Evidence-based Library & Information Practice (online tutorial)
materials were developed as part of a research study intended to evaluate
evidence-based practice in the library work setting, and were tested in an
earlier incarnation with students in a full-semester course at UNC-Chapel Hill.
The Well-built Question
Lesson Plan, Assignment, and Rubric: Critical Appraisal of LIS Literature
Evidence-based Library & Information Practice (Classroom course)
course was the first full-semester academic class I have taught. The
principle instructor was Dr. Joanne Marshall, herself a pioneer in EBL research.
We shared in the development of the syllabus, and are co-writing a chapter on
the experience. Content for the first 6 weeks was comprised of an earlier
version of the tutorial I developed, including the assigned readings and
Consumer Health Services (Powerpoint)
are the supportive documents from a two-part workshop I was asked to give for
staff at the Duke University Medical Center Library in 2006. Participants
were both professional and paraprofessional staff. The slides were used as a
discussion-generator. Because participants became so engaged, I was asked to
extend what had been intended as a single workshop to two sessions.
Hands-on experiences included paired-up assessments of online and paper-based
consumer health resources, which were shared with the group in a round-robin
session, and a problem-based lesson which presented participants (in small
groups) with a consumer health question. Students considered the question,
selected and searched resources, assessed their findings for content and
literacy, then shared their findings with the class.
Nursing Staff Tutorial:
Partnering for Patient Education
(best viewed in Internet Explorer)
created this modular online tutorial while working as a contract librarian, in support
Partnering for Patient Education LSTA grant-funded project in 2004. Funding
was awarded by the Illinois State Library (ISL), a Division of the Office of
Secretary of State, using funds provided by the Institute of Museum and Library
Services (IMLS) under the federal Library Services and Technology Act (LSTA).
The intent was to enable staff nurses to provide patient education at the point
of care, using tablet PCs to display flash tutorials, find patient education
documents and tutorials. The tutorial modules allow nurses to learn about
the use of the tablet PCs, their own unit-specific web pages, and resources
available through the library and beyond.