The Lively Librarians, Episode 2! ALA 2014 Recap!

We had a blast in Las Vegas for ALA 2014! Here’s a recap of some sessions, vendors, and other fun takeaways that we’d like to share with you!

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Tips & Best Practices for One-Shot Instruction

With busy schedules and limited time during the day, one-shot instruction sessions are one of the most popular forms of information literacy instruction.

Using audio, video, and presentations, we’ve highlighted some of the best practices that you can apply to your one-shot instruction in this mini course. Whether it’s forming stronger relationships with faculty, or asking simple questions to get students thinking about information and research, this presentation will review some of the best practices you can use to amp up your one-shot sessions in the coming school year.


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Using Cognitive Psychology to Improve Information Literacy Instruction

Dani Brecher and Kevin Michael Klipfel

Dani Brecher and Kevin Michael Klipfel

Since y’all are busy with various summertime activities, we’re doing one professional development webinar for July… but it’s a great one! Our pals and epic librarian bloggers Dani Brecher and Kevin Michael Klipfel are joining us again for another awesome presentation on how you can improve your information literacy instruction through understanding basic principles of the cognitive science of learning.

How Do Our Students Learn?:
A Cognitive Psychological Model
for Information Literacy Instruction

Thursday, July 10 @ 2 PM EDT


If you were keen to visit LOEX this year but couldn’t, now’s your chance to attend a virtual session of a LOEX presentation! Dani and Kevin presented earlier this year at the conference, and we are thrilled to have them bring their session to our PD series.

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Games in Education or Education in Games – A Gamer’s Perspective

Ever since I could use a computer (which constitutes all of my life that I can remember), I’ve been playing computer games. Although the reason why I’ve played games my whole life has changed over time, the primary reason has always stayed the same—they’re fun. And as early as 1980, educators have been trying to take advantage of that fun by teaching students seemingly every subject under the sun through games.

In my opinion, so many of these games failed because designers made the educational content the primary focus of the game. In essence, the games that they created became not a game at all, but instead became boring attempts at teaching. Then, after losing the status of a game, the newly created tools had no advantage over traditional teaching.

I had first-hand experience with this when I consulted for a video game creation lab as a player tester. The game that I tested was designed to teach students about careers in the medical field by having them play through a zombie outbreak. It failed for the exact reasons outlined above. Its primary focus was the educational content and thus ended up being not a game at all. I had two takeaways from my experience—it was incredibly boring and that if this is where educational games were going, I wanted no part.

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