In October 2012 Ohio became the 19^th state to issue an Information Literacy Awareness Proclamation, a document that recognizes that “the ability to find, analyze and understand information on various formats is an essential skill to finding employment and successful careers in all sectors” and “seeks to reminds all citizens about the role of all libraries and librarians … in teaching information literacy.”

At the University of Cincinnati information literacy has long been recognized as a fundamental component of the four Baccalaureate Competencies (critical thinking, effective communication, knowledge integration, and social responsibility). Many courses include discussions, activities, and assignments aimed at developing the students’ ability to determine the nature of required information, to access it effectively and efficiently, to evaluate it critically, and to incorporate it into one’s knowledge system.

In our earlier post this month we invited faculty and students to comment on what the Libraries are doing to help with developing these crucial skills and what else we can do. Here are a couple of responses:

Many of my students are unaware of the need to use academic sources in their research — or they are intimidated by the sheer size of our library database. Through face-to-face seminars with Langsam’s knowledgeable staff, students feel more confident and can make more confident research claims. (Susan Meier, Writing & Rhetoric Instructor)

I’m a graduate teaching assistant in my fourth year of instruction here at UC. One of the biggest surprises I remember encountering my first year of teaching was realizing that the amount of time my first-year students spend online did not necessarily correlate to Google-results savvy. I soon came to realize that the “digital native” is a myth—or, even if it isn’t, that the digital native’s domain of intuitive knowledge does not necessarily extend to critical evaluations of online search results and potential sources.

I expected them to be unfamiliar with the library database, but it was a real shock to realize that their evaluative skills for navigating the non-proprietary Web would need coaching. I also quickly realized that teaching first-year students how to “read” Google results (and the webpages to which they link) is crucial for their success. Whether we like it or not, Google is usually the first place our students turn when faced with a class assignment, and therefore will play an important role in their future college research.

The librarians at Langsam have played a crucial role in developing my students’ understanding of online resource evaluation—and, through osmosis, also informing mine!  Particularly, they have contributed to my students’ success by encouraging students to find the kinds of sources that make sense for their particular assignment (whether on the wider web, or within the library’s own holdings), use advanced search tools, and helping students to understand authority and credibility in both scholarly and non-scholarly contexts. (Christina LaVecchia, Department of English and Comparative Literature)

Here are some resources and services the Libraries provide to help students  improve their research skills and understanding of sources of information:

• Library instruction: faculty and TAs are encouraged to contact their subject librarians to schedule an instruction session.
• Reference assistance and consultations: faculty and students can contact their subject librarian or ask a reference question at a library service desk, by phone, email, chat or text.  Reference assistance options.
• Our online tutorials and campus guides point you to resources and provide needed information anytime.
• Our Teaching Information Literacy Skills guide for faculty seeks to assist faculty with integration of information literacy skills by providing sample learning outcomes, suggestions for assignments and activities, links to relevant tutorials, etc.

Please let us know what else we can do by commenting on this post.

What did you do in Langsam Library Today?…#infolit

October is Information Literacy Awareness Month. Comment to this post to share with us what did in the library today. Did you use another of our 10 libraries? If so, which one?

On October 1, 2009, President Barack Obama issued a proclamation establishing October as National Information Literacy Awareness Month. Information literacy, or the ability to find, evaluate, and use information effectively, is key in preparing students for being actively involved in a democratic society and seeking highly skilled jobs. Information literacy skills lay a solid foundation for lifelong learning.

Governors in ten states have issued Information Literacy Awareness Proclamations. Ohio is among the states working on the proclamation drafts to submit.

The University of Cincinnati Libraries are celebrating Information Literacy Awareness Month by highlighting resources and services that help students to acquire and develop research and critical thinking skills and become lifelong learners.

Librarians invite faculty and students to comment on what the Libraries are doing to help with developing these crucial skills and what else we can do. You can do so through social media, comment boxes in libraries, or by contacting librarians.

Search with Summon: The New Library Search Tool

The RWC Library has added a powerful new search tool, Summon, to our website. From a single search box located prominently on the homepage, Summon provides easy and fast discovery of relevant information from the UC Libraries collections on any topic. It is the place to start research in journal and newspaper articles, books, government documents, maps, music recordings, videos, digital collections, and more. Summon is still growing and in development as features continue to improve and content is added regularly. User feedback is welcomed and can be sent via an online form. More information about Summon is available online.

Library Instruction Services

The RWC Library offers a variety of library instruction services to meet the need of your classes, curriculum, and assignments.  Click here for a sampling of our teaching plans to find out what we can do in the classroom. Be sure to schedule a library instruction session using the online Instruction Request Form.

Blackboard Librarian

This service provides direct access to a librarian and curricular support for students.  Contact your library liaison about creating a Library Research content area in your course which can include helpful research tips, links to course-specific resources, and research guides. Click here for a sampling to find out what we can do in Blackboard.

Class Assignments

With spring classes underway, the RWC librarians ask that faculty provide copies of class research assignments to your library liaison. We can provide more effective research assistance when we understand the goals of the assignment and any preferred resources (free websites, library subscription databases, etc). RWC librarians are also available to collaborate in the development or review of any library research assignments. Refer to Creating Effective Library Assignments for tips and suggestions.

New Scholarship of Teaching and  Learning (SoTL) Guide

The RWC Library has created a new online research guide for faculty interested in the Scholarship of Teaching and Learning (SoTL).  This online guide provides direct access to databases, books, journals, tests and measurements, and websites along with information about the Library’s Learning & Teaching Collection.

Purchase Request Form

All members of the RWC community are encouraged to recommend books, media or journals for purchase by the Library.  To submit a request, please complete the online Library Purchase Request Form and email it to your library liaison.  This form is located on the Library’s Collections Page which also includes the Collection Development Policy.

RWC Committee Minutes

The Library posts RWC committee minutes, annual committee reports, the college-wide strategic plans and the faculty and staff handbooks on the RWC Committee & Faculty Committee Minutes, Bylaws Changes & Reports web page.  Library staff collect the minutes distributed to the College and post them by the end of each month.  Questions concerning content should be directed to the appropriate committee chair.  For questions concerning the posting process please contact Stephena Harmony by email or phone 513-936-1547.

Deadlines for Summer Quarter Reserves

Summer quarter will be here before we know it. In anticipation of this, please submit the items that you would like placed on Traditional Reserve by Thursday, June 9, 2011.

Those of you who designated traditional reserve items for Spring quarter only; these items will be removed and returned to you as per your request. If you would like to keep items on Reserve please contact Tammy Manger at 936-1542 or tamra.manger@uc.edu by June 9th.

Faculty that have Blackboard E-Reserve articles designated for Spring quarter only: these items will be removed when your Blackboard course ends. Please do not copy over any articles to the next quarter as this will cause a block for future articles to be posted.

Reminder: Don’t forget to get those Summer quarter items submitted as soon as possible or by June 9th.

Library Workshops

Join us for the Google for Research workshop on Thursday, May 12th, 1:00-2:00 pm in Muntz 158. Learn about Google tools that can help you create, organize, collaborate, and research. Click here to register. To see resources and materials from previous workshops, click here.

Upcoming Events Sponsored by UC Libraries

• Authors, Editors & Composers: On Tuesday, April 12, 2011, the University of Cincinnati Libraries will recognize the publishing and creative accomplishments of UC’s faculty at this annual event. Scheduled for 3:30 pm in the Russell C. Myers Alumni Center at UC, “Authors, Editors & Composers” will pay tribute to the 2010 scholarly and creative works of UC’s faculty with a reception, presentation of selected works, a printed bibliography, and an exhibit.
• Life of the Mind Series: Life of the Mind is a new annual series that highlights the innovative thinkers on UC’s campus with multidisciplinary interactions via provocations on important themes. The series includes intriguing insights from diverse perspectives, and encourages faculty and students from across UC to engage in further discourse. The theme for Session 1 is TECHNOLOGY and scheduled for Tuesday, April 19, 2011, 3:30-5pm, Alumni Center.

Reminders for students:

UC Students can reserve Group Study Rooms. Each Group Study Room is multimedia equipped with a 52-inch flat screen, a computer with Sympodium interactive monitor (except for room F) and DVD/VCR players. Rooms are for UC student use and may be reserved for student groups only.

During peak hours, students can take advantage of the Laptop Checkout service instead of waiting for an available computer in the lab. Three laptops with Internet access and MS Office 2007 are available for check-out to RWC students for use in the RWC Library.

RWC Library Liaisons

• Stephena Harmony: stephena.harmony@uc.edu, 513-936-1547
  Art & Visual Communication, eMedia, History, Art History, Philosophy & Political Science, Office of Information Technology
• Heather Maloney: heather.maloney@uc.edu, 513-936-1541
  Allied Health, Dental Hygiene, Nursing, Radiation Therapy
• Michelle McKinney: michelle.mckinney@uc.edu, 513-936-1546
  Behavioral Sciences, Biology, Chemistry, Math, Physics & Computer Science, Veterinary Technology
• Lauren Wahman: lauren.wahman@uc.edu, 513-936-1545
  Business & Economics, English & Communication, Foreign Language

A lot of useful information is available online. Please visit the instruction page for students, including course guides for specific classes and assignments, and check out the How Do I?.. pages.