Browsing by Author "Greer, Katie"

Now showing 1 - 6 of 6
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    Beyond the Web Tutorial: Development and Implementation of an Online, Self-Directed Academic Integrity Course at Oakland University
    (Elsevier, 2012-09) Greer, Katie; Swanberg, Stephanie M.; Hristova, Mariela; Switzer, Anne; Daniel, Dominique; Perdue, Sherry Wynn
    Intentional and unintentional plagiarism cases occur frequently and present unique pedagogical challenges for librarians, who often are deemed responsible for ensuring that undergraduates gain a solid understanding of academic integrity issues via information literacy instruction. This article describes the process by which faculty from the Oakland University Libraries and the Oakland University Writing Center developed an online, self-directed academic integrity course aimed at reducing plagiarism on campus. Prior to this course, the library offered a substantially shorter web-based plagiarism tutorial, which was used in course instruction and the Cite Right Program, the writing center's intervention for academic dishonesty. A recent assessment of this tool revealed that it no longer addressed the needs of the campus community. To address its gaps, the library and the writing center collaborated on more substantial content, which is detailed herein.
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    Books, bytes, and buildings: The academic library's unique role in improving student success
    (2015-10) Nichols Hess, Amanda; Greer, Katie; Lombardo, Shawn V.; Lim, Adriene
    Student persistence and completion are paramount in higher education, and institutions are employing targeted programs and initiatives to address these concerns. The academic library can play an especially important role in these efforts, given its unique interdisciplinary mission and its integrated instructional programs. With a foundation in both higher education and library and information science literatures, this article describes how one academic library engaged in cross-campus programs, partnerships, and initiatives to contribute to student success efforts. Other libraries may find these examples useful as they consider how to frame their work in the context of their institutions’ student persistence efforts.
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    Copyright and You: Copyright Instruction for College Students in the Digital Age
    (Elsevier, 2014-09) Rodriguez, Julia E.; Greer, Katie; Shipman, Barbara
    Educators are concerned about the ease with which new digital technologies permit intellectual property to be discovered, re-purposed and shared. What do our students know about copyright compliance and academic integrity and how are these critical information competencies being addressed? Librarians have the authority for copyright-related instruction on campus and can provide both the point-of-need instruction and expertise to ensure that all students are informed about these issues. This article discusses the importance of developing copyright education for students as part of an overall information literacy curriculum by describing the development of a relevant, active learning online course targeting students' competencies as both users of and creators of creative content.
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    Encountering the Rare Book
    (Oakland University, 2018-09-06) Eis, Andrea; Spunaugle, Emily; Daniel, Dominique; Greer, Katie; Roth, Brad; Barry, Meaghan; Walwema, Josephine; Hartsock, Katie; Payette, Jessica; Navin, Mark; Barlow, Gania; Spagnuolo, Anna; Campoy-Cubillo, Adolfo; Hahn, Stacey; Miller, Karen; Rigstad, Mark; Cassano, Graham; Peiser, Meghan; Reger, Jo; Lewis, Mary; Donahue, Timothy; Palmer-Mehta, Valerie
    Excerpt from essay by Andrea Eis: The palpability of book form, as a corporeal container for human thought, is distinctive from the reading of a book. The encounter with a book’s content happens in a reader’s mind; with a tangible book, that encounter is physical as well—it becomes matter for the senses. To hold a book that was printed in 1605, to touch a page that may not have been touched in hundreds of years, is a visceral experience that cannot be replicated in the digital realm.
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    The librarian leading the machine: A reassessment of library instruction methods
    (2016-05) Greer, Katie; Nichols Hess, Amanda; Kraemer, Elizabeth W.
    This article builds on the 2007 College and Research Libraries article, “The Librarian, the Machine, or a Little of Both.” Since that time, Oakland University Libraries implemented changes to its instruction program that reflect larger trends in teaching and assessment throughout the profession; following these revisions, librarians undertook a new study to assess the effectiveness of online library instruction in face-to-face courses in comparison to the hybrid model that had been in place. The study’s design and its results serve to contribute to discussion of best practices in information literacy pedagogy, online learning, instructional design, and the role of the librarian therein.
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    Using Library Standards to Inform Common Core Instruction
    (Information Today, Inc., 2014) Nichols Hess, Amanda; Greer, Katie; McClure, Randall; Purdy, James P.
    This chapter analyzes the Standards through lens of the ACRL standards and the AASL standards. Authors share what teachers and administrators can learn from how these library standards have already been assessed for assessing achievement of the Standards.