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Rachel, Jason, and Anna talk collaboration -- with faculty, with community organizations, with other librarians, etc.

Part I: (00:45 - 35:00, ~35 minutes) In this episode, Jason, Anna and Rachel talk about what they've up to up, instruction-wise, for the past month. Highlights include Anna's social networking class, Jason's online workshop, and Rachel's grassroots information literacy struggles. Links: DiRT Wiki: http://digitalresearchtools.pbworks.com Christian Sager's webcomic, Border Crossings: http://www.thelastisland.com ALI logo's Skull, courtesy of Custopher: http://www.flickr.com/photos/gus/770596 ALI logo's Book, courtesy of King Unicorn: http://kingunicorn.blogspot.com Part II: (35:00 - 1:03, ~28 minutes) Rachel interviews Peter Larsen at the University of Rhode Island regarding their information literacy program and his tips for teachers. Links: Britney Spears and Semiconductors: http://britneyspears.ac/lasers.html

We discuss professional development without a budget

This book offers guidelines for designing the cognitive supports to instructional materials for students with disabilities in general education classrooms. Chapter 1, an introduction, describes the contexts of change, including the changing demography of learners, which has increased the curricular and instructional complexity that teachers face in general education classrooms. Chapter 2 defines and describes curriculum design as an important and distinctive requirement to provide cognitive access to general education content for students with disabilities. Chapter 3 offers six principles of effective curriculum design in the modification of general education content. These principles stress big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. Chapter 4 offers a framework for evaluating and adapting general education curriculum materials and applies the six curriculum design principles to a range of general education content, including the areas of beginning reading and writing. (Contains 75 references.) (DB)

This book offers guidelines for designing the cognitive supports to instructional materials for students with disabilities in general education classrooms. Chapter 1, an introduction, describes the contexts of change, including the changing demography of learners, which has increased the curricular and instructional complexity that teachers face in general education classrooms. Chapter 2 defines and describes curriculum design as an important and distinctive requirement to provide cognitive access to general education content for students with disabilities. Chapter 3 offers six principles of effective curriculum design in the modification of general education content. These principles stress big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. Chapter 4 offers a framework for evaluating and adapting general education curriculum materials and applies the six curriculum design principles to a range of general education content, including the areas of beginning reading and writing. (Contains 75 references.) (DB)

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Library Instruction Case Wiki dumped with wikiteam3 tools.

In 1970, Miriam (Mimi) Sue Dudley developed a set of 20 research scenarios with self-paced exercises, arranged in search strategy order, for a UCLA Chicano student support group. Questions were varied in each Chicano Library Program workbook to prevent cheating. Each exercise required students to use reference sources from an annotated list in order to answer questions. The workbook was utilized for a number of UCLA courses (about 2500 students per year). Mimi revised and enhanced the workbook over a 10-year period, culminating with her Library Instruction Workbook in 1981. This model allowed large universities or small colleges with limited staff help their students learn how to conduct information research on their own. Many college and university librarians in the U.S. and in other countries copied or adapted this model during the 1970s and early 1980s.

The exercises in this workbook are designed to be used with the pamphlets and audiotapes from Units II and III of the library skills modules for college students. Questions in these exercises are similar to those on the tests for the modules. Exercises 1 through 8 coordinate with Unit II: Card Catalog; exercises 9 through 11 relate to Unit III: Indexes and Abstracts. (JAB)

Two federal educational programs are covered in this annual report for FY 1969: Title II of the Elementary and Secondary Education Act and Title III of the National Defense Education Act. The first report describes how the 50 states, the District of Columbia, Guam, Puerto Rico, the Trust Territory of the Pacific Islands, the Virgin Islands, and the Department of the Interior (operating schools for Indian children) utilized Title II funds for the improvement of educational quality and opportunity through increased school library resources, textbooks, and other instructional materials. Also covered are staffing patterns for the first three years of the program, special purpose grants, participation of private school children and teachers, program coordination, accessibility of loaned materials, management activity, school media personnel, staff development, selection of materials, standards for instructional materials, and program evaluation. The second report describes the use of Title III funds to strengthen instruction in science, mathematics, foreign languages, and the humanities and arts through the purchase of equipment and materials, minor remodeling, and through state supervisory and related services. Major topics include priorities, program coordination, adequacy of equipment and reimbursement, improved instructional patterns and teaching techniques, curriculum improvement, student achievement, and program evaluation. (JD)

Things we talk about: Conference debriefings (THATCamp and Computers in Libraries); Crazy ideas regarding technology's role in the "next generation" professional development, scholarly communication and professional contributions; Rachel's officially blogging her quest for programmatic information literacy; Jason's progress with his all online, asynchronous Zotero course for GSLIS' Continuing Education at Simmons College; and We respond to a listener email from Kate the Hoosier Librarian

Rachel, Jason, and Anna way the pros and cons of team-teaching and observing our instruction peers. ***Spoiler alert*** The pros definitely outweigh the cons!!!!

The Guide on the Side w/ Meredith Farkas : Jason and Anna are joined by Meredith Farkas to discuss her recent  American Libraries ' "Technology in Practice" column, The Guide on the Side . Discussion includes the evolution of interactive learning objects, as well as the development and placement of learning objects to achieve learning outcomes and to maximize usage. Meredith is head of instructional services at Portland State University in Oregon. She is also part-time faculty at San José State University School of Library and Information Science. She blogs at Information Wants to Be Free and created Library Success: A Best Practices Wiki .

The Guide on the Side w/ Meredith Farkas : Jason and Anna are joined by Meredith Farkas to discuss her recent  American Libraries ' "Technology in Practice" column, The Guide on the Side . Discussion includes the evolution of interactive learning objects, as well as the development and placement of learning objects to achieve learning outcomes and to maximize usage. Meredith is head of instructional services at Portland State University in Oregon. She is also part-time faculty at San José State University School of Library and Information Science. She blogs at Information Wants to Be Free and created Library Success: A Best Practices Wiki .

The Guide on the Side w/ Meredith Farkas : Jason and Anna are joined by Meredith Farkas to discuss her recent  American Libraries ' "Technology in Practice" column, The Guide on the Side . Discussion includes the evolution of interactive learning objects, as well as the development and placement of learning objects to achieve learning outcomes and to maximize usage. Meredith is head of instructional services at Portland State University in Oregon. She is also part-time faculty at San José State University School of Library and Information Science. She blogs at Information Wants to Be Free and created Library Success: A Best Practices Wiki .

More librarians are finding ways to integrate library instruction into existing courses in a manner that makes library resources and the methodology for finding them an essential and basic component of the courses. Course-integrated instruction requires close cooperation between the librarian and the instructor and subject expertise on the part of the librarian. Such cooperation normally grows out of course-related instruction. Whatever the assignment given, its goal should be to introduce students to a wide span of library resources and to make them comfortable in using these sources. Course-integrated instruction permits library research at a deeper level which allows for a more cognitive approach to research methodology. However, this type of library instruction is also time consuming for the librarian involved in the instruction, who may have to meet with the instructor several times and grade the library assignment. Nevertheless, as libraries continue to grow and become more complex, the demands for such instruction will increase, and academic librarians must be prepared to meet them. (9 references) (EW)

More librarians are finding ways to integrate library instruction into existing courses in a manner that makes library resources and the methodology for finding them an essential and basic component of the courses. Course-integrated instruction requires close cooperation between the librarian and the instructor and subject expertise on the part of the librarian. Such cooperation normally grows out of course-related instruction. Whatever the assignment given, its goal should be to introduce students to a wide span of library resources and to make them comfortable in using these sources. Course-integrated instruction permits library research at a deeper level which allows for a more cognitive approach to research methodology. However, this type of library instruction is also time consuming for the librarian involved in the instruction, who may have to meet with the instructor several times and grade the library assignment. Nevertheless, as libraries continue to grow and become more complex, the demands for such instruction will increase, and academic librarians must be prepared to meet them. (9 references) (EW)

More librarians are finding ways to integrate library instruction into existing courses in a manner that makes library resources and the methodology for finding them an essential and basic component of the courses. Course-integrated instruction requires close cooperation between the librarian and the instructor and subject expertise on the part of the librarian. Such cooperation normally grows out of course-related instruction. Whatever the assignment given, its goal should be to introduce students to a wide span of library resources and to make them comfortable in using these sources. Course-integrated instruction permits library research at a deeper level which allows for a more cognitive approach to research methodology. However, this type of library instruction is also time consuming for the librarian involved in the instruction, who may have to meet with the instructor several times and grade the library assignment. Nevertheless, as libraries continue to grow and become more complex, the demands for such instruction will increase, and academic librarians must be prepared to meet them. (9 references) (EW)

5 v. 27 cm

5 v. 27 cm

5 v. 27 cm

5 v. 27 cm

This workbook in library skills is designed to acquaint students with the facilities and resources of the North Dakota State University Library. Each chapter includes a brief discussion of the topic and a worksheet. The following topics are covered: (1) library tour; (2) the online catalog; (3) term and subject searches using the online catalog; (4) advanced use of the online catalog; (5) locating books; (6) how to check out books and other circulation procedures; (7) how to locate reserve readings; (8) reference room; (9) dictionaries; (10) encyclopedias; (11) almanacs; (12) biographies; (13) periodical indexes; (14) locating periodicals; (15) newspaper indexes and current events reference sources; (16) "Resources in Education" (RIE); and (17) interlibrary loan. (MES)

Instruction for students in the use of libraries and their resources has been neglected in engineering education. Librarians can team teach courses on technical writing and introduce students to the major information sources in their fields. They can give presentations, publish handbooks, bibliographies, and pathfinders on library resources, and present audiovisual programs for library orientation. Engineering instructors and administrators should realize that library resources are important, and that librarians are willing to work with the instructor in developing instructional programs to improve students' library skills. Advantages of such instruction to students are: (1) they can collect background information more efficiently; and (2) they have the opportunity without undue dependence on a instructor's guidance. A list of 13 hints on conducting a literature search, modified from University of Nebraska at Omaha courses to be more universal, is attached. (Author/KP)

Computer assisted instruction (CAI) may well represent the next phase in the involvement of the library or learning resources center with media and the educational process. The Lister Hill Center Experimental CAI Network was established in July, 1972, on the recommendation of the National Library of Medicine, to test the feasibility of sharing CAI materials through a national computer network. Three suppliers of CAI programs--Ohio State University, the Massachusetts General Hospital, and the University of Illinois Medical Center in Chicago--combined with one commercial time-sharing corporation to realize the network concept. CAI programs on the network are applicable to health science users at all levels and have been utilized by over 100 health science institutions. The network was initially free to users. While the institution of charges caused an initial drop in the number of users, their numbers have risen again, and the network is now self-supporting. This network method may be too expensive to allow most libraries to make effective use of CAI, but costs could be cut through the use of minicomputers and intelligent terminals. (Author/SL)

This description of an integrated library instruction for technology course at Ward Edwards Library, Central Missouri State University (CMSU), begins with an overview of traditional library instruction practices. Problems with the traditional approaches are discussed, and it is suggested that one solution would be to create library instruction that will help students complete assignments for a class. For several years, the Science and Technology Librarian at CMSU has worked closely with the faculty of the Department of Power and Transportation to construct library orientation sessions that would be more meaningful to students enrolled in the department's courses. Students in three courses--Power Mechanics (introductory), Aviation Safety, and Technical Report Writing--attend a library orientation session which covers online computer searching, use of the library online catalog, paper indexes for periodicals, and various CD-ROM databases. More time is spent on the efficient use of CD-ROM database searching for the advanced courses, and students are expected to develop their own search strategies and search several "appropriate" databases. A computer-assisted instruction program is available for use by students in the introductory course as an alternative to the traditional library orientation tour. Students in all three courses receive an assignment that the librarian grades and forwards the grades to the instructors. Over 95% of the class returns the completed assignment, which is equivalent to a major project or test in the course. In response to a survey conducted over several semesters, a large percentage of the students agreed that the library instruction was valuable to them in other courses as well. Copies of sample library assignments and an assessment form are appended. (JLB)

Each year the Library Instruction Round Table, Continuing Education Committee of the American Library Association reviews the periodical literature on library user education and selects the top 20 articles. Articles on user education from all types of libraries are considered: academic, school, special, and public. The criteria for selection includes but is not limited to: originality or innovation, quality of writing, special user population addressed, timeliness, applicability to a large audience, and soundness of research methodology. This document compiles the "Top Twenty" bibliographies from 1994 to 1996. Bibliographies are listed in alphabetical order by author's last name. (AEF)

Each year the Library Instruction Round Table, Continuing Education Committee of the American Library Association reviews the periodical literature on library user education and selects the top 20 articles. Articles on user education from all types of libraries are considered: academic, school, special, and public. The criteria for selection includes but is not limited to: originality or innovation, quality of writing, special user population addressed, timeliness, applicability to a large audience, and soundness of research methodology. This document compiles the "Top Twenty" bibliographies from 1994 to 1996. Bibliographies are listed in alphabetical order by author's last name. (AEF)

Jason, Rachel, and Anna are joined by the fabulous Maurice Coleman, author of the Chronicles of of the (almost) Bald Technology Trainer and the Technical Trainer at Harford County (MD) Public Library. We discuss effective PowerPoint techniques, PowerPoint best practices, and even some speaker training tips.

Jason, Rachel, and Anna are joined by the fabulous Maurice Coleman, author of the Chronicles of of the (almost) Bald Technology Trainer and the Technical Trainer at Harford County (MD) Public Library. We discuss effective PowerPoint techniques, PowerPoint best practices, and even some speaker training tips.

https://www.youtube.com/@oradtrad/

Putting *FUN* Back in Fundamentals : Rachel, Jason, and Anna talk with Theresa McDevitt [editor] and Ryan Sittler [contributor] about their recent publication, Let the games begin!: Engaging students with field-tested interactive information literacy instruction . Theresa is a Government Information/Reference Librarian at Indiana University of Pennsylvania Libraries, and Ryan is an Instructional Technology/Information Literacy Librarian at California University of Pennsylvania. We take the opportunity to discuss the making of the book, the idea behind games in the library classroom, and practical applications for using games in information literacy instructional design.

Putting *FUN* Back in Fundamentals : Rachel, Jason, and Anna talk with Theresa McDevitt [editor] and Ryan Sittler [contributor] about their recent publication, Let the games begin!: Engaging students with field-tested interactive information literacy instruction . Theresa is a Government Information/Reference Librarian at Indiana University of Pennsylvania Libraries, and Ryan is an Instructional Technology/Information Literacy Librarian at California University of Pennsylvania. We take the opportunity to discuss the making of the book, the idea behind games in the library classroom, and practical applications for using games in information literacy instructional design.

Putting *FUN* Back in Fundamentals : Rachel, Jason, and Anna talk with Theresa McDevitt [editor] and Ryan Sittler [contributor] about their recent publication, Let the games begin!: Engaging students with field-tested interactive information literacy instruction . Theresa is a Government Information/Reference Librarian at Indiana University of Pennsylvania Libraries, and Ryan is an Instructional Technology/Information Literacy Librarian at California University of Pennsylvania. We take the opportunity to discuss the making of the book, the idea behind games in the library classroom, and practical applications for using games in information literacy instructional design.

Putting *FUN* Back in Fundamentals : Rachel, Jason, and Anna talk with Theresa McDevitt [editor] and Ryan Sittler [contributor] about their recent publication, Let the games begin!: Engaging students with field-tested interactive information literacy instruction . Theresa is a Government Information/Reference Librarian at Indiana University of Pennsylvania Libraries, and Ryan is an Instructional Technology/Information Literacy Librarian at California University of Pennsylvania. We take the opportunity to discuss the making of the book, the idea behind games in the library classroom, and practical applications for using games in information literacy instructional design.

This project was funded by the National Science Foundation to help institutions of higher education develop course-related library instruction programs for students in undergraduate science programs. The fourth volume contains appendices ten through twelve. These include excerpts from participant team reports, the project announcement in College and Research Libraries News, and application sheets for second-year participants. (Author/KP)

An important tool for establishing efficient total library service is contracting, which allows a unit of government or a library to obtain the use of the resources of another library according to its specific needs. A contract can cover services to be purchased, financial arrangements, administrative responsibilities, legal considerations, and the terms of the agreement. This handbook discusses the statutory basis for contracting by libraries, the forms of agreements, specific recommendations concerning contracts, and suggestions to be followed in developing contracts. As illustration, nine project suggestions are provided, with workable standard contracts. (Author/SL)

In this episode, Jason and Rachel interview Chad Mairn, and we talk about a variety of technology issues and questions, including bringing technology to new populations, QR codes, the future of technology, research, and the library, and how to teach Wikipedia. Oh, and how to update an information literacy tutorial.

In library instruction, as in any instructional setting, individual learning styles should be addressed to ensure better learning and retention. Historical examination of learning styles research suggests that in order to appreciate the diversity of students' learning styles and to apply this understanding in a library or information environment, instructors must first develop an awareness of learners' modes of reception and analysis of data, and their modes of concept formation and retention. This understanding can then be overlaid by Herman A. Witkin's (1977) model of field independence-dependence, which addresses not only the contrasting modes of information processing strategies, but the extent to which a person's perception of an item (or information) is influenced by the context in which it appears. Instructors must also recognize the nuances and idiosyncracies of their own learning styles. In conclusion, instructors are advised to: (1) be aware of their own cognitive styles; (2) be aware of the variations in students' cognitive styles; (3) permit flexibility where possible; (4) analyze the ways in which their style may bias their classroom teaching technique and presentation materials; and (5) ascertain if there are preferred styles and strategies necessary for the subject being taught and set up learning processes to help students with these strategies. Two tables list learning characteristics and suggested instructional practices for field dependent and field independent students. (24 references) (NRP)

Lynda Kellam, Data Services and Government Information Librarian at the University of North Carolina at Greensboroâs University Libraries, joins Rachel, Jason, and Anna to discuss data, data literacy, and instruction. Kellam recently published, Numeric data services and sources for the general reference librarian, which includes a chapter about incorporating statistics and numeric data sources into instruction sessions. Kellam blogs about data sources at http://uncgdataland.blogspot.com/, as well as about her library experiences at http://lyndamk.com/

Episode 21 of the Adventures in Library Instruction podcast. The hosts discuss improvisation and no-prep instruction classes with Steve Lawson.

[1913] Gasoline automobiles, gasoline automobile engines, automobile engine auxiliaries, electric ignition, transmission and control mechanism, bearing and lubrication, automobile tires -- [1914] Automobile carbureters, automobile operation, troubles and remedies, overhauling and repairs, forms of carbureters, non-poppet valve engines, automobile equipment, electric starting and lighting

This paper discusses the concept of visual literacy and its implications for librarians teaching information literacy components. The author concludes that, while visual teaching methods should be incorporated in library instruction, teaching visual literacy competencies is most effectively done in connection with discipline-specific content and thus falls outside librarians' role.

An experiment sought to determine the effectiveness of a program for improving achievement among black seventh and eighth grade social studies students. The aim was to develop a media center service program that would support school district efforts to provide educational and support services for the black male. An audiovisual tutoring program within the media center emphasized listening and comprehension skills. Based upon the Directed Inquiry Audiovisual Activity method, the program involved the media generalist and students in a "who, what, where, when, how" questioning sequence. Instruction entailed the use of television equipment and videotaped recordings of classic poems. Students produced notebooks that included viewing and discussion notes, a poetry book report, and a personal critique of the session. The program achieved its goals and objectives. Teachers and the media generalist worked together and employed poetry tapes to bring about student discussion and analysis of poetry and ultimately student poems. The document includes examples of student poems. (SG)

A variety of resources is needed to effectively carry out a comprehensive evaluation of any reasonably complex program of library instruction. At the State University College at Oswego, New York, the means and motivation for carrying out formal evaluation of a college library's instruction program were greatly enhanced when librarians cooperated with a campus research course. The library's program became a class project; faculty and staff shared their expertise; and these symbiotic efforts resulted in a fairly comprehensive evaluation project. The total evaluation process has included a faculty needs assessment, evaluation of current library instruction offered through freshman English and upper-level psychology courses, and feedback from graduating students. The research results have prompted improvements in the library instruction program, and they form a basis for continuing evaluation. This case study suggests that librarians look to their campus environments for stimulus and help, since colleges are usually rich in resources needed for program evaluation. (Author/KM)

A variety of resources is needed to effectively carry out a comprehensive evaluation of any reasonably complex program of library instruction. At the State University College at Oswego, New York, the means and motivation for carrying out formal evaluation of a college library's instruction program were greatly enhanced when librarians cooperated with a campus research course. The library's program became a class project; faculty and staff shared their expertise; and these symbiotic efforts resulted in a fairly comprehensive evaluation project. The total evaluation process has included a faculty needs assessment, evaluation of current library instruction offered through freshman English and upper-level psychology courses, and feedback from graduating students. The research results have prompted improvements in the library instruction program, and they form a basis for continuing evaluation. This case study suggests that librarians look to their campus environments for stimulus and help, since colleges are usually rich in resources needed for program evaluation. (Author/KM)

A variety of resources is needed to effectively carry out a comprehensive evaluation of any reasonably complex program of library instruction. At the State University College at Oswego, New York, the means and motivation for carrying out formal evaluation of a college library's instruction program were greatly enhanced when librarians cooperated with a campus research course. The library's program became a class project; faculty and staff shared their expertise; and these symbiotic efforts resulted in a fairly comprehensive evaluation project. The total evaluation process has included a faculty needs assessment, evaluation of current library instruction offered through freshman English and upper-level psychology courses, and feedback from graduating students. The research results have prompted improvements in the library instruction program, and they form a basis for continuing evaluation. This case study suggests that librarians look to their campus environments for stimulus and help, since colleges are usually rich in resources needed for program evaluation. (Author/KM)

Type(s): Photograph Physical Description: Colour; 15x10 cm Notes: Room 302, West Building, Leddy Library Place(s): Windsor (Ontario) Rights: CC BY-NC-ND Repository: University of Windsor. Leddy Library. Archives and Special Collections

Type(s): Photograph Physical Description: Colour; 15x10 cm Notes: Room 302, West Building, Leddy Library Place(s): Windsor (Ontario) Rights: CC BY-NC-ND Repository: University of Windsor. Leddy Library. Archives and Special Collections

(Abridged) We have developed a numerical software library for collisionless N-body simulations named "Phantom-GRAPE" which highly accelerates force calculations among particles by use of a new SIMD instruction set extension to the x86 architecture, AVX, an enhanced version of SSE. In our library, not only the Newton's forces, but also central forces with an arbitrary shape f(r), which has a finite cutoff radius r_cut (i.e. f(r)=0 at r>r_cut), can be quickly computed. Using an Intel Core i7--2600 processor, we measure the performance of our library for both the forces. In the case of Newton's forces, we achieve 2 x 10^9 interactions per second with 1 processor core, which is 20 times higher than the performance of an implementation without any explicit use of SIMD instructions, and 2 times than that with the SSE instructions. With 4 processor cores, we obtain the performance of 8 x 10^9 interactions per second. In the case of the arbitrarily shaped forces, we can calculate 1 x 10^9 and 4 x 10^9 interactions per second with 1 and 4 processor cores, respectively. The performance with 1 processor core is 6 times and 2 times higher than those of the implementations without any use of SIMD instructions and with the SSE instructions. These performances depend weakly on the number of particles. It is good contrast with the fact that the performance of force calculations accelerated by GPUs depends strongly on the number of particles. Substantially weak dependence of the performance on the number of particles is suitable to collisionless N-body simulations, since these simulations are usually performed with sophisticated N-body solvers such as Tree- and TreePM-methods combined with an individual timestep scheme. Collisionless N-body simulations accelerated with our library have significant advantage over those accelerated by GPUs, especially on massively parallel environments.