Friday, December 20, 2013

End of the Year Reflection

We've wrapped up another semester here. The students are home (or on the road to Rome, GA for the NAIA football championships), and things have gotten a little quieter around the library (at least for a few days).

Yesterday we held a summer book club winter gathering, an Apple Cider Lunch at the Library (instead of Lemonade Lunch at the Library), to talk about what we've read over the semester and just get together to celebrate having the time to get together after a busy term. It's nice to have the time to connect with students, staff, and faculty in a less formal way than the usual classroom and meeting interactions. 

A project I've been working on is starting to come to fruition for next semester: animal therapy dogs for that stressful time just before finals. I've gathered some information about other institutions and their use of therapy dogs, and have found some helpful articles as well. There is a local organization that trains service dogs and they have expressed initial interest in partnering for this, which I am really excited about. I think our students will love the program and it will help them de-stress before jumping back in to work on projects and studying for finals. 

This past semester was busy for everyone around the library with the roll out of the new college structure, committee involvement, increased class loads, etc., but it was great to work with so many students and help them be successful! 

Here are a couple quick shots of the new plaza, all lit up for the holidays:


And, because it's the end of the year and there are lists, here is my list (in no particular order) of top rated books on Goodreads from this year (though there's still time to add a few more... 11 days left):
  • The Snatchabook by Docherty, Helen (Adorable and perfect for young preschoolers' bedtimes.)
  • Persepolis 2: The Story of a Return (Persepolis, #3-4) by Satrapi, Marjane (better than the first, but you need the first to give you the context for the 2nd.)
  • Fortunately, the Milk by Gaiman, Neil (Charming for young readers and older readers alike.) 
  • Orange is the New Black: My Year in a Women's Prison by Kerman, Piper (I enjoyed this memoir more than I thought I would--better than the TV show.)
  • The Ocean at the End of the Lane by Gaiman, Neil (Again, charming!) 
  • Let's Pretend This Never Happened: A Mostly True Memoir by Lawson, Jenny (Funny, honest, worth your time)
  • American on Purpose: The Improbable Adventures of an Unlikely Patriot by Ferguson, Craig (I enjoyed this one more than I though I would--He is insightful, honest, and good at sharing his story with self-deprecating humor which makes him all the more human and the book all the more enjoyable.)
  • Let's Explore Diabetes with Owls by Sedaris, David (Duh. Go for the audio book, read by Sedaris himself.)
  • Aristotle and Dante Discover the Secrets of the Universe by Sáenz, Benjamin Alire (Loved this!) 
  • I Was Told There'd Be Cake by Crosley, Sloane (When she talked about toy dinosaurs under her sink, that was when I was hooked on this book.) 
  • The Evolution of Calpurnia Tate by Kelly, Jacqueline (I loved that this book was so empowering to young women interested in scientific inquiry!) 
  • Okay for Now by Schmidt, Gary D. (I loved the realism and honesty of the characters, the way they navigated and reacted to challenges, and just the way the whole story came together. Definitely worth your time!) 
  • The House of Tomorrow by Bognanni, Peter (I wasn't sure about this book when first I read the synopsis, but I found the characters to be so human and honest and engaging.)
  • Saving Graces: Finding Solace and Strength from Friends and Strangers by Edwards, Elizabeth (I was drawn to Edwards' honesty, her down-to-earth nature, and her humanizing flaws. Her writing draws you in and it feels almost as if she was just sharing her story with a friend. It was painful when it was supposed to be painful, hopeful when (had I been in her position) I would have found it beyond difficult to find hope, and honest and humble.)
  • Maus: A Survivor's Tale: My Father Bleeds History (Maus, #1) by Spiegelman, Art (Once I started I couldn't put this down. The way the story is portrayed is engaging and moving.) 
  • The Amber Spyglass (His Dark Materials, #3) by Pullman, Philip (Just read all three. Simply put, they are good.)
  • The Golden Compass (His Dark Materials, #1) by Pullman, Philip 

Wednesday, October 30, 2013

Fall on Campus

While today is a bit rainy and dreary out, earlier this week I was able to wander around campus and take a few photos of the changing leaves.  Below are a few of those snapshots, with one showing the final product of the plaza construction.

Monday, September 16, 2013

The Research Process: Now with More Detail!

Teaching the research process isn't anything new to me. Many of the classes I work with (especially those I work with in an embedded librarian capacity) request that "module" (which is what we call the lesson plans from the First-Year Core Seminar's recommended "menu" of sessions). When I most recently taught the research process session to one of my embedded Core Seminar I groups, however, I took a new approach (while building off of what we've previously used in our instruction). Why a new approach? Well, it came down to necessity. The class I was working with presented a few challenges:

  1. This semester was the first time the instructor had worked with first-year students, especially those outside her field of expertise.
  2. Within the student population there was a wide range of experience levels in regards to research, writing, and study skills.
  3. Usually the research process takes no longer than 20-30 minutes, with time to work at the end of class. This time, however, I had 1 hour and 20 minutes with the group, and was teaching in their classroom, not a computer lab.
  4. Even though I had only worked with this group of students once, I knew from visiting with the instructor, and from observing classroom behavior, that they would need a highly structured lesson in order to stay focused on the content. 

All of the steps below are included in more detail in the presentation (embedded at the end).

In order to further my understanding of the students' background knowledge and experience with research I began the class with some prewriting and reflection. I allowed them plenty of time to reflect and write, then had them partner up with someone next to them. Then I had them switch partners and talk to someone who was sitting across the room. This helped them realize the wide range of experience levels within their class, and it helped me learn more about the students as I wandered from group to group and listened. (I also had students turn in their papers so I could review them in more detail and discuss them with the course instructor.)

Then we discussed the steps of the research process and how to select or narrow your research topic. This is typically all I've done in the past, and then spent some time focusing on selecting a topic. Usually I have students brainstorm three possible topics and do some background searching to see how they want to explore that topic within the requirements of their paper or project. With this group I spent more time focusing on understanding the requirements of the paper (which had not been introduced or provided to the students before my class session), and study strategies/planning. With each required element for the paper, I also put a date next to it. I explained to the students that the dates listed were the class periods when we would discuss how to do each element, so if they didn't know what something was or were unsure how to go about completing a part of the assignment, that's okay! We're going to discuss it and learn how to do it on the dates listed.

I then provided them with a Research Progress Plan for them to write out on a calendar what they planned to do & when. Though it was only for this one project for this one class, I recommended they do this for all of their assignments and put the information in their planners. This way they could see when big deadlines are coming up for all of their classes and plan ahead in order to do well with all of them. After they took some time to plot out their action plan steps on their own, I showed them my detailed research plan and explained why I planned certain things at certain times. I think seeing the level of detail in my research plan helped the students understand that they are facing a new level of research and writing than what they have done in the past. Though we spent a lot of time focusing on study strategies rather than research strategies, I think it was something important we needed to cover in order for the students to have the foundation they need in order to be successful in their research.

In their reflective pieces they completed at the end of class I was encouraged that several students listed having a research plan as a new strategy they would use in their approach to the project. Others noted the research process as something that was new to them. Previously they had just picked a topic and started writing. I'm hoping that once they put their plan into action and follow the recommended steps of the research process they'll see that having this structure to help guide them helps make their research easier and helps them produce a better written product.

What is something new you've used in your classes that doesn't typically fall under your purview as an instruction librarian, but was something you knew the students needed anyway in order to be successful with the library concepts you were teaching?

This post originally appeared on the iLOVE blog, found here:

Monday, August 19, 2013

Summer Wrap Up

Well, the end of summer is here. Last week we wrapped up the Summer Reading Program (below are just a few of our prize winners).

Here are some fun facts about our Summer Reading Program:
  • This summer was the first time we've done a Summer Reading Program
  • Our theme, Groundbreaking Reads, just happened to also match the construction going on around the rest of campus
  • 36 people signed up to participate, ranging from students to staff to faculty and faculty/staff family members
  • 37 prizes were given out throughout the summer (ranging from candy bars, dried fruit, small gift cards, used books and DVDs, to the large prizes: 20 minute massages, Half Price Books gift card, and a GV Bookstore gift card)
  • We held 4 lemonade lunches, a kickoff party, and a wrap up party
  • A total of 221 book slips were submitted for the prize drawings
  • I received over 50 book purchase recommendations from the book slips that were submitted (on the prize slips there was a check box asking "Was this book one you would recommend the Grand View University Library purchase for others to read?")

The University is finishing up one of the most visible construction projects on campus, the Grand Central Plaza (which includes a more accessible ramp up to the library!). If you look closely, you can also see the addition to the student center (the new level on the roof across the street).

We're gearing up for classes to start next week. This fall is going to be another busy one, but I'm hoping, despite the new challenges and responsibilities this year (new committees, lots of teaching across campus, professional organization involvement), that there will be fewer 12-hour days and a bit more balance.  This fall will definitely not be a "lather, rinse, and repeat" fall, but at least we've done the Core Sem I thing before and have a better idea of what to expect and we're definitely making some improvements to our planning, instruction, and assessment.  

Happy hectic fall, all!

Friday, July 26, 2013

Leisure Reading Marketing for Fall

I am working on a few new marketing pieces for the leisure reading collection. We've already moved the books to a more visible area in the library and have room to grow there with the shelving, but I'd still like to attract a little more attention.  And then I remembered my love of the internet and memes. It all came together. I'm still working on the signs, but I figured I could at least share the meme images. :o)

Friday, July 19, 2013

Lemonade Lunch at the Library: Round 3

Here are more who won prizes from the GV SRP Groundbreaking Reads Lemonade Lunch at the Library (held July 10)! We only have one more lunch left and then the grand prizes are drawn at the wrap-up party! 

Monday, July 8, 2013

Embedded Librarian Video

Earlier this summer some colleagues approached me about taking some silly photos for a video they were working on for the Vision for Iowa School Libraries video project. I just knew they were planning on using pictures we took for something, but I didn't ask about what exactly the purpose or story would be. I just posed how they asked me to pose and this was the result:

Lemonade Lunch at the Library: Round 2

Here are a couple of photos from our last Lemonade Lunch in the Library (held June 26th). 

Wednesday, June 5, 2013

Lemonade Lunch at the Library: Round 1

Today we hosted the first Lemonade Lunch at the Library for those participating in the Summer Reading Program: Groundbreaking Reads!

Here are a few pictures of the fun bunch that came!

Snacks & Lemonade
Fun GV Folks
Most of the prize winners (3 were not in attendance)

Wednesday, May 22, 2013

Silly Photo Highlights

I just got an email from a colleague with highlights of this morning's photo shoot for the Vision for Iowa School Libraries video.  They have a storyline all mapped out, and I just did what they told me to do. Here's the result:

Yep, I work with some great (and crazy) folks! I can't wait to see the actual video! 

Monday, May 20, 2013

Internship in Perspective

This morning I received an email from a close friend/my former internship supervisor. She is preparing a libguide for UD library internships and wanted any suggestions for the page and a short quote.  It's hard for me to keep it short when talking about my internship experience, but I tried. Though it has been 2 years, it certainly doesn't feel like it. I still feel so blessed to have landed in Dubuque with such wonderful people to help guide me and am so thankful to be able to call them all friends! Here's what I sent:

I would recommend an internship experience at University of Dubuque’s Charles C. Myers Library to anyone interested in information, service, learning, teaching, or librarianship. My time in Dubuque helped me to develop as a librarian and as a professional. I was provided a wide range of opportunities at UD that I would not have had anywhere else, including the honor of presenting at both national and state conferences. This abundance of opportunities and realistic experience played a huge part in my immediate employment upon completion of graduate school. My internship experience connected me with an active network of library professionals (some of the most involved in the state) who have remained close friends. There’s something special happening in the Charles C. Myers Library at UD and I am so thankful to have been a part of it during my internship!   

Friday, May 17, 2013

April and May 2013

I realized I'm a bit behind on posting lately, so here's the "Reader's Digest" version of what I've been up to in April and May.

At the start of April I attended IPAL at Drake. Sometimes conferences can be hit & miss, but this year's IPAL felt practical and relevant.  Not only that, but I felt more connected and open with colleagues from other institutions about sharing ideas, successes, failures, and encouragement. You can find more information about what the iLOVE group discussed during IPAL here: Instruction Ideas & Ask the Masses

After IPAL I spent a few evenings covering a colleague's evening Computers & Information Literacy course wherein we covered the following topics:

  • Creating a Safe and Powerful Online Presence: Socially, Academically, and Professionally 
  • Visual Literacy: Using PowerPoint & Prezi to Communicate Your Ideas

It was a good experience, but also a nice reminder that scheduling myself to work late three nights/week isn't something I want to take on right now. It's fine when I know I'm staying for a specific project that has a definite stopping-point or is something I can take home with me and work on in my pajamas, but different when it is a regularly scheduled thing and I'm in full-on teacher mode all day and all night.

We also had another Library After Hours event featuring Lori Hanson Howe and Dr. Ellen Strachota. They shared their experiences from their recent travels to Rwanda working with Art of Conservation, an organization dedicated to using education and conservation to assist Rwandan children in gaining life skills and building a future for them and their communities using sustainable growth methods. Lori and Ellen also shared their experiences working with the children of Rwanda, their participation in a gorilla trek, and highlights from a three day safari they took into Kenya. Their presentation was followed by a reception.



This semester I've been serving as a mentor for an English/Theatre student for her senior capstone project.  During finals week the mentors attended the class's poster presentations. What a cool project! The students had to write a pretty intense research/analysis paper and then present on it. I could not have been more proud of my mentee! She knew her stuff inside and out, was articulate, had a well-written final paper, and did it all while being super-involved with various play performances, student organizations, and the rest of life! I am so proud of her!

We're also experiencing some changes around campus, one of which particularly impacts the library: dining services.  Our contract is switching to a new company, and with that change so changes the library coffee shop. Out with Starbucks products and in with and Einstein Bros Bagels.  Right now we don't really know what changes to the physical space will be made, but we're looking forward to seeing what comes of it.

As a library staff we've been working on reviewing, revisiting, and revising our Core Seminar I (freshman course) assessments and modules that we teach. That has been quite the process and is something we will continue to revise as we gain more experience with the new curriculum.

GV celebrated commencement at the end of April and I again volunteered to help usher.  It's always so rewarding to see the new grads so excited and proud and their family members just as excited and proud.

And then I took a quick trip to California. It was awesome. Here's a peek:

The week I returned from California was also the same week as ILA/ACRL held at Simpson College in Indianola. My colleague, Dan, and I presented a session that wasn't exactly the "typical" session.  I'm a big fan of practical ideas, things you can take home with you, things that feel relevant, and things that promote collaboration and brainstorming. Here is our session description (and, yes, it sounds a little info-mercial-y, but I embrace it):

"Calling all who teach library instruction sessions! Have you ever wanted a session that consisted entirely of instruction ideas? Do you want information literacy instruction strategies to add to your bag of tricks or teaching tool-kit? Have you ever been asked to teach a class and wondered 'how in the heck am I supposed to teach THAT?' Then this is the session for you! Not necessarily what one would think of as a 'typical conference presentation,' this session is one that will get you interacting with other participants from around the state. Participants will work together to share ideas and tackle instruction questions as you work with others to think outside the box, generate new ideas and ways of approaching information literacy, and leave with practical ideas. Attendees will be grouped together to brainstorm lesson ideas for a given prompt, then decide on an approach and develop a basic lesson plan outline.  Groups will share their initial brainstorming ideas and discuss why they chose the approach they used for their outline.  The brainstorming ideas and lesson plan outlines will then be compiled and electronically distributed to attendees shortly after the presentation so attendees can modify and apply the shared ideas at their own institutions."

The good news: we all survived this wacky experiment. The even better news: I think it actually worked! Folks shared their ideas, recommended resources, and had great conversations! Here are the lesson plans that were developed by the various groups:

Lately I've been catching up with the folks in the Center for Excellence in Teaching and Learning on campus to start planning faculty development calendars, sessions, newsletters, and themes.  I've also been meeting with faculty to help plan library instruction for their summer courses, and this week was the Summer Reading Program Kickoff Open House! Despite the construction around campus (see photo below) we still had a great turnout for the open house, wonderful conversations, and some folks even brought books to share! I have some pretty wonderful colleagues around this campus and I'm looking forward to getting to better know them throughout the summer!

Monday, April 29, 2013

Summer Reading Program

This summer we're trying something new: a summer reading program for GV students, staff, and faculty.  I'm trying to keep it as low-key as possible (especially as compared to my experiences with public library SRPs--talk about huge!), and have it be more of a program that gets people interacting with each other, thinking more actively about their reading, and perhaps even setting their own reading goals for the summer. Below is what I have outlined for the program and will be distributing it later this week.  This is a definite experiment, so I have my fingers crossed that at least a few on-campus folks will be interested!

Wednesday, April 10, 2013

Lib & Learn - April/May 2013

Here's the April/May edition of the Grand View University library newsletter. Enjoy! 

Saturday, March 9, 2013

21st Century Ways to Assign Narratives

Earlier today I led the morning Saturday Faculty Development session. We discussed thinking outside the box to find alternative ways to assign narratives. Below is the presentation with links to our brainstorming and discussion notes, along with technology tutorials, links, and example/sample projects. We had some great discussions and ideas! Thanks to all who attended!

Friday, March 8, 2013

Lib & Learn - March 2013

Here's the March edition of the Grand View University library newsletter. Enjoy! 

Monday, February 25, 2013

Overcoming Teaching Stage Fright

I recently read a blog post from Hack Library School about overcoming teaching stage fright.  Many of us have been in teaching situations that we may not have necessarily been entirely comfortable with. Perhaps it is because you’re not as comfortable with the subject area as you would like to be; maybe it is because you’re using someone else’s lesson plan; maybe  it is because you haven’t had adequate time to prepare the lesson; or maybe it is simply because you haven’t had a lot of library instruction experience.  Whatever the reason, there are ways to become more comfortable teaching.  In the Hack Library School post, they mention the following:

  • Observe other instructors. 
  • Keep it simple. 
  • Make sure you have plenty of water.  
  • Find a mentor. 
  • Focus on successes. 

While I agree with their tips, I have a few others to add to the list.

Before you teach: 

  • Meet with the professor beforehand (in person if possible, otherwise email can work too) to clarify what you are expected to teach, what the students need, and how it connects to an upcoming assignment. Having this perspective will help you as you prepare your lesson. Get your lesson plan done early and share it with the class professor--they might be able to point out important things to cover or notice things that you’re including that the students might not need. This sharing also helps me review the lesson and get to know it and the session objectives even better
  • Create an outline that works for you. Everyone’s style is different. Write a lesson plan outline that works for your style.  It’s important to remember that you’re not writing a script, however. Work to include enough detail that you feel confident with the content, but not so much that you just wind up reading it word for word to the class. Also, having too much on the page can make it more difficult to find your place after you've gotten off track.  
  • Plan more than you think you’ll need. Have a few extra examples up your sleeve to help reinforce the concepts if the students seem like they need the extra practice or if you somehow wind up with extra time at the end of your lesson.
  • But also know you won’t be able to cover everything under the sun (and the students won’t be able to absorb much of anything if you throw too much at them in one sitting). It’s okay (and important) to limit your session content to teaching just what students need for the project/assignment. 
  • Practice. This is one of the most important things you can do to become more comfortable leading a class. Don’t just practice by walking through a lesson in your head. Find yourself a willing audience (friends, colleagues, strangers you met on the street, whomever) and ask them for their honest feedback after they've observed you run through your lesson. You might have to promise them chocolate, but it’ll be worth it.  If at all possible, practice in the space you’ll be using so you can get used to the technology in the room, the acoustics, having to project your voice, moving around the space, etc. 
  • Work on timing. Timing is one of the hardest things for me when lesson planning. Estimate how long you think each task will take, walk through the tasks yourself (realizing it will take students more time than it takes you because they aren't as familiar with the resources and the process as you are), and ask friends to do a little trial run of an activity to get a better idea of the timing (again, promises of chocolate come in really handy). 
  • Do teaching warm-ups.  This wasn't something I had even thought of until I got to grad school and the head of Teaching and Learning talked about it during my Education of Information Users class. You warm up to sing; you warm up to get your body ready to play an instrument; you warm up to exercise; why wouldn't you warm up to teach? Teaching is very physical. Doing vocal warm-ups will help prevent voice fatigue; stretching will get the blood flowing and get your body ready to stand for an extended period of time (depending on the structure of your class); and taking the time to warm up and stretch will help you find your focus and mentally prepare to be leading a class. 
  • Write a basic lesson plan outline up on the board. It will help keep you on track and help the students know what to expect as you go along.

As you teach:

  • Find a teaching style that works for you. No two people teach exactly alike. It is great to have a mentor, it is wonderful to observe others teaching, but in the end you have to teach in a way that connects the students to what they need--Trying to be someone else gets in the way. You wind up thinking more about yourself rather than the students and their needs. It’s helpful to observe others teaching and borrow ideas, but you also need to modify them and make them your own. 
  • Record yourself as you practice your lesson and when you’re actually teaching. Along with practice, this is another one of the most important things you can do. Recording yourself will help you see how you teach, notice any verbal or physical nervous ticks, see how you work under pressure, and observe how you think on your feet when students ask questions or when the unexpected happens.
  • Be flexible. It’s okay to change things up as you go. Being flexible means you’re doing a good job being responsive to the needs of the class. Maybe you got off track in one area because a student asked a great question or because you could see the students weren't able to follow along. That’s perfectly fine! It’s authentic learning, trial and error, but don’t let that completely throw you off your game. You can jump back into your lesson plan to cover the rest of the content they need to be successful. 

These tips aren't all-inclusive, but hopefully you've found at least one thing that will help you feel more confident and comfortable in the classroom.

Is there something I missed? Comment below to share what you do to feel more comfortable in the classroom.

This post originally appeared on the iLOVE blog, found here:

Monday, February 4, 2013

From Ho-Hum to Hands-On: Increasing Engagement in a Nursing One-Shot

Where I work there has been a nice series of library orientation sessions in place for nursing students as they progress through their college career.  What is great about this is the strong relationship that has developed between the library and the nursing professors, and the emphasis the nursing professors place on information literacy.  The nursing students are some of our heaviest library users on campus, and since we see them throughout their college career, we really get to know the students & their research needs (and we can usually spot when they’re in a stressed-out-just-need-chocolate-because-this-intense-paper-is-due-soon part of the semester).

Because the sequencing is so well established, it can be easy for us as librarians to just keep doing the same thing (which can get a bit stale—and if I'm bored, the students are definitely bored).  Such is the case with a traditional one-shot we’ve been teaching to reintroduce CINAHL basics, and add on a few more bells & whistles (limiters, subject headings, CINAHL headings, citation tool, ILLing, etc.).  In addition to CINAHL basics, we also show them where to search and find nursing policy information. In the past we’ve done a pretty traditional lecture-demo/work time session with the students. I’ve noticed students not being as engaged as I would like—and I put myself in their shoes and asked “how would I want to learn this?” The word that came to mind: active.  

With that in mind, my colleague and I decided to make a few changes. Nothing drastic, as we don’t want to throw the nursing faculty off too much; we just wanted the students to be more actively engaged with the resources and the database navigation process (rather than just following along as we say “click here, then click here”).

As I mentioned earlier, we were stuck in a “sage on the stage” rut & wanted to move to more of a “guide on the side” approach.  To do this we revamped the lesson to reintroduce the students to CINAHL, remind them of the types of materials within (and how that’s different from a basic web search), and then (instead of having us walk everyone through the features) we wrote prompts for seven groups to practice using the features found in their prompts.  Then each group will teach the rest of the class how to use those features, and we will wander from group to group (to support them and help with questions) as they work through the prompt to prepare to teach their classmates. This approach is nothing earth-shattering, but it will be good for the students to 1) work in groups to learn their assigned prompt skills, and 2) teach those skills to their colleagues, and 3) just get up and move and talk with their classmates after having risen at the break of dawn and been focusing on clinicals all day. This will help get their blood circulating instead of just hiding behind a computer screen. 

Here are a couple of examples of the prompts we plan to use:

Your group will be teaching the class how to do the following tasks: 
  • Using the Electronic Journal List (under the Journals tab on the library website) locate the full-text for this article within CINAHL.

Lavoie-Tremblay, M., Richer, M., Marchionni, C., Cyr, G., Biron, A. D., Aubry, M., & ... Vézina, M. (2012). Implementation of evidence-based Practices in the context of a redevelopment project in a Canadian healthcare organization. Journal Of Nursing Scholarship, 44(4), 418-427. doi:
Your group will be teaching the class how to do the following tasks:  
  • Using CINAHL, be able to login to MyEbscohost, create a folder, perform a search (using the limiters we discussed at the beginning of class: date, research article, English language, Nursing subset), select an article or articles and put them into that folder.
Your group will be teaching the class how to do the following tasks:  
  • Using the limiters we discussed at the beginning of class (date, research article, English language, Nursing subset) conduct a basic search using the following search terms health care delivery; show your classmates how to access a full-text article and show the steps involved in printing that article double sided. Then, show the citation button and where to find the APA citation, show an example of a citation with a DOI and explain when to use a permalink (when there is no DOI). Show your classmates where the permalink button is.

After the groups present/teach we’ll redirect the class to think about where/how to find nursing policy information on the web. We’ll start by reminding them of web evaluation criteria, then look at our list of recommended websites, and then go to nursing organization websites to find policy, advocacy, and resolution information.

We haven’t put the plan to action yet, but we’re hoping all goes smoothly! 

This post originally appeared on the iLOVE blog, found here:

Sunday, February 3, 2013

Lib & Learn February 2013

Here's the February edition of the Grand View University library newsletter. Enjoy! 

Student Newsletter - February 2013 by stonca01