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As part of the 2018 Special Libraries Association (SLA) Annual Conference held in Baltimore, MD, seven STEM librarians participated in the lightning talk session “Putting a Frame around STEM Instruction: Lightning Talks on Successful Implementations of the ACRL Framework in STEM Information Literacy Instruction.” This session was held on Monday, July 11, 2018. It was organized by the Physics-Astronomy-Math Division and co-sponsored by the Biological and Life Sciences Division, the Chemistry Division, the Engineering Division, and the Science-Technology Division. The seven presenters shared their experiences, success stories, tips, and techniques for using the ACRL Framework in their STEM information literacy instruction. The research and work behind the lightning talks have been further expanded into individual articles featured in this issue of Science & Technology Libraries.
Kayleigh Ann Bohémier, Science Research Support Librarian for Astronomy, Geology & Geophysics, and Physics at Yale University Library, discussed the value of information and how to help students see the value in library resources beyond Google. Her presentation was titled “Information Has Value - Using the ACRL Framework to Help Students Learn Why Library Resources Matter” and described what has worked in the context of two courses, one for Geology & Geophysics undergraduates and the other for Physics graduate students seeking career resources.
John Cruickshank, Science Librarian at University of Georgia discussed a class project and its results in his presentation “What would the author have to write?” Cruickshank shares his strategy of having students ask “what would the author have to write” in order to learn about authority and how to recognize and use peer-reviewed information.
Susan Epstein, Systems Librarian at Florida State University Maguire Medical Library, presented “Medical Information: How to Discover the Truth.” Susan’s research discussed four undergraduate Interdisciplinary Medical Sciences (IMS) classes taught by the medical library which were based on the notion of Research as Inquiry. The goal of these classes was to uncover the truth of medical articles or topics of interest by answering a series of questions. Students also received a handout made to assist them in figuring out where to start with research.
Irina I. Holden, Information Literacy and Science Outreach Librarian at University at Albany, State University of New York, presented “Introducing the Framework to Math Majors: First Endeavors.” Irina introduced the new ACRL Framework to her students as a reflection tool in Fall 2016 in a general education required course for mathematics and statistics majors. As a part of a team project for the class, teams were assigned one of the six frames, which the students become familiar with, including its knowledge practices and dispositions. Exercises proved to facilitate conversation between the instructor and students by inviting students to reflect on and analyze their personal experiences
Kelly Durkin Ruth, Engineering Librarian at United States Naval Academy presented “Get On Board: Introducing the ACRL Framework to Engineering Faculty at the United States Naval Academy.” Kelly discusses 3 hour-long lunchtime workshops centered on parts of the ACRL Framework which were created for engineering faculty. These sessions familiarized the faculty with the library and its services, while introducing the Framework and facilitating a discussion about how best to collaborate in support of students. Her presentation covered the planning, teaching, and feedback related to these sessions, as well as next steps for future workshops.
Nancy R. Curtis, Science Reference Librarian at University of Maine presented “One Journal Issue, Two Activities, Three Views: Information Creation as a Process.” Nancy shared two learning activities she uses in undergraduate science courses that help students become more comfortable with scientific journals and the information they contain. These activities proved useful in the current environment of digital serial subscriptions which are often discovered via bibliographic databases.
Donna Beck, Engineering Librarian at Carnegie Mellon University Libraries, presented on an activity that covers both the Information Creation as a Process and Research as Inquiry frames. Her “STEM in a Shoebox” presentation shared her experience creating STEM kits for K-12 teachers and academic instructors which are used to introduce core concepts to the novice learner using an interactive approach. The kits provides documentation including a section that maps it to relevant Next Generation Science Standards (NGSS).
Four of the original seven lightning talks can be found at https://osf.io/view/STEMLightning2018/.