The Innovative Library Classroom (TILC) 2016
| dc.contributor.author | Vonnahme, Erin | |
| dc.date.accessioned | 2016-05-24T20:43:24Z | |
| dc.date.available | 2016-05-24T20:43:24Z | |
| dc.date.published | 2016-05-12 | |
| dc.description.abstract | Short Abstract: Skillful search savvy can be intimidating to beginning researchers, and, much to my chagrin, most of my students don’t prefer to wax philosophical about controlled vocabularies. How, then, can I stay excited about my work in the face of my own necessary repetition and of my students’ skepticism, anxiety, or boredom? By re-tooling my approach to introductory information literacy sessions, I can demonstrate more sophisticated search technique to new audiences without becoming a broken record (good for me) or mired in technical jargon (good for them). Students benefit by learning how to begin research beyond the keyword, and I remain jazzed about how fun research can be in the bizarre and esoteric rabbit holes of an academic database. Learning outcomes: By the end of my session, we will have -implemented CV-driven searching in the context of beginning research instruction -shared and reflected upon our experiences using embedded database features to facilitate research -created a sample lesson plan for use across discipline-specific instructional contexts | en_US |
| dc.identifier.uri | http://hdl.handle.net/2374.MIA/5966 | |
| dc.rights | Attribution-NonCommercial-ShareAlike 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/us/ | * |
| dc.title | The Innovative Library Classroom (TILC) 2016 | en_US |
| dc.type | Conference Presentation | en_US |