Browsing by Author "Lierman, Ashley"
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Item Backwards in Heels: Partnering for Learner-centered Pedagogy in Online Modules(EDUCAUSE, 2015-10-28) Lierman, AshleyThis poster describes the process by which librarians at the University of Houston collaborated with one another and with teaching faculty in the English department to develop and pilot a learner-centered online learning module on research question development with first-year composition students. It describes the various roles played by collaborators, the software used to develop the module, the content of the completed module, and the results of assessment and student feedback.Item Developing online instruction according to best practices(Journal of Information Literacy, 2019-12-03) Lierman, Ashley; Santiago, ArianaTo meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.Item Lessons Learned: A Primo Usability Study(Library & Information Technology Association (LITA), 2016-03-01) Brett, Kelsey; Turner, Cherie; Lierman, AshleyThe University of Houston Libraries implemented Primo as the primary search option on the library website in May 2014. In May 2015, the Libraries released a redesigned interface to improve user experience with the tool. The Libraries took a user-centered approach to redesigning the Primo interface by conducting a "think-aloud" usability test in order to gather user feedback and identify needed improvements. This article describes the methodology and findings from the usability study, the changes that were made to the Primo interface as a result, and implications for discovery system vendor relations and library instruction.Item A Tale of Two Classes: Transforming Core Curriculum Pedagogy(2017-09-22) Santiago, Ariana; Lierman, Ashley; Warren, MeaPresented at the Texas Library Association's Library Instruction Roundtable Summit, this presentation describes how the University of Houston Libraries instruction program utilizes a team-based approach to revising pedagogy for core information literacy curricula. Presenters discussed our recurring evaluation process and revisions made for two classes: Freshman Writing 1 and Engineering Technical Writing. Attendees gained ideas for active learning activities and how to make continual improvements to pedagogy and assessment.