information literacy

Facebook Rolled Out Reactions and I Won Wednesday

Yesterday Facebook rolled out its newest feature…reactions. In addition to liking posts, users now have the option to love, laugh, hate, and more. As I scrolled through my news feed, I saw a post from Radiolab that added headphones to the reaction faces and morphed them into an advertisement for their show. I was instantly inspired and made my own advertisement promoting librarian services as a way to ameliorate the emotions that users experience while going through the research process.

libraryreactions

I’m pretty proud of this one. Not only is it super timely, but it also hearkens back to Carol Kuhlthau’s Information Search Process. I shared the ad in an ACRL library marketing Facebook group and it’s already been adapted by a number of other libraries. And the post has nearly 200 likes!

 

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High School Outreach Is Important…AND FUN!

Earlier this week, I had the privilege of meeting with AP Composition classes at a nearby high school. Interacting with high school students is an integral part of my work. Not only do I help the students themselves, but I also benefit from interacting with an age group that is so very similar to my own first year students.

I was asked to speak about the differences between high school and college research under the assumption that, as AP students, many of them would test out of first year composition. I wanted to tailor my presentation as much as possible to this particular group, so I asked them to answer a few questions using a Google form.

Google forms are gloriously easy to set up. Be sure to select Paragraph Text as the Question Type so responses can be as long as necessary.

Google forms are gloriously easy to set up. Be sure to select Paragraph Text as the Question Type so responses can be as long as necessary.

I didn’t want to use my session for search strategies or resources instruction (students would get that later from their own librarian). And rather than focus solely on library resources and college-level research, I wanted to address anxieties students might be feeling about college life in general. I saw patterns in their responses to my questions that made it easy to come up with content for my presentation.

My presentation consists of five slides. The first four address the questions I asked via the Google form and the last contains words of wisdom from OWU seniors and recent graduates.

For presentation mode, click here: https://magic.piktochart.com/output/5087713-olentangylibertyhs

To see it in presentation mode, click here:
https://magic.piktochart.com/output/5087713-olentangylibertyhs

This was my first time using Piktochart‘s presentation mode and, of course, I found it incredibly easy to work with. I started from a template, but did a lot of customization. I kept consistent design elements throughout (like font and color) which made the process much easier as I could focus on wording and layout.

If you’d like to know more about my presentation, please comment and I’ll happily elaborate.

We Went Piktochart PRO!

OWU Libraries has Piktochart PRO status. This means no more Piktochart watermark, high resolution downloads, printer-friendly options, and access to a bunch of sweet templates. I’m going to go on a library/librarians/library services advertising binge (more to come on why later).

Librarians are soldiers on the front of information overload.

Librarians are soldiers on the front of information overload.

Piktochart Has Changed My Life

Let it be known, I am obsessed with infographics. In a previous post, I showcased one of my infographic-style learning objects that I made using Microsoft Publisher and Paint. Using these tools for this purpose has been less than ideal and I’m often left wondering if there is an easier way.

Well, friends, there is and it’s called Piktochart.

In addition to being incredibly easy to use, it is chock full of design inspiration. I signed up quickly via Facebook and am working on a citation infographic which I promise to post here when it’s ready, but in the meantime check THIS OUT:

Why Google Drive

Sure, I have a few things to learn about layout and spacing, but I’d say I’m off to a darn good start.

Flipping Out

With all the talk about flipped classrooms it was inevitable that I’d eventually have to start paying attention. Over the summer, my colleagues and I have had various meetings related to library curriculum revision and, let me tell you, flipped classrooms have really come to the fore.

I’m quite excited about it and many of the faculty I’ve mentioned it to are on board.

The biggest flip push will take place in our freshmen composition course, English 105. We’ve been fortunate in that our 105 faculty often grant us the luxury of two or even three library sessions per semester and I think our move towards flipped lessons will be a great way to say “thank you” since they can ultimately result in us taking up less of their class time.

I’ve been creating learning objects that I plan to get to the students via class email, a LibGuide, or by asking faculty to add them to their teaching slides (if they use them).

Here’s one of my favorite learning object babies:

guysblogI used the Onion’s Statshots as inspiration for this learning object. I think humor in our type of instruction is absolutely essential in order to keep students’ attention. In this Library Statshot, I introduce website evaluation, author credentials, and relevancy.

 

Self-Discovery Layer

Summon is Library Google. That’s how I’ve referred to our discovery layer since we first implemented it. But after a stimulating journal club meeting I realize I’ve been going about it the wrong way.

Rather than lazily plunking Summon and Google into the same category and letting the students figure it out on their own, I should be using Google and Summon as a bridge into library research and resources. (Pardon me if this sounds like, “duh,” but I’ve been avoiding Summon in the classroom like the plague for reasons I won’t go into here.)

Google is simple. And we like that. Google usually gives us what we want within the first two pages of results (you know, because if it doesn’t we just do a different search). Thank you, Google, for about 469,000,000 results in 0.28 seconds, but what good are they if I can’t sort them in a way that’s meaningful to me?

Enter Summon. With its simple, Google-like search box that accepts searches like “why is global warming bad” and “rush limbaugh doesn’t believe in global warming” and its gracious offering of refinement options by Publication Date, Content Type, Subject Terms, and Language.

In the classroom, I’ll start where students are familiar (Google), blow their mind about how search engine results are ranked, and show them how their library makes research easier and results more relevant.

I’m growing as a librarian. Really!

 

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