BHSS Department Faculty Publications
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Item Using Drawing and Short Stories To Teach Information Literacy to High School Students(School Library Journal, 2019-03-25) Brier, David J.; Lebbin, Vickery K.This article discusses the benefits of using drawings and short stories to teach information literacy to high school students. The authors summarize the active learning methods they used to help students in an English class discover and discuss the themes found in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education and in the American Association of School Librarians (AASL) Standards Framework for Learners.Item ENGAGING THE ACRL FRAMEWORK THROUGH SHORT STORIES AND DRAWING(LOEX, 2020-02-18) Brier, David; Lebbin, VickeryItem Teaching Information Literacy Using the Short Story(Emerald Group Publishing Limited, 2004) Brier, David J.; Lebbin, Vickery KayeStories are powerful teaching tools because of their potential to stimulate the imagination of students and engage them with the material. The short story gives meaning to abstract concepts, aids memory, makes learning fun, and is time efficient. This article explains the approach to teaching information literacy through the use of short stories, including how to create vivid connections to the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education. Provides course instructors with examples of how the short story can be used as a platform to discuss information literacy standards.Item Learning information literacy through drawing(Emerald Group Publishing Limited, 2015) Brier, David James; Lebbin, Vickery KayePurpose – The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach – The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings – Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications – This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value – This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.Item Usability Test Plan(2009-10-06T01:49:01Z) Tillinghast, Beth; Johnson, SusanThis report outlines the process of testing the usability of the University of Hawaii at Manoa Library website during the 2004-2006 web redesign project.Item Web Redesign Project Overview(2006-08) Tillinghast, Beth; Johnson, SusanThis report was created to document the process of redesigning the University of Hawaii at Manoa Library website from 2004 through 2006.Item Using Information Technology to Improve Collection Manangement(Emerald Group, 1999) Johnson, SusanAn information technology model using the synergistic combination of Dialog's advanced commands, Dialog's special databases, and third-party databases creates a powerful tool for collection building and database selection in libraries and information centers. This model of advanced information retrieval offers automatic data extraction that can be manipulated, customized, and applied to collection development decisions.Item Learning Object Meta-data for a Database of Primary and Secondary School Resources(Swets & Zeitlinger, 2001-12) Suthers, Daniel D.; Johnson, Susan; Tillinghast, BethThe learning object meta-data (LOM) is an emerging standard for annotation of educational entities (digital or non-digital) that are relevant to technology-supported learning. The annotations describe educational, legal, and technical characteristics of these resources. Development of this standard is sponsored by the IEEE Learning Technology Standards Committee. In this paper, we describe an application of the LOM to the construction of a database of resources available to schools in Hawaii and report on both successes and issues encountered. Recommendations are made concerning modifications to the LOM and adoption of the LOM by others working in primary and secondary school contexts.Item Learning Object Meta-data for a Database of Primary and Secondary School Resources(Swets & Zeitlinger, 2001-12) Suthers, Daniel D.; Johnson, Susan; Tillinghast, BethThe learning object meta-data (LOM) is an emerging standard for annotation of educational entities (digital or non-digital) that are relevant to technology-supported learning. The annotations describe educational, legal, and technical characteristics of these resources. Development of this standard is sponsored by the IEEE Learning Technology Standards Committee. In this paper, we describe an application of the LOM to the construction of a database of resources available to schools in Hawaii and report on both successes and issues encountered. Recommendations are made concerning modifications to the LOM and adoption of the LOM by others working in primary and secondary school contexts.