The Mathlete program chapter is published!

I am thrilled to announce that the chapter that I wrote with former math library student employee, Gen Schaack, about the Math Library student (AKA the Mathlete) program has been published. The book was edited by an impressive team at UNLV and showcases the rich educational opportunities that we provide here at the UO Libraries. I’ll post/deposit a .pdf of the chapter when it is available.

Because we ARE awesome

I asked medical librarians to share examples of being thanked in articles and I got such a wonderful reply. Links to many of the articles are on this NCBI list [because you all are amazing, it’s a long list!]:

Some of the other replies I got are here. Do feel free to contact me if you’d like more details, I will save the sources from the emails I got:

-Rich, M, & Lavallee, K. The Mediatrician’s advice for today’s media mentors. In: Donohue, C. Family engagement in the digital age: Early childhood educators as media mentors. New York, NY: Routledge; 2017.
–“We gratefully acknowledge the input of Jill R. Kavanaugh, MLIS, who constructed and performed the literature search and provided suggestions throughout the process of developing this chapter.”
-Rubenzahl, R, Lavallee, K & Rich, M. Using technology and media in early childhood settings. In: Lesaux N & Jones S. The Leading Edge of Early Childhood Education:
Linking Science to Policy for a New Generation. Cambridge, MA: Harvard Education Press; 2016.
–“We gratefully acknowledge the input of Jill R. Kavanaugh, MLIS, who constructed and performed the literature search and provided suggestions throughout the process of developing this chapter.”
-Bickham, DS, Hswen, Y, & Rich, M. (2015). Media use and depression: exposure, household rules, and symptoms among young adolescents in the USA. International journal of public health, 60(2), 147-155.
–“The authors would like to thank Jill Kavanaugh, MLIS and Lauren Rubenzahl, EdM for their assistance with this article.”
“We would like to express our appreciation to the Medial Librarian at Phoenix Children’s Hospital, Kathy Zeblisky, for her help in identifying and gathering the updated research in this edition.  Despite the ease of Internet searching, professional librarians are still essential to ensure a thorough search and full access to resources”.

“Wong, K.C. (2016). Correlation between serum lactate dehydrogenase (LDH) and seizure – an observation in clinical cases. International Journal of Advances in Science, Engineering and Technology, 4(1, Spl. Iss-2), 99-103.

“I would like to thank Frances Guinness, Librarian at Bathurst & Orange Health Service Libraries at New South Wales, Australia, for her assistance in obtaining some relevant published articles cited in the references”
And the Library in this one:
Drabsch, T. (2015), Rural collaborative guideline implementation: Evaluation of a hub and spoke multidisciplinary team model of care for orthogeriatric inpatients – A before and after study of adherence to clinical practice guidelines. Aust J Rural Health, 23: 80–86. doi:10.1111/ajr.12139
“…and the Orange Health Service library staff who so efficiently helped the author access literature.” “

SLP Day of Teaching Workshops 2017

The SLP Day of Teaching Workshops ( )

It was one of the most useful days of instruction about instruction I have had in a very long while. I am so grateful for the organizers and presenters for putting on this excellent program:



teaching citations

old school game:

multiple choice activity:

Faculty Success Program: Pedagogy

Resources: Concerns about student evaluations: TEP has resources for you on their web site.

Backward design: Fink, L. (2013). Creating significant learning experiences : An integrated approach to designing college courses (Revised and updated ed., Jossey-Bass higher and adult education series). San Francisco: Jossey-Bass. Online library copy.

Think of the story arc for the course. Big picture, also the details, with some flexibility. Different learning styles in the classroom – lecture, calling out, turn to your neighbor, group work, whole class discussion. Have some narrative closure and also keep things current.

Tiny tools for studio based classes and for other kinds of classes too. The class is a journey, they have to go somewhere, need to check in where they are in regards to the subject matter. Mark the beginning by sharing their narrative. Use a memo, send it anytime, mark if it’s ok to share or keep private. How the course is landing, showing up in your own life. Around mid-term, but not  Mid-term: stop-start-continue. What stop doing? Start: What not doing but could be doing? Continue:What’s working?

Towards the end of the course: draw a time line on the board, showing speakers, assignments, etc. Use guided meditation/journaling. Think about 1st day of class and think forward to now – who are you now? Identify 2 points of transformation. Share in small groups. Giving tools to students while they are learning.

Teaching methods: group work – tension between have each person understand everything and having a split of some people do all the work and others who slide by; have a self evaluation – group grade on project, individual paper responding to group stuff, but is an individual grade. Have students reflect on what they did and turn that in. They don’t like group projects, but teaching real world skills. Tell them that at the beginning.

Have a group communicator who can report to the instructor.

Look in the literature: biggest take home, don’t give them a project they could do on their own!

TEP has a handout; Sierra has something from a MOOC to share.

Peer evaluations: what are those like? See more here:

Including tools, same link as above, observation rubric – research based, meet beforehand, talk about the syllabus, goals, connect to have you

Make a commitment to do them systematically. Easier, you know what you’re trying to do, clear organized process.

Ask TEP to come and do confidential observations, loose notes, not official evaluation process.

Strategies for dealing with bias in student evaluations:

Fix the all caps emails or the Miss Gash or first name emails; introduce self as Professor Gash, all emails/communication must be addressed as Prof. —-.  This gives you a moment to remember who I am and the things you might say to Professor Gash, and it might be different than what you’d say to Alison. Hoping that if you think about this as you start you won’t say things you might later regret.

Mike Urbancic found this awesome flowchart from Andrea Eidinger to use as a slide for his class.

Puts them on notice about a lot of explicit things.

Find positive ways to share intellectual journey, research identity. Follow a question to its conclusion. Librarians are interested in teaching these (and more): Scholarship is a conversation and Research as Inquiry!

Teaching a 400/500 level class: have some ideas, but would love tips.

Didn’t work to teach both, taught toward the undergrads, thoughts for grad students, more work for me, research paper. Never successful the other way around.

Resented that had to teach 2 classes for the price of 1. Have grad students be mentors to undergrads. Depends on the mix too. Have grad students share what they discuss with undergrads.

Invite them to use the course for their own insight. Have them observe the arc of the discussion, instead of participate and report back.

Being careful not to use them as unpaid GEs!

Help them figure out their goals and design syllabus for their own interests.

Sierra Dawson’s blog for teaching large classes.[mentioned after formal panel]

TEP handout for mid-term evaluations and upcoming TEP events.

Why I print things on dead trees and hand them out in classes

From the enduringly excellent Nielsen Norman Group is this article, “Reading Content on Mobile Devices“, by KATE MEYER which repeats tests done for reading speed and accuracy on mobile devices  and computers. Folks are getting better about reading on mobile devices, I’ll have to accept that and move on. However, it takes longer and is harder for readers to understand more difficult material on mobile devices. I wonder if this too will change, although I suspect that will take longer. So, for now, if I want students to read and understand relatively complex material I’ll continue to print it out and bring it to class, since many of us will be using our mobile devices to read it otherwise.

Also, while they recommend open ended questions instead of closed ones, and I agree with them for some purposes, I think our work on assessment keeps the questions deliberately closed for useful reasons. For one, it’s more in line with the Kirkpatrick levels. Closed-ended questions keep the options limited for the purposes of learning and assessing goals. We hope they also do these three things that are from the list of when to ask closed ended questions from the article:

“When collecting data that must be measured carefully over time, for example with repeated (identical) research efforts

When the set of possible answers is strictly limited for some reason

After you have done enough qualitative research that you have excellent multiple-choice questions that cover most of the cases”

We hope to be doing this over time, the possible answer are limited to conform to our learning outcomes and we do hope that they are excellent questions that cover the cases that we are interested in measuring.

What happened to Beall’s list?

Update: It was voluntarily closed down due to “threats & politics”. See a bit more at the Chronicle.
From my STS listserv, the following helpful bits of information:
“Rumors via twitter are that Cabell’s is subsuming Beall’s list.  They’ve been incorporating it into their criteria for a couple of years now.
-Gail P. Clement  | Head of Research Services  | Caltech Library
What is Cabell’s? Is it yet another subscription? Will Ulrichs do any of this? Please, pretty please, let them be doing some of this work.
and this helpful report, along with some of the reasons his list was problematic:

“According to the Support for Open Access Publishing website, Beall’s website has been shut down.

– Gillian Clinton, Principal. Clinton Research.
This is another site that seems to be getting some traction:

Critically thinking about peer review

I’m starting here and mean to return:

Touching on issues that I deal with when teaching about peer review and predatory publishing:

Currently, I give students examples of popular and scholarly sources in hard copy, unbound format. I ask them to construct a grid of criteria to determine characteristics of each. I also give them some less clear examples of literature, newsletters from reputable sources and trade publications mostly, that will have good and accurate information, but isn’t peer-reviewed. I just tried adding more direction. Who is the audience? Who are the authors?

Article with some interesting history of peer review, with an irresistible lead:

And this proposed new course: Calling Bullshit in the age of big data

Stop using likert scales, write better learning outcomes and more!

Our article is available for everyone to enjoy here:

Turnbow, D., & Zeidman-Karpinski, A. (2016). Don’t Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment That Matters. Communications In Information Literacy, 10(2). Retrieved January 7, 2017, from

Thank you for all it took to make this possible. It was years in the making and several years to write it all down. We couldn’t be more grateful to the amazing librarians at Radford University for hosting the most terrific conference, The Innovative Library Classroom, and letting us present this work in its initial stages there.

Fake news, critical thinking, reliable sources

Some ideas for student activities:


More on the fake news-makers:

Slate’s answer for finding fake news on FB:

Crummy sites:

crummy sites to use for evaluation


False, Misleading, Clickbait-y, and Satirical “News” Sources‘ by Melissa Zimdars

Fake news, reliable sources libguide from Nathan Rinne

Construct your own matrix:

Benjes-Small, C., Archer, A., Tucker, K., Vassady, L., & Resor Whicker, J. (2013). Teaching Web Evaluation: A Cognitive Development Approach. Communications In Information Literacy, 7(1). Retrieved March 6, 2014, from

Especially Appendix A

and: Alyssa Archer and Candice Benjes-Smal also developed  “Evaluating news sites: Credible or Clickbait?”   at


An infographic of “A decent breakdown of all things real and fake news.” here:

includes sources for verifying news:

A nice overview:

“Campuses, she said, will have to “either put our money where our mouths are and follow through on this, or accept that our students are not going to be as information- and media-literate as we believe they should be.””