https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&feed=atom&action=historyWhat is Case-Based Library Instruction? - Revision history2024-03-29T05:51:28ZRevision history for this page on the wikiMediaWiki 1.39.4https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=443&oldid=prevNas27 at 17:57, 18 December 20092009-12-18T17:57:05Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Attendee satisfaction ratings for clinic content average almost 5% higher for clinics taught using the case method, and an independent samples t-test shows that this increase is statistically significant at a 95% confidence level. Anecdotal evidence has also been encouraging, with both students and faculty specifically commenting on the value added by the case method. We continue to research the impact of case teaching and will add citations for our findings as they are published.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Attendee satisfaction ratings for clinic content average almost 5% higher for clinics taught using the case method, and an independent samples t-test shows that this increase is statistically significant at a 95% confidence level. Anecdotal evidence has also been encouraging, with both students and faculty specifically commenting on the value added by the case method. We continue to research the impact of case teaching and will add citations for our findings as they are published.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see <del style="font-weight: bold; text-decoration: none;">Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based</del>: <del style="font-weight: bold; text-decoration: none;">Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</del></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see:</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia <del style="font-weight: bold; text-decoration: none;">also presented at the KLA/MPLA joint conference in Wichita</del>, <del style="font-weight: bold; text-decoration: none;">Kansas</del>, <del style="font-weight: bold; text-decoration: none;">April 2</del>, <del style="font-weight: bold; text-decoration: none;">2009, "</del>Case-Based: Selling Instruction to the Business School". <del style="font-weight: bold; text-decoration: none;">Slides for this </del>presentation <del style="font-weight: bold; text-decoration: none;">can be viewed here: </del>[<del style="font-weight: bold; text-decoration: none;">[Media</del>:<del style="font-weight: bold; text-decoration: none;">Mpla09</del>.pdf]<del style="font-weight: bold; text-decoration: none;">]</del></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">*</ins>Andy <ins style="font-weight: bold; text-decoration: none;">Spackman </ins>and Leticia <ins style="font-weight: bold; text-decoration: none;">Camacho</ins>, <ins style="font-weight: bold; text-decoration: none;">"Integrated</ins>, <ins style="font-weight: bold; text-decoration: none;">Embedded</ins>, <ins style="font-weight: bold; text-decoration: none;">and </ins>Case-Based: Selling <ins style="font-weight: bold; text-decoration: none;">Library </ins>Instruction to the Business School<ins style="font-weight: bold; text-decoration: none;">,</ins>" <ins style="font-weight: bold; text-decoration: none;">in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009)</ins>. <ins style="font-weight: bold; text-decoration: none;">You can view the slides from the associated </ins>presentation [<ins style="font-weight: bold; text-decoration: none;">http</ins>:<ins style="font-weight: bold; text-decoration: none;">//www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08</ins>.pdf <ins style="font-weight: bold; text-decoration: none;">here</ins>]<ins style="font-weight: bold; text-decoration: none;">.</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">See </del>also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (2009): 548-554. ([http://dx.doi.org/10.1016/j.acalib.2009.08.005 Published version], [http://hdl.lib.byu.edu/1877/2114 Pre-print version])</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Andy and Leticia </ins>also <ins style="font-weight: bold; text-decoration: none;">presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". Slides for this presentation can be viewed here: [[Media:Mpla09.pdf]]</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* </ins>Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (2009): 548-554. ([http://dx.doi.org/10.1016/j.acalib.2009.08.005 Published version], [http://hdl.lib.byu.edu/1877/2114 Pre-print version])</div></td></tr>
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</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=441&oldid=prevNas27 at 17:45, 18 December 20092009-12-18T17:45:38Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". Slides for this presentation can be viewed here: [[Media:Mpla09.pdf]]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". Slides for this presentation can be viewed here: [[Media:Mpla09.pdf]]</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (2009): 548-554. ([http://dx.doi.org/10.1016/j.acalib.2009.08.005])</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (2009): 548-554. ([http://dx.doi.org/10.1016/j.acalib.2009.08.005 <ins style="font-weight: bold; text-decoration: none;">Published version], [http://hdl.lib.byu.edu/1877/2114 Pre-print version</ins>])</div></td></tr>
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</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=415&oldid=prevNas27 at 17:08, 9 November 20092009-11-09T17:08:02Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". Slides for this presentation can be viewed here: [[Media:Mpla09.pdf]]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". Slides for this presentation can be viewed here: [[Media:Mpla09.pdf]]</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (<del style="font-weight: bold; text-decoration: none;">forthcoming</del>).</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (<ins style="font-weight: bold; text-decoration: none;">2009</ins>)<ins style="font-weight: bold; text-decoration: none;">: 548-554</ins>. <ins style="font-weight: bold; text-decoration: none;">([http://dx.doi.org/10.1016/j.acalib.2009.08.005])</ins></div></td></tr>
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</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=404&oldid=prevNas27 at 22:29, 8 October 20092009-10-08T22:29:58Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td></tr>
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<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">== Concept ==</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Teaching with cases is widespread in legal, business, and medical fields, and has been shown to increase both learning and enthusiasm in students. Case teaching is a problem-based approach to active learning, concepts that are increasing prominent in the library field. (See the [[Annotated Bibliography]] for further reading.)</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The purpose of case teaching as practiced in business schools is to immerse students in a complex situation in which they can apply the tools they have acquired. Unfortunately, typical business school case studies do not provide a good pattern for library instruction because they are self-contained (i.e., they include all pertinent information), and students are often prohibited from looking at outside information sources.</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Case-based library instruction inverts this model. The case itself consists of a brief problem statement built around a narrative structure. This storytelling element captures student interest and accentuates the inductive and constructivist nature of learning through cases. The focus is on identifying what kinds of information would meet the needs of the case and exploring library and Internet resources to obtain such information. The objective is not to teach students how to conduct an analysis (that’s their professors’ job), but how to gather and assess the information they would need for an analysis.</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Teaching with cases requires significant additional preparation on the part of the librarian. While the case itself may be simple, the librarian must create a scenario that students find compelling, that leads naturally to discussions about principles of information literacy, and that will highlight the resources the librarian wishes to introduce. To achieve this, the librarian needs to be familiar with the information needs students regularly encounter in their coursework and which they may anticipate in their future careers. Furthermore, because case studies allow students greater freedom in their problem solving, the flow of an instruction session may take unexpected turns, which requires librarians to spend much more time researching the scenario prior to an instruction session than the students will spend researching during the instruction session. Such intense preparation may increase the temptation to show students the laundry list of everything library has to offer, but the instructor must resist this tendency.</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">== Case Teaching and Information Literacy ==</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The case teaching method allows principles of information literacy, as defined by the Association of College and Research Libraries’ ''Information Literacy Competency Standards for Higher Education''[http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm], to be introduced naturally. </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"># After explaining the premise of the case, librarians should lead a preliminary discussion in which students "[determine] the nature and extent of the information needed" (Standard One). </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"># Through a sequence of demonstrations and exercises, students gain experience "[accessing] needed information effectively and efficiently" (Standard Two). </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"># This interactive process provides opportunities for the librarian to help students "[evaluate] information and its sources critically" in the context of scenarios they might face in their future careers (Standard Three). </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"># The problem-based nature of case studies makes it possible for one-time library instruction sessions to achieve Standard Four: "The information literate student . . . [uses] information effectively to accomplish a specific purpose," and this outcome can be demonstrated by requiring students to present their findings to their peers. </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"># Students often raise questions related to copyright, licensing restrictions, and access after graduation during the preliminary discussion or the wrap-up, allowing the librarian to address the ethical, legal, and socio-economic issues revolving around information use (Standard Five). </ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==[[About the Library Instruction Case Wiki]]==</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==[[About the Library Instruction Case Wiki]]==</div></td></tr>
</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=403&oldid=prevNas27 at 22:14, 8 October 20092009-10-08T22:14:16Z<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:14, 8 October 2009</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". <del style="font-weight: bold; text-decoration: none;">To view the slides </del>for this presentation <del style="font-weight: bold; text-decoration: none;">click </del>[[Media:Mpla09.pdf]<del style="font-weight: bold; text-decoration: none;">here</del>]<del style="font-weight: bold; text-decoration: none;">.</del></div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". <ins style="font-weight: bold; text-decoration: none;">Slides </ins>for this presentation <ins style="font-weight: bold; text-decoration: none;">can be viewed here: </ins>[[Media:Mpla09.pdf]]</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td></tr>
</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=402&oldid=prevNas27 at 22:13, 8 October 20092009-10-08T22:13:42Z<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:13, 8 October 2009</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". To view the slides for this presentation click [[Media:Mpla09.pdf here<del style="font-weight: bold; text-decoration: none;">]</del>].</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". To view the slides for this presentation click [[Media:Mpla09.pdf<ins style="font-weight: bold; text-decoration: none;">]</ins>here].</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td></tr>
</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=401&oldid=prevNas27 at 22:13, 8 October 20092009-10-08T22:13:23Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". To view the slides for this presentation click [[Media:Mpla09.pdf]].</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". To view the slides for this presentation click [[Media:Mpla09.pdf <ins style="font-weight: bold; text-decoration: none;">here</ins>]].</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td></tr>
</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=400&oldid=prevNas27 at 22:13, 8 October 20092009-10-08T22:13:12Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 16:13, 8 October 2009</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Attendee satisfaction ratings for clinic content average almost 5% higher for clinics taught using the case method, and an independent samples t-test shows that this increase is statistically significant at a 95% confidence level. Anecdotal evidence has also been encouraging, with both students and faculty specifically commenting on the value added by the case method. We continue to research the impact of case teaching and will add citations for our findings as they are published.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Attendee satisfaction ratings for clinic content average almost 5% higher for clinics taught using the case method, and an independent samples t-test shows that this increase is statistically significant at a 95% confidence level. Anecdotal evidence has also been encouraging, with both students and faculty specifically commenting on the value added by the case method. We continue to research the impact of case teaching and will add citations for our findings as they are published.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings, edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in <ins style="font-weight: bold; text-decoration: none;">''</ins>Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings<ins style="font-weight: bold; text-decoration: none;">''</ins>, edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia <del style="font-weight: bold; text-decoration: none;">are </del>also <del style="font-weight: bold; text-decoration: none;">presenting </del>at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". To view the slides for this presentation click [[Media:Mpla09.pdf]].</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Andy and Leticia also <ins style="font-weight: bold; text-decoration: none;">presented </ins>at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". To view the slides for this presentation click [[Media:Mpla09.pdf]].</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br/></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td></tr>
</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=362&oldid=prevNas27 at 22:58, 28 September 20092009-09-28T22:58:54Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">==[[About the Library Instruction Case Wiki]]==</ins></div></td></tr>
</table>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=359&oldid=prevNas27: Created page with '== Origins == Leticia Camacho and Andy Spackman teaching a Business Research Clinic [[Image:BRCposter.jpg|200px|right|A poster promoting a Busines...'2009-09-28T22:54:10Z<p>Created page with '== Origins == <a href="/index.php?title=File:LetyandAndy.jpg" title="File:LetyandAndy.jpg">left|Leticia Camacho and Andy Spackman teaching a Business Research Clinic</a> [[Image:BRCposter.jpg|200px|right|A poster promoting a Busines...'</p>
<p><b>New page</b></p><div>== Origins ==<br />
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[[Image:LetyandAndy.jpg|left|Leticia Camacho and Andy Spackman teaching a Business Research Clinic]]<br />
[[Image:BRCposter.jpg|200px|right|A poster promoting a Business Research Clinic]]Andy Spackman and Leticia Camacho began experimenting with case teaching at Brigham Young University's Marriott School of Management in September 2007. Without a physical presence in the business school we spend much of our effort on outreach, for which library instruction has proven most effective. By 2007 we were conducting over 120 instructional sessions per year, with over 3,000 participants. These sessions were primarily integrated into specific courses, including a mandatory session in the communications class required of all business school students. And yet students continued to express a need for additional opportunities for formal library instruction in specific topics. To meet this need we launched a series of extracurricular, open-door clinics modeled after the clinics at The Home Depot stores. (See a schedule of recent clinics [http://www.lib.byu.edu/business/the-business-research-clinics/ here].)<br />
<br />
These "Business Research Clinics" have been a success, with 637 students and faculty attending 48 clinics during the first two years. Our approach evolves as we learn more about promoting library instruction where attendance is voluntary, and based on early student feedback we began to use cases in our teaching. The case method is familiar to business students who commonly encounter it in their regular coursework. Adapting this pedagogical model to library instruction has made us much more effective in connecting with our students and faculty and makes principles of information literacy more relevant to them.<br />
<br />
Attendee satisfaction ratings for clinic content average almost 5% higher for clinics taught using the case method, and an independent samples t-test shows that this increase is statistically significant at a 95% confidence level. Anecdotal evidence has also been encouraging, with both students and faculty specifically commenting on the value added by the case method. We continue to research the impact of case teaching and will add citations for our findings as they are published.<br />
<br />
For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings, edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].<br />
<br />
Andy and Leticia are also presenting at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". To view the slides for this presentation click [[Media:Mpla09.pdf]].<br />
<br />
See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (forthcoming).</div>Nas27