May 3, 2019 saw the annual LACUNY Institute held at LaGuardia College’s Performing Arts Center. Below are details of the programs that were of most relevance to information literacy librarians. While the audience was mainly librarians from CUNY (the City University of New York), the advice and experiences shared by the presenters could work just as well in other academic settings.
Adaptive Learning Using Assessment
Those of you lucky enough to see students for more than one-shot sessions are likely doing some assessment of student progress in your classes. Or maybe you’re embedded in a professor’s class where assessment of IL learning is allowed. Either way, consider guidance from a 2017 article by Johannes Peter, Nikolas Leichner, Anne-Kathrin Mayer, and Günter Kramplen, “Making Information Literacy Instruction More Efficient by Providing Individual feedback”
Planning and running an information literacy program is challenging enough—the extra steps involved in marketing your work can sometimes fall by the wayside. We’ve lately put together some materials that help make marketing easier and that can even get faculty doing marketing on your behalf.
Next week, Credo’s InfoLit Community will welcome speakers from Penn State Libraries, who will talk about how they set up and now run their successful Search Bar, a student-run research service in its second year of operation. The Search Bar is a peer-to-peer space with writing tutors, tech tutors, and peer research consultants; staff attribute its success to students’ finding peers more approachable than librarians.
For those who missed last month’s Georgia International Conference on Information Literacy (GICOIL), or simply couldn’t make it to all of the stellar presentations, Credo offered a reprisal of some of the presentations in a webinar on October 25. The webinar featured the event’s keynote speaker as well as presentations by three of the many insightful librarians who were featured at the conference.
This year’s Georgia International Conference on Information Literacy took place in Savannah, GA, on September 27-29. Attendees heard from a great variety of speakers who addressed an equally wide variety of information literacy topics, among them teaching faculty how to take on information literacy topics in the classroom, using OER to create affordable learning materials for students, and several presentations on combating fake news. Some of the presenters have allowed Credo to host their slides so that our readers can benefit from their insights.
This review, by Credo’s Henrietta Verma, appeared in the October 4, 2018 edition of Booklist Online. The collection of essays by librarians and educators describes innovative classes and projects that use Wikipedia to advance information literacy. Are you using Wikipedia editing or other practices related to the site in IL instruction? Please let us know in the comments below.
You may remember Vanessa Otero, creator of the Media Bias Chart and owner of Ad Fontes Media, from the insightful and timely live webinar she did with us earlier this year. (As a member of the InfoLit Learning Community, you can catch the recording of the session here.)
We caught up with Vanessa this week to discuss what bias is, whether it’s always bad, and how to make students care about finding reliable information. Here's what she had to say:
Last weekend, Nancy Speisser, Assistant Vice Chancellor for University Libraries, South University and Etta Verma of Credo presented together at the Virginia Library Association conference in Williamsburg, VA. The presentation, “Beyond Fake News,” concentrated on how to teach students about what journalists do—what happens when they get it right, and, conversely, the consequences when they get it wrong. The talk aimed to show students that while journalism, journalists, and “the mainstream media” have recently come under fire for bias, serious journalists are expected to adhere to strict standards and their work is fact-checked.
At Credo, we continue to hear from librarians who are teaching students to discern factual material from disinformation. Various methods of doing so abound, but which one is right for your students? The welcome news is that there’s no need to use one particular resource—a wealth of materials exists online, some created by librarians for their students, others created for more general audiences.