1. #librarylove
Lauren Wallis
Reference and Instruction Librarian
University of Montevallo
Alabama Library Association
2014 Annual Convention
#alla14
tiny.cc/instagramlib
Sharing the Library with Instagram
3. #inspiration
• Instructor requests for “Library Tour”
• No common curriculum for Eng 101
• Few research-based assignments
• Felt my Eng 101 instruction was
lackluster
• Opportunity to reach most freshmen
5. #inspiration
Make an experience that is:
• Fun
• Social
• Student-guided
How it works:
• Small groups
• Library iPads and Instagram login
• Brief intro and worksheet
• Respond to open-ended questions
• Post pictures, captions, and hashtags
• End with brief class discussion
• Make a connection between hashtags
and controlled vocabulary
6. #stats
Pew Research :
• 17 percent of internet users use
Instagram
• 37 percent of internet users ages 18-
29 use Instagram
• 54 percent of internet users have
posted original photos or videos
online
Instagram Class Stats:
• 15 out of 22 English 101 sections
• 8 of the 15 sections visited more than
once for instruction
7. #concepts
Library Anxiety:
• Students perceive their library skills as
inadequate, but think that their peers
don’t have the same problems
• They are embarrassed by their
feelings of inadequacy
• They don’t ask questions because
they want to avoid looking stupid
(Mellon 1986)
8. #concepts
Active learning “describes techniques
that engage audiences and invite them
to interact meaningfully rather than
passively. Active learning emphasizes
the link between learning and doing and
is itself an extension of constructivist
learning theory, which posits that
individuals create meaning through
direct experiences that shape their
views.”
(Booth 2011)
9. #concepts
Information Literacy and Social Media
“While information literacy prepares
individuals to access, evaluate, and
analyze information, metaliteracy
prepares individuals to actively produce
and share content through social media
and online communities.”
• Participating in conversations through
comments and likes
• Understanding the context of
creation
• Producing original content
• Sharing information
• Understanding privacy and access
issues
(Mackey and Jacobson 2011)
10. #SLOs
The student will be able to:
1) Identify main library service points,
basic resources, and staff
2) Recognize his/her existing knowledge
about libraries
3) Show peers how to use library
resources
4) Identify connections between social
media hashtags and library controlled
vocabulary
11. #examples
SLO 1: The student will be able
to identify main library service
points, basic resources, and
staff.
12. #examples
SLO 1: The student will be able
to identify main library service
points, basic resources, and
staff.
13. #examples
SLO 1: The student will be able
to identify main library service
points, basic resources, and
staff.
14. #examples
SLO 1: The student will be able
to identify main library service
points, basic resources, and
staff.
15. #examples
SLO 2: The student will be able
to recognize his/her existing
knowledge about libraries.
16. #examples
SLO 2: The student will be able
to recognize his/her existing
knowledge about libraries.
17. #examples
SLO 3: The student will be able
to show peers how to use
library resources
18. #examples
SLO 4: The student will be able
to identify connections
between social media
hashtags and library controlled
vocabulary.
19. #examples
SLO 4: The student will be able
to identify connections
between social media
hashtags and library controlled
vocabulary.
20. #examples
SLO 4: The student will be able
to identify connections
between social media
hashtags and library controlled
vocabulary.
21. #examples
SLO 4: The student will be able
to identify connections
between social media
hashtags and library controlled
vocabulary.
27. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
28. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
29. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
30. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
31. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
32. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
33. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
34. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
35. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
• Humor
36. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
• Humor
37. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
• Humor
38. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
• Humor
45. #workscited
Booth, C. (2011). Reflective teaching,
effective learning: Instructional literacy for
library educators. Chicago: American
Library Association.
Mackey, T. P., & Jacobson, T. E. (2011).
Reframing information literacy as a
metaliteracy. College & Research
Libraries, 72(1), 62-78.
Mellon, C. (1986). Library anxiety: A
grounded theory and its
development. College & Research
Libraries, 47(2), 160-165.
