Library Faculty Works

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https://hdl.handle.net/1794/8

This collection contains articles, presentations, and posters created by faculty and staff members of the University of Oregon Libraries.

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Browsing Library Faculty Works by Subject "academic libraries"

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    Engaging Users through Accessible and Pedagogical Guides
    (Emporia SLIM, 2020-04-29) Maxson, Bronwen K.; García, Mandi
    Online library research guides are often created as a pathfinder with too much text but not enough pedagogical guidance, and a static lists of links that lack context. Pedagogical-style guides can increase engagement and retention of learned information literacy skills through more engaging research guides. Building on studies carried out at IUPUI (formerly, Indiana University-Purdue University Indianapolis), the presenter will share how the UO Libraries is using process-driven guides with infographics and other multimedia to communicate that research involves multiple interrelated steps and takes time to carry out. The presenter will share ways to make the guides more inviting and accessible through video with captions, graphics with accessibility features that go beyond the alt text field in image descriptions, an intuitive navigational layout, and adding a personal message. Attendees will learn how accessible and engaging guides can support diversity, equity, and inclusion and support learner success.
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    Hay muchos Méxicos: A New Approach to Designing International Information Literacy Instruction
    (Johns Hopkins University Press, 2020-10-19) Hicks, Alison; Maxson, Bronwen K.; Reyes, Betsaida M.
    The globalization of campuses has led to increasing numbers of international and exchange students. However, librarians often develop instructional opportunities for students from other countries with little understanding of how academic information literacy (IL) differs around the world. Using Mexico as an example, this study employs survey and focus group methods to examine how Mexican librarians understand and teach for IL within higher education.1 Findings from this study are subsequently used to explore the design of more culturally-appropriate learning experiences for international students in the United States.2 Notes 1. The authors chose the phrase “teaching for information literacy” to reflect and align with their constructivist approach to teaching as well as their recognition that information literacy is shaped and situated by the social context. Including “for” also recognizes that learning is a process of meaning-making rather than assimilation, and that our role is to coach, mentor, or guide learners to make connections and build upon their past experiences rather than to deposit knowledge in them. 2. What identifies a student as international can be nuanced. This paper does not focus on these differences.