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Library Instruction with Instagram

Library Instruction with Instagram

  1. 1. #selfiesinthestacks Lauren Wallis Reference and Instruction Librarian University of Montevallo The Innovative Library Classroom May 13, 2014 Radford, VA tiny.cc/tilc2014 Library Instruction with Instagram
  2. 2. #inspiration #stats #concepts #SLOs #examples #ownit #assessment #workscited #selfiesinthestacks Library Instruction with Instagram
  3. 3. #inspiration • Instructor requests for “Library Tour” • No common curriculum for Eng 101 • Few research-based assignments • Opportunity to reach most freshmen
  4. 4. #inspiration Make an experience that is: • Fun • Social • Student-guided
  5. 5. #inspiration Make an experience that is: • Fun • Social • Student-guided How it works: • Small groups • Library iPads and Instagram login • Brief intro and worksheet • Respond to open-ended questions • Post pictures, captions, and hashtags • End with brief class discussion • Make a connection between hashtags and controlled vocabulary
  6. 6. #stats Pew Research : • 17 percent of internet users use Instagram • 37 percent of internet users ages 18- 29 use Instagram • 54 percent of internet users have posted original photos or videos online Instagram Class Stats: • 15 out of 22 English 101 sections • 8 of the 15 sections visited more than once for instruction
  7. 7. #concepts Library Anxiety • Perceive library skills as inadequate • Embarrassed and feel like “the only one” • Avoid asking questions to avoid looking stupid (Mellon 1986)
  8. 8. #concepts Active Learning and Constructivism • Link between learning and doing • Learning as a social process • Students integrate new ideas with preexisting values and experiences (Booth 2011)
  9. 9. #concepts Critical Pedagogy and User-Generated Content • Sharing classroom power • Valuing student experiences • User-generated content as a way to engage IL skills (Seale 2010) • Teens learn IL skills through participatory online communities (Harlan, Bruce, and Lupton 2012)
  10. 10. #concepts Information Literacy and Social Media Metaliteracy – Builds on core IL concepts to address how learners create and distribute information in participatory online environments. • Participating in conversations through comments and likes • Understanding the context of creation • Seeing oneself as a producer and consumer of info • Understanding privacy and access issues (Mackey and Jacobson 2011, 2013)
  11. 11. #SLOs The student will be able to: 1) Identify main library service points, basic resources, and staff 2) Recognize his/her existing knowledge about libraries 3) Show peers how to use library resources 4) Identify connections between social media hashtags and library controlled vocabulary
  12. 12. #examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
  13. 13. #examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
  14. 14. #examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
  15. 15. #examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
  16. 16. #examples SLO 2: The student will be able to recognize his/her existing knowledge about libraries.
  17. 17. #examples SLO 3: The student will be able to show peers how to use library resources
  18. 18. #examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary.
  19. 19. #examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary.
  20. 20. #examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary.
  21. 21. #examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary.
  22. 22. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour
  23. 23. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour
  24. 24. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour
  25. 25. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers
  26. 26. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers
  27. 27. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos…
  28. 28. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age
  29. 29. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age
  30. 30. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age
  31. 31. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations
  32. 32. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations
  33. 33. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations
  34. 34. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations
  35. 35. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations • Humor
  36. 36. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations • Humor
  37. 37. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations • Humor
  38. 38. #ownit • Interesting resources we wouldn’t have gotten to in a normal tour • Making connections with student workers • Slightly suggestive photos… • Non-users / students of non- traditional age • Visuals of problems and frustrations • Humor
  39. 39. #assessment • Google Form • What is one new resource you learned about today? • “The chat thingy” • “The computer search to find a book” • “There are so many people that are willing to help!” • “Where complete scores of music are in the library.” • “How to use Instagram at school and not get in trouble.”
  40. 40. #assessment • What is something you still have a question about? • “I’m still confused about how to print stuff, but I’m sure the library staff will be happy to help when the time comes that I desperately need to print something.” • “How the call number system works.” • “How to not be awkward in the library.”
  41. 41. #workscited Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association. Gibson, C., & Jacobson, T. (2014). Framework for information literacy for higher education. Retrieved from http://acrl.ala.org/ilstandards/wp- content/uploads/2014/02/Framework-for-IL- for-HE-Draft-1-Part-1.pdf. Harlan, M.A., Bruce, C., & Lupton, M. (2012). Teen content creators: Experiences of using information to learn. Library Trends, 60 (3), 569-587. Jabobson, T.E., & Mackey, T.P. (2013). Proposing a metaliteracy model to redefine information literacy. Communications in Information Literacy, 7(2), 84-91.
  42. 42. #workscited Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. Mellon, C. (1986). Library anxiety: A grounded theory and its development. College & Research Libraries, 47(2), 160-165. Seale, M. (2010). Information literacy standards and the politics of knowledge production: Using user-generated content to incorporate critical pedagogy. In M.T. Accardi, E. Drabinski, & A. Kumbier (Eds.), Critical library instruction: Theories and methods. (221-235). Duluth, MN: Library Juice Press.
  43. 43. #contact Lauren Wallis Reference & Instruction Librarian University of Montevallo Presentation: tiny.cc/tilc2014 Email: lwallis@montevallo.edu Instagram: instagram.com/lmwallis Twitter: @LaurenMWallis Blog: laurenwallis.wordpress.com

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