ALI Information Literacy UnConference

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

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

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