Anne-Marie Deitering

Step by step through the scholarly conversation : a collaborative library/writing faculty project to embed information literacy and promote critical thinking in first year composition at Oregon State University

ABSTRACT At Oregon State University, writing instructors and librarians collaboratively teach research writing and information literacy in first year composition courses. A four-week unit focuses on the connections between critical thinking, writing and learning, and information literacy. This article describes the process of developing, implementing, and refining this collaborative curriculum. By using assignments and texts that model a recursive critical research and writing process for students, librarians and writing instructors help students think more deeply and critically about their topics.

Stop Reinventing the Wheel : Using Wikis for Professional Knowledge Sharing

Abstract This article details the development of the Library Instruction Wiki (http://instructionwiki.org): an effort to develop a web-based, knowledge-sharing resource. Though some library instruction is specific to a given institution or class, much of what instruction librarians teach is similar. Library instructors have repeatedly expressed the desire to share resources, ideas, and expertise. With the increasing presence of social software applications, the options for technology-enabled knowledge sharing have grown dramatically in recent years. The success of Wikipedia illustrates how wikis can be used to build collective knowledge-building projects. The authors describe the process of using a wiki to build such a resource. Drawing on research connecting communities of practice, information and communication technology, and knowledge management, the authors also examine the social and cultural challenges they faced trying to use communication technology with a dispersed network of practitioners. Implementation details including software selection and installation, customization, and marketing are discussed. A year after its initial launch, contributions to the wiki have slowed despite consistent and enthusiastic support for the concept. The authors examine possible reasons for this limited activity, and suggest next steps for this wiki and for further research.

Examining Student Research Choices and Processes in a Disintermediated Searching Environment

Students today perform research in a disintermediated environment, which often allows them to struggle directly with the process of selecting research tools and choosing scholarly sources. The authors conducted a qualitative study with twenty students, using structured observations to ascertain the processes students use to select databases and choose sources for a typical undergraduate research assignment outside of the classroom. Based on these observations, the authors developed three personas depicting different approaches to the research process. The authors make recommendations for improving students’ success in selecting research tools in a disintermediated environment.

The library as learning commons: rethink, reuse, recycle

At Oregon State University (OSU) Libraries, librarians are evaluating the decade-old information commons in the transition to a learning commons. Visits to commons spaces at libraries across the country provided perspective on this transition. This paper describes the development of the OSU Libraries Information Commons, identifies themes from our trips to other commons, and discusses the idea that we need to incorporate the concepts of the commons throughout the library in recognition that wherever our students are in the library becomes their learning commons.

Complex questions, evolving answers: Creating a multidimensional assessment strategy to build support for the “teaching library”

SUMMARY Since 2001, librarians at Oregon State Universitys Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the teaching librarys impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education.

Library Instruction 2.0

At the 2008 ALA Annual Conference, a wonderful Association of College and Research Libraries (ACRL) preconference was presented entitled Library Instruction 2.0: Building Your Online Instruction Toolkit. The presentation was enlightening and provided numerous and valuable recommendations for Web 2.0 sites that can facilitate and enliven library instruction sessions. In this issue, the Internet Resources column features commentary and evaluations from conference presenters Rachel Bridgewater, Anne-Marie Deitering, and Karen Munro, who present comprehensive reviews of some of their favorite Web 2.0 tools for library instruction purposes. The Public Services Quarterly Internet Column is designed to highlight resources librarians can use to increase their awareness, augment their skills, and provided better services to their patrons. While strengths and weaknesses of each site are included in these reviews, the sites chosen are recommended or highly recommended for use by academic librarians. All these sites are listed and easily accessible from http://psqInternet.googlepages.com/home. All questions and comments about the Public Services Quarterly Internet Column can be directed to Nicole A. Cooke at: PSQInternet@gmail.com.

Share and Share Alike: Barriers and Solutions to Tutorial Creation and Management

Using data gathered in a nationwide survey, we found the most important barriers to tutorial creation for instruction librarians are time and technological expertise. Drawing on our experience extending the content management system used to build class pages and subject guides, we suggest using a content management system, like Library a la Carte, or LibGuides to build tutorials suggests a path around these common barriers.