Browsing by Author "Meiman, Meg"
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Item Critical Thinking Online Toolkit(Indiana University Digital Collections Services, 2019-04-03) Meiman, MegFor some undergraduate students, it can be increasingly difficult to distinguish fact from fiction in an online environment. On top of this, students can be so overwhelmed by the massive amount of information that they have problems finding and identifying accurate information for their research. Enter the Critical Thinking Online Toolkit. As a series of assignments and modules in Canvas, this Toolkit provides materials for instructors across all IU campuses to help students hone their information literacy skills: identify and evaluate valid sources of information, synthesize that information, and construct and communicate knowledge for their academic work and everyday lives. Come learn about more about the Toolkit: what it is, where it is, and how it’s helping instructors across IU campuses engage their students to navigate and critically assess information in an online environment.Item Embedding Research Guides at Point of Need using LibGuides LTI(2017-05-04) Lee, Yoo Young; Lowe, Sara; McDonald, Courtney; Meiman, MegIn Fall 2016, working with the UITS Canvas team, IU Bloomington and IUPUI libraries launched LibGuides LTI (Learning Tools Interoperability). This tool, available for LibGuides CMS subscribers, allows librarians to integrate research guides into Canvas by adding metadata to the LibGuide itself. That’s correct: librarians no longer have to be added to a Canvas course site to embed a research guide! The goals of the project were to better integrate library resources within the learning management system; increase discoverability of library resources; create a more seamless user experience; and adopt a more unified, systematic approach to meeting information needs. Since the integration, we’ve been assessing how the embedded guides are being used by faculty and students.Item ‘Who Isn’t Having Trouble Logging In?’: Lessons learned from Digital Scholarship Outreach to Undergraduates(Indiana University Digital Collections Services, 2018-10-31) Homenda, Nick; Meiman, MegHave you ever wondered what it's like to troubleshoot 100 simultaneous account creation problems in an undergraduate lecture hall? Recently, undergraduate humanities courses at Indiana University Bloomington have shown increased interest in incorporating activities and assignments designed to enrich students' understanding of the course material, foster their creativity, and allow them to learn techniques and technologies associated with digital scholarship. Nick Homenda and Meg Meiman worked with two undergraduate courses in American history and art history, partnering with IUB faculty members interested in retooling course assignments using the open source digital exhibition software Omeka . This presentation will describe the collaborative process developing these assignments and highlight the ways we engaged with instructors and students to expose them to concepts such as digital exhibition design, web development methodologies, visual literacy, and responsible (fair) use of digital resources. Additionally, we will talk about our failures and successes, and offer recommendations for librarians, faculty, and students interested in working collaboratively on future digital exhibition projects.Item Working across Borders: Building Collaborations for Primary Source Instruction(Journal of Map & Geography Libraries, 2020-03-02) Quill, Theresa; Maryanski, Maureen E.; Meiman, Meg; Planton, Isabel; Press, Meggan; Schwier, CarrieIndiana University (IU) Libraries hosts a three-day Primary Source Immersion Program (PSIP) for instructors, to help them integrate primary sources into existing or new courses and foster their students’ information literacy skills in relation to primary sources. PSIP draws on the rich collections of IU Libraries, including University Archives, the Lilly Library for rare books and special collections, and the Herman B Wells Library Map Collections. PSIP began as a collaborative endeavor among instructors, archivists, special collections librarians, teaching librarians and collection managers, and has quickly become a support structure allowing for ongoing collaborations across a large university. This article describes the creation of the Primary Source Immersion Program, including the development of primary source-specific rubrics which were informed by the ACRL Information Literacy Framework and the SAA/RBMS Primary Source Literacy Guidelines. We demonstrate how the pre-PSIP landscape of primary source instruction on campus evolved to be more collaborative after the introduction of PSIP, briefly describe what happens during the three-day workshop, and offer several case studies which highlight resulting semester-long collaborations between instructors and librarians related to maps and spatial literacy. Finally, we discuss future directions for maps/spatial literacy that have grown as a result of PSIP.