My primary academic interest is information literacy. A series of research questions interest me as they relate to evolving user needs, effective teaching of information literacy, meaningful assessment of information literacy concepts and skills, and the impacts of information literacy on student outcomes. I see these questions as broad enough to form a career of inquiry in these areas, yet narrow enough to lend themselves to study at the institutional, local, and national levels, whether collaborating with colleagues or through solo research projects.
My teaching experiences as a teacher assistant in France, at Auraria Library, and Arapahoe Community College are combined with coursework in library instruction and research methods. These experiences have inspired questions related to faculty and student engagement, the effectiveness of problem-based learning for information literacy assignments, building information literacy skills for the workplace, and supporting students transferring from community college to four-year institutions.
In Fall 2013 I conducted the Research in the Real World study, using Keller’s ARCS Model of Motivational Design and Problem-Based Learning scenarios to determine students’ skill levels, perceived confidence, and perceived relevance before and after an hour-long research workshop.
As a community college librarian interested in action research and improving practice through evidence-based librarianship, I have been frustrated by the lack of freely available, reliable quantitative instruments to use/adapt for local administration. This represents a gap in practice that affects librarians at many institutions without the in-house resources to create their own instruments. With better assessments, librarians can harness information literacy data to show the impact of their teaching and services.
Understanding Evolving User Needs
- What are the information literacy needs of diverse learners?
- What is the user experience and relative usability and accessibility of Libguides, library websites, and other library-controlled content (as compared with vendor controlled platforms)? What are best practices for meeting user’s needs in these formats?
- How are student and faculty research workflows evolving with changing technologies?
Effective Teaching of Information Literacy
- How can information literacy instructors build on students’ lived experience to increase relevance and student engagement?
- How can information literacy instructors used elements of critical inquiry to examine authority and structures of academic publication?
- Are motivational design principles effective means of reducing library anxiety and engaging adult learners?
- How can Problem-Based Learning be integrated into information literacy workshops?
- What cost-effective methods are available for assessment of information literacy at the programmatic and unit levels, including one shot sessions?
- How might community college and four-year librarians collaborate to explore development of free, valid instruments for assessing information literacy concepts from the ACRL Framework for undergraduates at the unit level (one shots or short unit studies)?
Information Literacy Outcomes
- What are the connections between librarian-student interaction, research skills, and student retention and persistence?
- How are CCCS libraries teaching or addressing information literacy?
- What gaps in information literacy exist for students transferring from CCCS to four-year schools?