The literature review design (LRD) tool helps design a traditional review nested in the dissertation or thesis. It was created based on the interactive Hopscotch research design framework (Jorrin-Abellan, 2020). 

Two librarians at NKU developed an Informed Voting workshop to help students navigate information during the 2024 election season. Attendees were provided a worksheet to learn about the candidates/issues on their ballot and dig into one issue/race to investigate during the workshop.

This learning session, led by a librarian, is for first-year community college students in an academic library setting. The intention of this session is to scaffold onto existing research writing skills acquired in previous education, as well as use of popular video sharing platforms to obtain information, like TikTok. Informative videos produced by everyday people are a growing form of intellectual connection between all audiences and scholarly sources based on relatability, as well as visibility of marginalized issues larger news organizations do not address. When the information messenger is familiar yet dynamic in their presentation and provides information that the public is not informed on, viewers are more inclined to listen than if it were just a research paper or a scholarly representative of a research community. There are, however, citation issues and basic research principles missing in several of these videos, based solely on most video sharing platform’s intention to obtain engagement, not to responsibly inform/educate its users. As researchers, it is crucial to discern engagement-intended, incendiary content with informative, well-researched content that our neighbors are making, even if their intentions are good.

In this session, first year medical students in their second semester of study are introduced to the concept of critical appraisal. During the first hour, students will receive an introductory lecture on critical appraisal and the CASP checklist tool. During the second hour, students will be provided with discussion questions and an article on labor induction versus expectant management in low-risk nulliparous women. Students will review the article and answer the discussion questions in their small groups with their small group facilitators.

The session introduces critical appraisal topics including blinding, randomization, concealment allocation, intention-to-treat analysis, power, statistical significance, and clinical significance.

This lesson is one component of the Evidence Based Medicine Curriculum for Undergraduate Medical Education at Florida Atlantic University.

Learn how to go beneath the headlines and current debates to examine the text of laws and/or proposed legislation with a focus on Congress, the Supreme Court, Executive Orders, and state legislatures. This introductory workshop will highlight library resources, open government resources, and search strategies to support researchers across many disciplines and interest areas to navigate legal and legislative history resources.

This is the first of three sessions where the instructor works with pharmacy students to help then understand how to conduct literature searching and research from an inclusive perspective. The students have already seen the instructor once so emphasis is placed on understanding their current search knowledge, addressing the needs of the group, and then on them exploring how to research topics of patient care with a myriad of voices (not just relying on scholarly works). This is done with many activities and group work. Talking is encouraged and while students work in groups lo-fi music is played to further disrupt the silence. The topic that the group works with surrounds inclusive gender-diverse care and therefore the instructor works to show how important cultural humility and understanding are for working with these patients. It is suggested that if you are not familiar with this topic that you familiarize yourself before attempting this lesson as more harm could be caused if not approached from a inclusive space.

How do you detmerine whether your research has had an impact? This lesson plan covers journal and author metrics such as Journal Impact Factors, H-index, citation counts, and altmetrics. After a mini-lecture of the definitions of these metrics and how to find them using Journal Citation Reports and Google Scholar Metrics, students create a researcher profile to position themselves as scholars. 

Supplies needed: Printed researcher profile handouts.

This activity takes approxiately 30 minutes.  

Directions: Identify a university or research center you’d want to be affiliated with, and make up a title of an article you’d be interested in writing. Then, find a real journal that would publish that article. Use Google Scholar to look up the journal’s h-index and Ulrich’s to determine if it’s open access. Make up a number for how many times you think the article would be cited!

ChatGPT is an generative artificial intelligence chatbot released in November 2022 by OpenAI. What are the opportunities in using this tool to teach library instruction? This document highlights various ways to engage with learners in critically analyzing ChatGPT (version GPT-3) and its responses through the ACRL Frame: Information Creation as a Process. 

The sixth in a series of 6 courses, students focus on the Pharmacists’ Patient Care Plan involving prescription medications, patient history, and more complex patient cases. The librarian has already met with these students in other courses so this is and scaffolded approach with this being their last session with the librarian. The purpose of the librarian session is to make sure they feel comfortable doing advanced research on drug information pertaining to specific topics that will be communicated to patients. In a previous session the librarian covered disparities and discrimination in both search engines and scholarly databases so this is to reinforce those lessons. The session starts with a brief Kahoot quiz (with prizes for winners) and discussion of any sticking points that become clear through this quiz. This is to allow students to teach and learn from each other and to assess their needs as opposed to assuming what they might be needing reinforcement on. Then the students break out into groups to create a patient education zine on smoking cessation for members of the LGBTQ2S+ communities. The zine has to have at least 2 background sources, 1 scholarly article, and 1 drug information portal source. All sources have to be cited in correct APA format. There also has to be at least one page where the group communicates to the patients how they found this information (in otherwords their search strategy). At the end of the class there is about 20 minutes set aside for the groups to present on their zines, what information they included, and why. The librarian makes copies of the zines for all members of the class afterwards, thus helping to build intrinsic motivation for sharing with their cohorts. The librarian for this course pre-makes the zine booklets and brings all supplies for making zines (such as markers, glue sticks, scissors, paper, magazines to cut up, etc.)

The assignment supports students' ability to explain their research in less than 50 words effectively. Students briefly introduce themselves and their research projects by answering the following questions in the discussion board post:

• Your dissertation committee chair
• The topic of your research. See the topic structure (elements).
• Research Questions. See research question structure
• Research design. See the guide to research design
• Where are you in the dissertation process? See the guide to the Education Dissertation.
• Students are also asked to critique other students' theses.