Credo recently sponsored a Charleston Conference webinar, “Teach the Teachers: Instilling Instructional Design Principles in Faculty.” The webinar, broadcast live on July 24, featured Zachariah Claybaugh (above left), OER & Digital Learning Librarian at Sacred Heart University, Ula (Urszula) Lechtenberg (above center), Instructional Design Librarian at the same institution, and Henrietta Verma (above right), a librarian who is Credo’s Customer Success Manager.
Charleston Conference Webinar Recap: Teach the Teachers: Instilling Instructional Design Principles in Faculty
Information Literacy, InfoLit Learning Community, Design Thinking
You likely know, as much from your own experience as from research in our field, that students find the library intimidating. From first-generation college students to older learners who are nervous about digital resources, those who are expected to use the library may be reluctant to do so for one reason or another. And it’s hard for librarians to address this problem given time constraints and other challenges.
Information Literacy, InfoLit Learning Community, Peer learning
Every week we add several items to Credo’s InfoLit Learning Community. They’re designed to keep you aware of what’s going on in the field as well as to help you in your day-to-day work. You may have dropped in their in the past to find IL-related webinars, articles, and links to free, web-based IL tools.
Discussing disinformation is a compelling way to teach information literacy to students, as it includes an appealing combination of controversy and technology. One topic that is sure to draw students in is the issue of “deepfakes,” videos that very convincingly portray some falsehood—usually a person saying something that they never said.
Information Literacy, InfoLit Learning Community, disinformation
This week the ACRL Instruction Section presented a free webinar, “Incorporating Social Justice and the Framework in Information Literacy Instruction”.The webinar featured the following presenters and topics:
Information Literacy, InfoLit Learning Community, Social Justice
Some open-access publishing includes article processing charges (APCs), fees charged by the publication to make the article available for free and that are paid by the author, their institution, or another funding body. While this is a legitimate practice, “predatory” journals, which exist just to collect fees, have arisen and plague the scientific community. It can be difficult for an author to discern whether a journal they haven’t heard of is predatory or legitimate.
Information Literacy, InfoLit Learning Community, open access
Here it is Friday again, and if you’re like most people, you didn’t accomplish all you hoped this week. Maybe your to-do list has only a few things crossed off, as they took longer than expected. Maybe you don’t have a to-do list and it’s all swimming around in your head. Since time management is one of the skills we try to impart to students, reading some time-management tips can kill two birds with one stone: help you to get more on track and give you ideas to help students get their work done, too. Here are some relevant articles and tools.
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.
Information Literacy, Research, InfoLit Learning Community, Universities
Sports analogies are overused in business, but this time we must go ahead anyway, because in her webinar “Creating a Buzz: Getting Faculty and Students Excited About Library Resources,” Brandy Burbante indeed hit it out of the park, scored a touchdown, took it to the house...take your pick!
K-12 librarians and those who serve college and university students have their own forums—the recent TLA conference would have found many K-12 professionals, for example, while ACRL naturally attracts the post-secondary crowd. The professional literature they read doesn’t overlap much, either, and they may not often visit each other’s libraries, except perhaps as patrons or parents. But there’s so much the two “camps” can learn from one another.
Information Literacy, InfoLit Learning Community, Community Colleges, k-12, Universities