Browsing by Author "Miller, Rebecca K."
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- Appendices in relation to "Information Literacy Instruction Programs: Supporting the College of Agriculture and Life Sciences Community at Virginia Tech" published in Library TrendsDeBose, Kyrille; Haugen, Inga; Miller, Rebecca K. (Johns Hopkins University Press, 2016-10-07)The following items in this record are the appendices that accompany an article published in the Winter 2017 issue of Library Trends. The six appendices include:
A: "Human Nutrition, Foods, and Exercise Information Literacy Program" B: "Learning Outcomes for the First Year Experience (FYE) Agriculture & Life Sciences (ALS) Course" C: "GRAD 5124 Lesson Plan, Learning Objectives, and Weekly Assignments" D: "Scientific Writing Workshop: Synthesizing and Paraphrasing What You Read" E: "Learning Outcomes for AREC and Extension Visits" F: “'Seminar for Scholars' Workshop Series (Topics and Learning outcomes)" - Building a Balanced Portfolio: Investing in TAs and Other Contingent FacultyFeerrar, Julia; Miller, Rebecca K. (2016-05)This presentation explores approaches for collaborating with course instructors to move beyond the one-shot workshop, using library engagement with first year writing at a large university as a case study. With increasing enrollment, growing instruction requests, and high instructor turnover, integration with core and first year courses often tests the scalability of our information literacy programs and the energy of our library teaching teams. To address these concerns, our team has developed a portfolio of experimental teaching options, including flipped classes, drop-in studios, integration with departmental training, and a teaching toolkit. With these new models, we step beyond what we traditionally think of as the library classroom, build on partnerships with teaching assistants, and bring balance to our program. Participants will leave this session with sample strategies for thinking creatively about instructional roles in order to scale and reenergize their programs.
- Building a Community of Teachers: Designing Faculty Interest Groups to Build Pedagogical ExpertisePressley, Lauren; Hall, Tracy Michelle; Walz, Anita R.; Moorefield-Lang, Heather; Henshaw, Neal; Miller, Rebecca K. (2014-03-06)We explore the University Libraries program to develop instructional expertise within the department, with a focus on the development of a pedagogies interest group focused on understanding, reflecting on, and practicing new and emerging pedagogies in higher education. This poster presents how this model might be applied to other departments interested in facilitating this faculty-driven model of pedagogical development.
- The Data Literacy Advisory Team at Virginia Tech: Developing a Content Model for Data Literacy InstructionOgier, Andrea; Lener, Edward F.; Miller, Rebecca K. (2013-09-20)In Spring 2013, the Center for Digital Research and Scholarship and the University Libraries at Virginia Tech formed a Data Literacy Advisory Team (DLAT) composed of reference, instruction, collections, data services and subject librarians and library specialists. Tasked with developing an instructional framework for delivering research and data-related content to faculty, staff and students (both graduate and undergraduate) in the univeristy-at-large, DLAT began by developing a skill-focused content model that could be used at different levels of instruction for audiences at varying levels of experience. The skill-focused model allows library instructors to select curated content out of the modular framework, and allows them to further shape and refine according to their instructional needs. This poster will present that model, include learning outcomes and assessments formulated by DLAT, and demonstrate how the model could be used to create a lesson on-the-fly.
- Developing Teaching Proficiencies for New Instructors Through a Learning CommunityHall, Tracy Michelle; Barb, Christopher; Gilmore, Tracy; Hall, Monena; Henshaw, Neal; Lawrence, Anne S.; Meier, Carolyn; Miller, Rebecca K.; Moyo, Lesley; Munson, Jennifer M.; Ogier, Andrea; Thum, Sara (2013-02-06)Preparation and training for teaching roles within the Virginia Tech library environment.
- From Bodleian to Idea Stores: The Evolution of English Library DesignMiller, Rebecca K. (Library Student Journal, 2008-01)Library architecture, along with planning and design, is a significant consideration for librarians, architects, and city and institutional planners. Meaningful library architecture and planning has a history as old and rich as the very idea of libraries themselves, and can provide insight into the most dynamic library communities. This essay examines England’s history of library architecture and what it reveals, using three specific institutions to document the evolution of library design, planning, and service within a single, national setting. Oxford University’s Bodleian Library, the British Library, and the Idea Stores of London’s Tower Hamlets Borough represent—respectively, the past, present, and future of library architecture and design in England. The complex tension between rich tradition and cutting-edge innovation within England’s libraries and surrounding communities exposes itself through the changing nature of English library architecture, ultimately revealing the evolution of a national attitude concerning libraries and library service for the surrounding communities.
- Introduction: Rethinking Reference and Instruction with TabletsMiller, Rebecca K.; Meier, Carolyn; Moorefield-Lang, Heather (American Library Association/ALA TechSource, 2012-11)When Apple’s Steve Jobs introduced the first generation iPad in March 2010, library and information professionals immediately began imagining ways that the iPad, and the tablet devices that would quickly follow, could be used to support and enhance library services. While nearly all areas of academic librarianship have started investigating ways to integrate tablets into their plans and workflows, reference and instructional services have truly embraced the transformative power of this new technology. This chapter gives a quick overview of tablets and their popularity, then considers the role that tablets are playing in the evolution of reference and instructional services in the academic library of the early twenty-first century through a summary of the contributed chapters comprising this issue of Library Technology Reports. The chapter concludes with a brief review of foundational literature and further reading on the topic of tablet computers in higher education and the academic library.
- Learning the language of information literacy: Takeaways from ACRL's Immersion ProgramMiller, Rebecca K.; Paulo, Jonathan (Virginia Library Association, 2012-04)
- LILAC Conference: Perspectives from a Bogle Pratt awardeeMiller, Rebecca K. (American Library Association, 2012-06)
- Professional Development Needs of Online Instruction LibrariansHerzog, Andy; Jackson, John; Johnson, Megan; Miller, Rebecca K.; Symons, Diana; Wilson, Amber (2012-06)
- Promoting Universal Knowledge for All: Open Access Week 2012 at Virginia TechMiller, Rebecca K.; DeBose, Kyrille; Hall, Nathan; Lindblad, Purdom; Scripa, Allison; Griffin, Julie; Young, Philip (Virginia Libraries, 2013-06)This article describes the events and activities organized by the University Libraries for Virginia Tech's first Open Access Week celebration in 2012.
- Reaching Over the Fence: Building Partnerships With New Teaching NeighborsFeerrar, Julia; Miller, Rebecca K. (2016-05)As more contingent faculty, graduate teaching assistants, and other new instructors move into the instructional neighborhood, librarians face a familiar challenge: collaborating with teaching and learning partners who may be unfamiliar with information literacy and librarians’ roles. This interactive workshop empowers participants to move beyond these potential barriers and reach over the fence in order to support our neighbors. Participants will work collaboratively to discuss the unique needs of contingent faculty, develop strategies for building productive partnerships, and analyze a sample scenario in order to reflect on application of these ideas to their own instruction programs.
- Social media, authentic learning and embedded librarianship: a case study of dietetics studentsMiller, Rebecca K. (2012-12)This article was first published by the Journal of Information Literacy in December 2012: http://ojs.lboro.ac.uk/ojs/index.php/JIL/issue/view/162 Recent studies and reports indicate that social media tools have changed the way that people access and disseminate information. Social information, or information that is communicated and made accessible through social media networks and tools, represents a growing collection of information used by consumers, researchers and even healthcare practitioners. Undergraduate students preparing to enter the healthcare field need to understand how to use social information to reach consumers and share scholarship with other healthcare professionals. Using the dietetics curriculum at Virginia Tech in Blacksburg, VA, as a case study, this paper describes how a liaison librarian highlighted particular areas of the curriculum that she could support through information literacy instruction and embedded librarianship. By collaborating with a faculty member and using objectives from both the Association of College & Research Libraries’ Information Literacy Standards for Science and Engineering/Technology and the Accreditation Council of Education in Nutrition and Dietetics’ 2008 Foundation Knowledge and Competencies-Dietitian Education, she developed an authentic learning experience for students in the programme. Formal and informal assessments indicated that the entire project met a significant need in the dietetics curriculum and successfully engaged students by having them negotiate the social web in an authentic learning environment.
- Student, teacher, and partner: Understanding and supporting the many roles of graduate teaching assistantsFeerrar, Julia; Miller, Rebecca K. (2015-10)As instructors for many core undergraduate courses, graduate teaching assistants (GTAs) are important university library partners in learning and information literacy. But as novice teachers and budding scholars themselves, GTAs have their own unique needs. How can librarians support GTAs and other new academics in their teaching and learning roles?
- Virginia Tech University Libraries: Discovery Team 4: TechnologyMiller, Rebecca K.; Obenhaus, Bruce; Puryear, Jeremiah; Sparrow, Jennifer (2012-08-06)KEY OBSERVATIONS RELATED TO YOUR THEME
- Power outlets
- Space to work/Comfort
- iPads
- Cameras
- Space selection based on work preferences
- VLA NMRT Forum: Supporting the next generation of Virginia's library leadersMiller, Rebecca K. (Virginia Library Association, 2011-07)