Teaching Materials

The instruction team provides a number of games and tools to assist student information needs. Click to read a brief description of each offering.

[expand title="Clicker Games"]
clicker
Image from http://teacher.scholastic.com/products/scholastic_math_intervention/

The Library owns two sets of clickers that can be used in library instruction sessions to both test student knowledge and to engage participants in an interactive game. We currently use the clickers in both English 1010 and 1020, but our instructors can create custom games or quizzes to challenge your students in the instruction session as well as test their critical thinking skills in the information seeking and evaluation processes.

Here is the PowerPoint template for the game we created for English 1020:

[expand title="Library iPod Tour"]

In 2009, a group of us decided to create a video walking tour of the library to serve as our library orientation for USTU 1250 students.

The first iteration of the tour was a scavenger hunt style game that asked students to collect clues throughout the library and solve a puzzle at the end.

For the second iteration of the project, we decided to have students take the tour and then play our zombie game, Nightmare on Vine Street.[/expand]

[expand title="Nightmare On Vine Street"]

zombie librarians

For the Fall 2010 semester, we introduced a zombie game to orient USTU 1250 students to the library.

[/expand]

[expand title="Using GetIt @ UTC"]

Can you find the full text? or, Learning to Use a Link Resolver

cards for get it activity

  1. Each student is given a colored card with search instructions
  2. They locate the article and then click the Get It button
  3. Some articles can be found, others not
  4. Students demonstrate what they found (or didn’t find)

screenshot from get it activity[/expand]

[expand title="The Google Bucket"]

The Coffee Can Activity, or, What is a Database?

google bucket activity

There are 4 coffee cans and one trash can in the classroom. Each one is a different color and has a different database name and logo on the outside. The trash can is Google.

Inside each can is a set of cards that tell about the database – topics covered, types of content, samples of article citations, other content such as images, statistics, etc.

The Google bucket has all manner of non-academic content such as eBay, Netflix, etc.

Students are placed into groups of 3 or 4. Each group is given a coffee can (or trash can) to examine.

After a couple of minutes, have each group describe their database/coffee can to the class. The Google bucket is saved for last, to illustrate how much “non academic” content is contained in it.

Instructor then reads some sample research questions aloud and asks the students to guess which of the databases (coffee cans) would be best to answer the question and why.

Discuss the content available in databases vs. Google in relation to possible term paper topics.

google bucket activity[/expand]

[expand title="Library Instruction For Nursing Students"]

for Nursing 1000: Introduction to Nursing
These are nursing majors in their first year at UTC. Some are transfers who have missed ENGL1010.
They need basic computer literacy for research as well as a very basic introduction to the nursing literature, especially AJN. They also need to learn the basics of citation and avoiding plagiarism. Their assignment is to find several articles on a topic, which they are assigned. They work in groups.

  • Working with PDFs – saving and emailing
  • Managing My Files (now in Google Docs with MocsMail+)
  • Understanding the parts of a citation
  • APA style
  • Avoiding plagiarism
  • American Journal of Nursing assignment (knowing the flagship journals)
  • Beginning evaluation (a short CEU article v. a longer review article, for example)

for Nursing 2110: Introduction to Conceptual Thinking
This is the first course in the nursing curriculum with a substantive research component. Students work in groups and each member of the group selects and researches one aspect of a broad topic. For example the group might choose obesity as its overarching topic and one member might focus on school nutrition as a factor in childhood obesity, another might focus on sedentary lifestyles as a contributing factor.

  • Defining a topic: identifying keywords, focusing from broad to specific
  • Understanding the scope and selection of health science databases available
  • Understanding Cinahl headings vs. keywords
  • Limiting to peer-reviewed
  • Linking through to full text outside of Cinahl (Get It @ UTC)
  • Finding a journal by title (working backwards from a citation)
  • Using Interlibrary Loan

for Nursing 4510: Nursing Agency, Conceptual Thinking
These students are at Level 5, which is the final semester of their nursing curriculum. At this stage, they are working to integrate Evidence-Based Practice into their professional work habits. Instruction at this level will focus on a hypothetical case study (to be created by VC and nursing faculty) with students working through the steps necessary to consult the evidence in order to make informed nursing care decisions.

  • Refresher quiz: Cinahl headings, keywords, scholarly vs. popular, Get It @ UTC, APA style
  • Introduction to Pubmed, search terms and limits
  • The Evidence Pyramid
  • Advanced evaluation: cohort studies vs. population studies vs. clinical trial, etc.
  • Qualitative vs. quantitative studies
  • Using Interlibrary Loan

[/expand]

One Response to Teaching Materials

  1. Pingback: Library FunFest | Fieldnotes from the library

Comments are closed.