Erin Vonnahme http://hdl.handle.net/2374.MIA/5773 2026-04-05T22:34:29Z 2026-04-05T22:34:29Z Vonnahme, Erin Sentieri, Carly Brinkman, Stacy http://hdl.handle.net/2374.MIA/6070 2017-04-03T14:09:32Z

Zines As Outreach For Art Kids and Ecologists (And Everyone In Between) Vonnahme, Erin; Sentieri, Carly; Brinkman, Stacy Zines provide a unique outreach opportunity for librarians across disciplinary boundaries and functional roles, offering a low barrier for entry (Can you fold and cut? Great! You’re almost done!) and transdisciplinary appeal. These DIY, be-whatever-you-need-them-to-be teaching tools and learning objects create a dynamic energy as easily as they foster quiet contemplation through drawing and writing. Want to share your research about rising nitrogen levels in area lakes? Your journey to body posi behavior? Try zines. This poster will highlight the efforts of librarians and staff across Special Collections and public services departments at a mid-sized, Midwestern liberal arts university. For more than a year, we have been working to connect zines to students directly in the classroom (through courses like Drawing for Non-Majors and Introduction to Creative Writing); to campus communities through our standing, monthly zine workshop series; and to the broader community through annual events like our Women’s History Month celebrations and makerspace.

Vonnahme, Erin http://hdl.handle.net/2374.MIA/6013 2016-12-13T21:59:23Z

Read In Redux: Revitalizing Library Programming Vonnahme, Erin Presentation slide deck

Vonnahme, Erin http://hdl.handle.net/2374.MIA/5966 2016-05-24T20:43:25Z

The Innovative Library Classroom (TILC) 2016 Vonnahme, Erin Short Abstract: Skillful search savvy can be intimidating to beginning researchers, and, much to my chagrin, most of my students don’t prefer to wax philosophical about controlled vocabularies. How, then, can I stay excited about my work in the face of my own necessary repetition and of my students’ skepticism, anxiety, or boredom? By re-tooling my approach to introductory information literacy sessions, I can demonstrate more sophisticated search technique to new audiences without becoming a broken record (good for me) or mired in technical jargon (good for them). Students benefit by learning how to begin research beyond the keyword, and I remain jazzed about how fun research can be in the bizarre and esoteric rabbit holes of an academic database. Learning outcomes: By the end of my session, we will have -implemented CV-driven searching in the context of beginning research instruction -shared and reflected upon our experiences using embedded database features to facilitate research -created a sample lesson plan for use across discipline-specific instructional contexts