Beyond Mechanics: Reframing the Pedagogy and Development of Information Literacy Teaching Tools

The Mystery Room: discovering the flexibility of an information literacy-based educational escape room

“…Not only do students need to find the minimum number of sources, but they need to identify and make sense of some potentially unfamiliar formats, specifically with regard to scholarly information, which many first-year students do not have experience using. Margolin and Hayden (2015) questioned the scholarly source requirement asking, "Why do so many [first-year composition] instructors require so many scholarly sources when it's clear that many are inaccessible to students outside particular disciplines?" (p. 608).…”

Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey

“…Many papers have been published describing alternative models of induction (Baker, 2014;Boss, Angell & Tewell, 2015;Carpmael et al 1992;Essex & Watts, 2015;Margolin & Hayden, 2015;Thompson, Kardos & Knapp, 2008). However not all of them sufficiently consider the context of the library induction.…”

“…They suggest that, with further research, universities could design an induction programme, and a first-year teaching strategy that more effectively links student learning with student life beyond the lecture theatre. Margolin & Hayden (2015) point out that the value students place on learning information skills is a key element of whether they will engage with sessions. If we subscribe to the findings of Gross & Latham (2012) and McKeever (2013) that new university students tend to overestimate their skills, and the claim from Hughes & Smail (2014) that academic concerns are not an immediate priority for new students, we must consider how relevant students will consider information skills sessions delivered early in the first semester.…”

“…Facing attitudes such as this, it would be difficult for librarians to gain access to time with students at relevant points in a course. Some librarians have attempted to overcome this by developing online resources (Baker, 2014;Essex & Watts, 2011;Margolin & Hayden 2015). They aim to provide students with learning opportunities at the point of need, without the need for academics to allow librarians teaching time during semester, although there is little convincing evidence so far as to how far online resources may replace the need for face-to-face teaching altogether.…”

Digital research notebook: a simple tool for reflective learning

“…Obradovich, Canuel and Duffy found that 2 California Academic Research Libraries and Association of Research Libraries member institutions explicitly instruct students to watch video tutorials before attending a classroom session; one of them, Duke University, assigns a quiz to be completed after watching a video series. Margolin and Hayden (2015), a librarian and a composition instructor at Hunter College, have collaborated to create a sequenced series of online activities and handouts, called a Research Toolkit, which is designed to scaffold and support the research and writing process.…”