When I completed my MLS degree more than two decades ago my dream job was the reference desk at Cleveland Public Library. However, my first interview led to a position at Cuyahoga Community College and 26 years later I wouldn’t want to be anywhere else. I learned in that first interview that the job I was offered and accepted would entail teaching. I point this out as I had no training or desire to teach. I took no courses that prepared me for creating a lesson plan or on the philosophies of adult education. How hard could it be? Sounds like fun.
kYmberly Keeton joined the TATIL Advisory Board in 2017. She brings a creative and dynamic mindset to her participation on the Board and to the many accomlishments she describes in this interview.
Q: kYmberly, thank you for joining us! Please tell us about your job. How do you spend your time? What do you like or love about your position?
kYmberly: I am the newly appointed African American Community Archivist & Librarian at the Austin History Center, Austin Public Library, in Austin, Texas (the state capital). I have the opportunity to document and curate the African American narrative through acquiring and processing archival collections, be a cultural fixture in the city through outreach, create programming and form collaborative partnerships, and design and coordinate exhibitions.
Today's post is from a team of educators at Florida State College at Jacksonville. Sheri Brown, Marilyn Painter, and Susan Slavicz work as a cross-division team to understand students' perceptions of plagiarism and to address their needs through education and training. They presented this research at the Georgia International Conference on Information Literacy in September 2018.
By Sheri Brown, Librarian; Marilyn Painter, Professor of English; and Susan Slavicz, Director, Academy of Teaching and Learning
Florida State College at Jacksonville
The plagiarism bug just can’t seem to be eradicated. It is an issue that faces all institutions. At Florida State College at Jacksonville (FSCJ) English faculty joined with faculty librarians to collaborate on an assessment to combat student fallacies regarding plagiarism.
By Nicole Eva, Rumi Graham, and Sandra Cowan
University of Lethbridge, Lethbridge, Alberta, Canada
Have you ever wondered what the benefits and drawbacks of using a SAILS Cohort Test vs a Build-Your-Own Test (BYOT) might be? Wonder no more – we’re here to share our experiences in using both kinds of tests to help you make an informed decision that fits your own institution’s needs and purposes.
When we first looked into using a SAILS information literacy (IL) test in 2015, the only one available to us as a Canadian institution was the International Cohort Test. We had hoped to gather reliable, objective data on IL levels of first-year undergrads before and after librarian-created instruction. Our key questions were: What level of IL is possessed by incoming first-year students? and Is there a significant improvement in students’ IL abilities after receiving IL instruction? Our aim was to explore potential answers by looking for possible correlations between students’ IL attainment levels and their year of study as well as the amount or format of IL instruction. ...continue reading "Guest Post: SAILS Cohort Test vs BYOT, A Canadian Perspective"
At the Georgia International Conference on Information Literacy I had an opportunity to talk with several faculty members in writing and composition. Not surprisingly, many of these professionals have interests that align with those of librarians, not least in the area of information literacy. In fact, the Georgia conference regularly brings together educators from across the disciplinary spectrum who use this opportunity to develop shared understandings, to solidify common goals, and to listen and learn from each other.
I decided to explore the work going on at the intersection of writing studies and information literacy and I was not disappointed. So much impressive work is happening! Below are some key resources in this area.
Framework for Success in Postsecondary Writing
Developed by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project
Published in 2011 this Framework document caught my attention in part because of my familiarity with the ACRL Framework. Once I read the executive summary and full document, though, I got really excited. The focus on how teachers can foster certain habits of mind that the authors deem “essential for success in college writing” is an approach that resonates with librarians working to foster information literacy dispositions through training transfer.