Section Executive Committee Liaison Courtney Mlinar, Austin Community College, Member Carroll Wetzel Wilkinson, West Virginia University, Co-chair
Wayfinding the Web: Applying Critical Information Literacy to a Google Instruction Session Fake news and information credibility became hot topics in late 2016. However, even before the U.S. presidential election cycle, librarians at the Yale Center for Science and Social Science Information (CSSSI) started to adapt Google workshops to address the changing online credibility environment. We have taught workshops on effective Google searching since 2012, developing the series because we observed that many researchers in the sciences and social sciences “satisficed” their information and research inquiries using Google and Google Scholar. The workshops meet students, faculty, and staff at their points of need and acknowledge that Google and Google Scholar are part of their research toolkits. In addition to 30-minute workshops targeted at undergraduates, we also teach 60- or 90-minute sessions on Google Scholar and My Citations, Google Images, Google News, and other Google products. Why Teach Students Wayfinding?
The Information Literacy User's Guide: An Open, Online Textbook - Open SUNY Textbooks OER Services Allison Hosier Allison Hosier is an Information Literacy Librarian at the University at Albany, SUNY. She has published and presented on research related to practical applications of the ACRL Framework for Information Literacy as part of information literacy instruction. Her recent research is focused on introducing and exploring the metaconcept that research is both an activity and a subject of study.
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.): 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.” These are almost-rubrics with differentiated levels from novice to expert information users.