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ALI Information Literacy UnConference: Central Site

Information about the UnConference

Photos of the Event

Sally Neal helping get the schedule set for the day

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Assessment breakout session

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Lunch in the Great Room

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LibGuides breakout session

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Learning about Our Users breakout session

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Break in the Courtyard

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Clarence Maybee, Chair of the Information Literacy Committee of ALI, addresses the group

Notes Taken in Sessions

Follow the link below to the notes taken at the Central Site's breakout sessions .  Topics that the notes cover include:

  • Learning Objects
  • Google
  • LibGuides
  • Flipped Classroom
  • Information Literacy as a Life Skill
  • Assessment
  • User Information & Ethnographic Studiesl
  • International Students/Grad Students
  • Outreach to Faculty & Students - not included (will be forthcoming - I, Sally Neal, took these notes on my iPad and have not transcribed them yet.)

ALI Central Site Unconference Notes

 

Notes from final session - highlights from breakouts

LibGuides

  • types of guides - classes, disciplines, featured speakers & events

  • best practices - organizing them, unpublish dated ones no longer needed, have some uniform standards

  • using Community site to “steal” content from others


Information Literacy as a Life Skill

  • transferable skills

  • collaboration with career centers

  • health, consumers, voters


Learning Objects

  • Tutorials, screencasts, software, apps

  • best practices

  • getting these integrated into course management systems

  • how do we measure the use and effectiveness of them

  • want to partner more with faculty on course-specific tutorials

  • use student workers for giving you feedback

  • Guide on the Side - software for database tutorials


Google

  • should we be teaching it more often? Yes, because they’re using it and not as well as they could

  • should be assessing them on how they use it before they come to college

  • students don’t understand how google works and why they get what they get in their results

  • when is it okay to use google? Discussion of google vs. more specialized/scholarly sources.

  • tips & tricks


Assessment

  • course level vs. library level vs. institution level

  • “closing the loop” - what do you do with the data you gather - how do you learn from it and change what you do


International Students and/or Grad Students

  • distinctions between parts of the international student populations

  • level of service at libraries in the U.S. that are different

  • ideas of academic honesty and how it’s different here than in some cultures

  • grad students are often more unprepared than you might expect

  • Same types of mechanical skills, but in a more conceptual way


Outreach to faculty and students

  • getting students when they first come to campus - open houses, tents on campus during orientation, giveaways

  • end of semester - dog therapy, 24-hour access, food, massages

  • faculty outreach - celebration of scholarship, receptions

  • research paper contest - undergrad & grad divisions - get plaque & monetary award and paper goes into the digital repository

  • grants for faculty to work with librarians to integrate information literacy into their courses - monetary award


Learning about our Users / Ethnographic studies

  • Need to know about our students, but also our faculty - their perceptions of student work and their use of our resources. How do the faculty use our resources (because that boils down to what they expect of their students)?

  • Many of us don’t have background to do research, but are asked to - there was discussion of specific resources to help us in this

  • Carrie Donovan is starting a project to follow a group of students to see how they do their research


Flipped Classroom

  • unpack the content and assign it ahead of time and then use the classroom time as the laboratory

  • needs faculty buy-in

  • need to be more focused about how you spend the time in the classroom