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Reflective Practice

Liaisons work to build a community of practice around information literacy and its related technologies. This involves participating in an ongoing reflective practice which invites the wider university, profession, and community to join that reflection. It is our hope that, by sharing our scholarship and our assessment projects, we offer engaging entry points to the conversation.

We also showcase the outstanding research of our students and faculty in order to bring together Loyola's diverse activity in this arena. In doing so, we suggest the synergies possible in discovering shared questions, concerns, methods, literature, data, theories, applications, etc., while still honoring what makes each of us unique as researchers. 

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Librarian Scholarship

Associate Dean Laurie Phillips was interviewed by Thanh Truong on WWL TV's Eyewitness News about fake news and misinformation for the segment, "How much can you trust the news you see?" Phillips teaches a First Year Seminar titled "Information In A Fake News World" where students focus on becoming educated and critical consumers of information by evaluating sources for accuracy, bias, authority, currency, and context.

During the Loyola University New Orleans faculty and staff spring convocation on Jan. 19, the university honored three library faculty. Provost Tanuja Singh and Faculty Senate Chair John Lovett presented the awards in a virtual ceremony broadcast live on YouTube.

Susan Brower, Media Services Coordinator, was recognized for 25 years of service to the university, and received a University Senate award for Service. Jason Ezell, Instruction and Research Coordinator, National Fellowships Advisor, was awarded a Marquette Faculty Fellowship, and received a University Senate award for Service. Elizabeth Joan Kelly, Digital Programs Coordinator, received a University Senate award for Research.

Marquette Faculty Fellowships are highly competitive fellowships awarded annually by the Internal Grants Committee to provide funding for summer research projects. University Senate Award recipients were nominated by faculty members, staff, or students, and selected by the University Senate Awards Committee.

Elmwood, Victoria. (2020). "The Journalistic Approach: Evaluating Web Sources in an Age of Mass Disinformation." Communications in Information Literacy, 14 (2), 269–286. https://doi.org/10.15760/comminfolit.2020.14.2.6

A new approach to teaching web source evaluation is necessary for an internet that is increasingly littered with sources of questionable merit and motivation. Initially pioneered by K–12 educational specialists, the journalistic model avoids the cognitive duality of the checklist and a reliance on opaque terms and concepts. Instead, it recommends students apply the six journalistic questions of what, who, where, when, why, and how when evaluating freely available web sources. This approach outlines an evaluative procedure that is open-ended, discursive, and analytic in nature as opposed to formulaic and binaristic. It also requires students to consider both the context of the information need and a source’s potential use as central to its evaluation.

Elizabeth Joan Kelly with Ali Shiri, Ayla Stein Kenfield, Kinza Masood, Caroline Muglia, Santi Thompson, Liz Woolcott, "A Faceted Conceptualization of Digital Object Reuse in Digital Repositories," Knowledge Organization at the Interface: Proceedings of the Sixteenth International ISKO Conference (2020): 402 - 410. 

https://www.nomos-elibrary.de/10.5771/9783956507762-402/a-faceted-conce…

In this paper, we provide an introduction to the concept of digital object reuse and its various connotations in the context of current digital libraries, archives, and repositories. We will then propose a faceted categorization of the various types, contexts, and cases for digital object reuse in order to facilitate understanding and communication and to provide a conceptual framework for the assessment of digital object reuse by various cultural heritage and cultural memory organizations.

 

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Assessment

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Student Research

Monroe Library Student Research Competition Winners

The Monroe Library faculty is pleased to announce the winners of 2020’s Student Research Competition, which recognizes outstanding research projects completed by Loyola students during the previous calendar year. We are always impressed and intrigued by the inquisitiveness and sophistication of the submissions, and this year was no different. All entries presented nuanced, engaging research topics that led to illuminating projects. However, our winners all excelled in their ability to identify high-quality, relevant sources and use those sources effectively to advance inquiry into their projects’ most crucial questions. This year, three students’ projects were selected for recognition based on their successful integration of library resources and on the students’ reflections on the role that research played in their projects.

Freshman Victoria Blondell’s paper, written for Prof. Jason Ezell’s first-year seminar (Beyond Stonewall: U.S. Gay Liberation), examined William Friedkin’s 1970 film, The Boys in the Band. Arguing that it was an early yet nuanced depiction of a diverse gay community characterized by a spectrum of different identities, Blondell used her research to historically contextualize the film both as a cultural artifact and to locate it within a larger filmic discourse on marginalized sexualities in the U.S. Commenting on one of Monroe Library’s primary source databases, Blondell emphasized the importance of the Gale Archives of Sexuality and Gender, which allowed her “to explore different primary sources … to gain better, direct insight into the historical context of the time period.”

Sophomore Madeline Taliancich’s paper for Prof. Laura Hope’s Irish Nationalism and Theater class read Gerald MacNamara’s play Tir-na-n-Og as an ambivalent critique of essentialist Irish nationalism as a mutable ideological construct. Her research provided a framework for understanding the historical roots of the troubles in Ireland as well as the material and political contexts of theatrical production in different Irish counties. For Taliancich, both interlibrary loan (ILLiad) and the library’s many databases proved pivotal for advancing the project. She credits time spent looking through databases with developing her “ability to discern helpful articles from ones that simply mentioned the topic.”

Senior Brian Yell’s final thesis, supervised by Profs. Kathleen Murphy and Elin Grissom, “used applied sociological and psychological theories of self-concept and identity exploration, as well as the music therapy method of therapeutic songwriting.” His project’s experimental design was supported by a fully researched and well-written literature review, suggesting Brian’s outstanding preparation for continued work in his field. Yell says of the library’s digital resources: “[they] allowed me to narrow my search results to exclude irrelevant articles, books, and journals, which helped me become less overwhelmed while conducting the research for my proposal.”

Congratulations to this year’s winners!