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Melissa Bowles-Terry

University of Nevada, Las Vegas, Libraries, Faculty Member

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Melissa Bowles-Terry is the Head of Educational Initiatives at University of Nevada, Las Vegas Libraries. She has published articles in library and information science journals including Evidence Based Library and Information Practice, Communications in Information Literacy, and Reference and User Services Quarterly. Melissa has presented at conferences including the Association of Research Libraries (ARL) Library Assessment Conference and LOEX. Her research areas include assessment of student learning and information literacy instruction. She is co-author of the book Classroom Assessment Techniques for Librarians, published by ACRL in 2015.

Melissa earned a Master's degree in Library and Information Science at University of Illinois. Prior to her career in librarianship, she taught freshman and sophomore composition at Utah State University and earned a BA and MA in English literature.

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Papers by Melissa Bowles-Terry

Librarians as faculty developers: Competencies and recommendations

The Journal of Academic Librarianship

Assessing the Scope and Feasibility of First-Year Students Research Paper Topics

College & Research Libraries, 2016

Serving Notice on the One-Shot: Changing Roles for Instruction Librarians

International Information & Library Review, 2016

Best Practices for Online Video Tutorials: A Study of Student Preferences and Understanding

Comminfolit

Writing Information Literacy: From Theory to Reality in the Writing Classroom

An analysis of factors that lead to better learning in an integrated and interdisciplinary course on climate change

Libraries & Student Success

Research Your Way Past Writer’s Block

by Merinda Kaye Hensley and Melissa Bowles-Terry

Do or Do Not... There is No Try: The Quest for Library Value

Writing information literacy” revisited application of theory to practice in the classroom

Reference & User Services Quarterly, 2010

Participation on the High Plains: Increasing Student Engagement in an Upper-Division, Three-Credit Information Literacy Course

Mixed methods, mixed results: A study of engagement among students using iPads in library instruction.

Engagement and assessment in a credit-bearing information literacy course.

Reference Services Review, 2013

Purpose -The authors teach a three-credit, upper-division, information literacy (IL) course to st... more Purpose -The authors teach a three-credit, upper-division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies and activities the authors use to engage their students and create a cohesive interdisciplinary course and to describe the various assessment tools utilized. Design/methodology/approach -In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit-bearing IL course. Findings -It is found that if students are engaged, and effective assessment tools are employed, library credit instruction in a face-to-face setting with upper-classmen from diverse majors is an impactful way to teach IL. Practical implications -This article provides ideas on how to use a topical theme in teaching an interdisciplinary IL credit course; concrete approaches on engaging students in an IL course; and new strategies for assessing an IL credit-bearing course. Many of the engagement and assessment methods the authors share may also be applied to one-shot instruction sessions. Originality/value -The paper provides a practical case study of the authors' experiences engaging students and assessing their work in an upper level, three-credit, face-to-face class, a type of course not well represented in the information literacy literature at this point in time.

Library instruction and academic success: A mixed-methods assessment of a library instruction program

Embedded Assessment of Library Learning Outcomes in a Freshman Engineering Course

by Melissa Bowles-Terry and Larry Schmidt

depts.washington.edu

Does Library Instruction Make a Difference?

lib.uchicago.edu

Learning from Distance Faculty: A Faculty Needs Assessment at the University of Wyoming

… of Library & Information Services in …, Jan 1, 2011

Best Practices for Online Video Tutorials in Academic Libraries: A Study of Student Preferences and Understanding

by Melissa Bowles-Terry and Merinda Kaye Hensley

Writing information literacy Revisited

by Melissa Bowles-Terry and Erin Davis

Reference & User …, Jan 1, 2010

l ibrarians and writing instructors are longtime allies that share the goal of teaching informati... more l ibrarians and writing instructors are longtime allies that share the goal of teaching information literacy (IL). The IL concept, however, has been undertheorized in its relationship to writing pedagogy. In a series of articles on writing and IL, Norgaard challenges librarians and writing instructors to engage in an "informed conversation between writing and information literacy as disciplines and fields of endeavor." Removing the usual "and," Norgaard defines "writing information literacy" as "the notion that writing theory and pedagogy can and should have a constitutive influence on our conception of information literacy." 1 He suggests that the IL theory should also have a reciprocal influence on composition pedagogy.

Librarians as faculty developers: Competencies and recommendations

The Journal of Academic Librarianship

Assessing the Scope and Feasibility of First-Year Students Research Paper Topics

College & Research Libraries, 2016

Serving Notice on the One-Shot: Changing Roles for Instruction Librarians

International Information & Library Review, 2016

Best Practices for Online Video Tutorials: A Study of Student Preferences and Understanding

Comminfolit

Writing Information Literacy: From Theory to Reality in the Writing Classroom

An analysis of factors that lead to better learning in an integrated and interdisciplinary course on climate change

Libraries & Student Success

Research Your Way Past Writer’s Block

by Merinda Kaye Hensley and Melissa Bowles-Terry

Do or Do Not... There is No Try: The Quest for Library Value

Writing information literacy” revisited application of theory to practice in the classroom

Reference & User Services Quarterly, 2010

Participation on the High Plains: Increasing Student Engagement in an Upper-Division, Three-Credit Information Literacy Course

Mixed methods, mixed results: A study of engagement among students using iPads in library instruction.

Engagement and assessment in a credit-bearing information literacy course.

Reference Services Review, 2013

Purpose -The authors teach a three-credit, upper-division, information literacy (IL) course to st... more Purpose -The authors teach a three-credit, upper-division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies and activities the authors use to engage their students and create a cohesive interdisciplinary course and to describe the various assessment tools utilized. Design/methodology/approach -In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit-bearing IL course. Findings -It is found that if students are engaged, and effective assessment tools are employed, library credit instruction in a face-to-face setting with upper-classmen from diverse majors is an impactful way to teach IL. Practical implications -This article provides ideas on how to use a topical theme in teaching an interdisciplinary IL credit course; concrete approaches on engaging students in an IL course; and new strategies for assessing an IL credit-bearing course. Many of the engagement and assessment methods the authors share may also be applied to one-shot instruction sessions. Originality/value -The paper provides a practical case study of the authors' experiences engaging students and assessing their work in an upper level, three-credit, face-to-face class, a type of course not well represented in the information literacy literature at this point in time.

Library instruction and academic success: A mixed-methods assessment of a library instruction program

Embedded Assessment of Library Learning Outcomes in a Freshman Engineering Course

by Melissa Bowles-Terry and Larry Schmidt

depts.washington.edu

Does Library Instruction Make a Difference?

lib.uchicago.edu

Learning from Distance Faculty: A Faculty Needs Assessment at the University of Wyoming

… of Library & Information Services in …, Jan 1, 2011

Best Practices for Online Video Tutorials in Academic Libraries: A Study of Student Preferences and Understanding

by Melissa Bowles-Terry and Merinda Kaye Hensley

Writing information literacy Revisited

by Melissa Bowles-Terry and Erin Davis

Reference & User …, Jan 1, 2010

l ibrarians and writing instructors are longtime allies that share the goal of teaching informati... more l ibrarians and writing instructors are longtime allies that share the goal of teaching information literacy (IL). The IL concept, however, has been undertheorized in its relationship to writing pedagogy. In a series of articles on writing and IL, Norgaard challenges librarians and writing instructors to engage in an "informed conversation between writing and information literacy as disciplines and fields of endeavor." Removing the usual "and," Norgaard defines "writing information literacy" as "the notion that writing theory and pedagogy can and should have a constitutive influence on our conception of information literacy." 1 He suggests that the IL theory should also have a reciprocal influence on composition pedagogy.