April 19th Provisions Session Summary: “Teaching Information Literacy in the Age of Google”

**The access the audio recording from the session, click here!** Our last Provisions session of the Spring Semester explored the theme of” Teaching Information in the Age of Google.” Presenters shared previous experience with teaching courses dealing with literacy, and effective strategies for improving success for a diverse range of college students. An audience of approximately 35 faculty and … Continue reading April 19th Provisions Session Summary: “Teaching Information Literacy in the Age of Google”

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Teaching Information Literacy in the Age of Google: April 19th Session

What exactly is information literacy?? "Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." - Association of College & Research Libraries. Dr. Daniel Russell, a technologist who studies how people use Google to access information in … Continue reading Teaching Information Literacy in the Age of Google: April 19th Session

Reflecting on Flipped Library Instruction, Part 2

In this post, I pick up on my reflections on flipped library instruction, using the design principles outlined in the Kim article below.  My previous post addressed the first five principles; here I conclude and add thoughts on how I might modify flipped instruction in the future, based on my reflections. Kim, M. K., Kim, … Continue reading Reflecting on Flipped Library Instruction, Part 2

“Flipped” Library Instruction

In keeping with the theme of the "flipped" classroom in first-year writing, Pete and I decided that we would also attempt to flip the library instruction that tends to be a standard part of our ENG105 classes and FYW in general (In fact, in the "Learning the Ropes" article that Pete wrote about, researchers found … Continue reading “Flipped” Library Instruction

Threshold Concepts

Threshold concepts are, in essence, those stumbling blocks that prevent a student from advancing within a chosen discipline.  Those fully invested in a discpline have a shared vocabulary, body of knowledge (and approach to it), tools, and sometimes, biases.  However, pracitioners in a discpline are often so immersed in their field that the foundational framework from … Continue reading Threshold Concepts