Jyoti Patsourakos

I like the idea of presenting students with a short-term and long-term vision for their library orientation. Short-term are things I want students to understand by the time the hour long instruction is over. These would be lower on Bloom's taxonomy. For example, what type of information do databases contain? How do you log into the library? Which library guide do you need to visit to learn more about VitalSource electronic textbooks? How can you contact an ECPI University librarian? 

A long-term vision would be goals I have for after they have applied and practiced what they learned from the… >>>

Design library instruction that demonstrates how research leads to empowering any claims students are making.

For example, for RN students, I could give them the following exercise: "The charge nurse where you work insists on doing ____________ procedure with ______technique. However, as a new graduate, you were taught that this technique is no longer valid and that is better to do _________ technique instead. Do you share this information with your charge nurse? Why or why not? If you do share it, how do you go about doing so? If you do not, why? What role, if any, does research… >>>

There are VR/IR electronic books, and I think adding these to the library collection will enchance learning. This medium can help students who are comfortable with print books bridge the gap between the print medium and the electronic medium. Using VR headsets along with books not only adds a cool factor, it is a vital resource in the health sciences: https://osf.io/xwv4s/ 

I need to get up the nerve to watch the recordings of my teaching so I can hear where I use filler words and gauge my own pacing (too fast? too slow?). I also need to count how often I assess for understanding from students. 

I think adding humor to my library teaching will go a long way. I think research is fun, but some people find it daunting or drugery. There's also the societal misconception that librarians are hard-nosed and stern people, rather than people who enjoy helping other people find what information they are seeking. 

I liked the idea of having bio cards on students to see how their life experiences can be woven into the lesson(s). Also, increasing intrinsic motivation for library instruction is important so they get the most out of the time. Maybe I can ask students to complete a Poll Everywhere question prior to the instruction. 

The socratic method might be a fun way to get students critically analyzing the quality of a source (e.g. article, website, newspaper) and the level of bias (is it possible to have no bias?) or currency (when can a case be made for using older health science sources, and why?) or how well it answers their clinical question. 

The multiple senders and multiple receivers for information literacy is an important distinction. Rather than have students consider patient teaching for just a single patient, perhaps they could consider how they would share an annotated set of resources for patient teaching (and address not only patient questions but questions from family), how would they keep their own nursing information current, what do students thing are the best means for making sure patients know information prior to leaving the hospital (or office, or other care setting), how would they handle if a patient came in and had already done some preliminary… >>>

The four part process of reading, listening, writing, and speaking all need to be included when teaching information literacy and when assessing for understanding. I might use this to assess how I teach library instruction (e.g. what percentage do I spend speaking, writing, listening, reading and what percentage do I ask of each from students).

I like the idea of having students in quarter 3 write something about the importance of research that they might want to remember when they start working in the field, and then I can mail that card to them. This might encourage graduates to use the medical library where they are working.