alla instagram presentation
TRANSCRIPT
#librarylove
Lauren Wallis Reference and Instruction Librarian University of Montevallo
Alabama Library Association 2014 Annual Convention #alla14
Sharing the Library with Instagram
#librarylove Sharing the Library with Instagram
#inspiration #litreview #SLOs #examples #ownit #expansion #workscited
#inspiration • Instructor requests for “Library Tour”
• No common curriculum for Eng 101 • Few research-based assignments • Felt my Eng 101 instruction was
lackluster
• Opportunity to reach most freshmen
#inspiration Make an experience that is: • Fun • Social • Student-guided
#inspiration Make an experience that is: • Fun • Social • Student-guided
How it works: • Small groups • 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
#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
#concepts Library Anxiety: • Students perceive their library skills as
inadequate, but think that their peers don’t have the same problems
• They are embarrassed by their feelings of inadequacy
• They don’t ask questions because they want to avoid looking stupid
(Mellon 1986)
#concepts Active learning “describes techniques that engage audiences and invite them to interact meaningfully rather than passively. Active learning emphasizes the link between learning and doing and is itself an extension of constructivist learning theory, which posits that individuals create meaning through direct experiences that shape their views.”
(Booth 2011)
#concepts Information Literacy and Social Media “While information literacy prepares individuals to access, evaluate, and analyze information, metaliteracy prepares individuals to actively produce and share content through social media and online communities.” • Participating in conversations through
comments and likes • Understanding the context of
creation • Producing original content • Sharing information • Understanding privacy and access
issues
(Mackey and Jacobson)
#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
#examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
#examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
#examples SLO 1: The student will be able to identify main library service points, basic resources, and staff.
#examples SLO 1: The student will be able to identify main library service points, basic resources, and staff
#examples SLO 2: The student will be able to recognize his/her existing knowledge about libraries.
#examples SLO 2: The student will be able to recognize his/her existing knowledge about libraries.
#examples SLO 3: The student will be able to show peers how to use library resources
#examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary
#examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary
#examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary
#examples SLO 4: The student will be able to identify connections between social media hashtags and library controlled vocabulary
#ownit • Interesting resources we wouldn’t
have gotten to in a normal tour
#ownit • Interesting resources we wouldn’t
have gotten to in a normal tour
#ownit • Interesting resources we wouldn’t
have gotten to in a normal tour
#ownit • Interesting resources we wouldn’t
have gotten to in a normal tour • Making connections with student
workers
#ownit • Interesting resources we wouldn’t
have gotten to in a normal tour • Making connections with student
workers
#ownit • Interesting resources we wouldn’t
have gotten to in a normal tour • Making connections with student
workers • Slightly suggestive photos…
#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
#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
#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
#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
#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
#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
#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
#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
#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
#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
#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
#expansion • Connections to later class
sessions • Applications with upper
level classes • Outreach to professors
#workscited Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association. 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.
#contact Lauren Wallis
Reference & Instruction Librarian University of Montevallo Email: [email protected] Twitter: LaurenMWallis Instagram: lmwallis Blog: laurenwallis.wordpress.com