Rethinking Information LiteracyThere may be no skill more vital to undergrad-

uate success than information literacy, the ability to conduct solid research. Teaching that skill — of locating, accessing, evaluating, and ethically using sources — has long been a cornerstone of academic librarianship.

A new framework of understanding has been in-troduced by the Association of College & Research Libraries, one that calls for nurturing higher-level analytic thinking and discourse earlier in a stu-dent’s academic career. This phenomenon — called information fluency by some — is inspiring fresh dialog among academics.

In March 2016, four Campbell faculty members attended an “Information Fluency: English and American Language and Literature” workshop in Louis-ville, KY. Dean of the Library Borrée Kwok and professors Glenn Jonas, Associate Dean of the College of Arts & Sciences; Gina Peterman, Chair of the English Department; and Sher-ry Truffin, Associate Professor of English and Chair of the Gener-al College Curriculum Commit-tee, attended the conference.

Part of a series offered by the Council of Independent Colleges, the workshop’s aim was to “help

institutions move beyond information literacy in general education to information fluency in human-ities majors.”

While some academics use the terms information literacy and information fluency interchangeably, others view the latter as the highly skilled naviga-tion and use of the profusion of information avail-able for the creation of new knowledge. Formerly laborious information searches are now easier, with the ability to hone in on more specific information.

SPRING 2016 | VOL 25, NO 1

ReseaRch in PeRsPective

According to the Association of College and Research Libraries’ 2015 “Framework for In-formation Literacy for Higher Education”: “Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.” The basic tenets of the Framework can be summed up as follows:

Authority is Constructed and ContextualInformation is judged in part based on its creator’s credibil-ity and is applied in context.

Information Creation as a ProcessResearch is a unique iterative process, which is reflected in a person’s work.

Information Has ValueLegal and socioeconomic in-terests influence information gathering and distribution.

Research as InquiryEach question in the research process builds on the previous one and paves way for the next.

Scholarship as ConversationResearch matures over time and through sustained dis-course amongst researchers.

Searching as Strategic ExplorationResearch works best when approached with an open, flexible mind.

Continued on page 9

Dear Friends,

As another academic year comes to a close, I’ve been reflecting on a number of things, among them how I benefited from the Campbell University Libraries over the past year.

In the fall, I had the opportunity to preside over the annual Friends of the Library dinner and welcome back an old friend, Justice Willis Whichard (former dean of the Campbell University Nor-

man Adrian Wiggins School of Law), who gave a fabulous talk on the history and lasting significance of the Magna Carta on its 800th anniversary. At this dinner, I also experienced first-hand the results of the Wiggins Memorial Library’s 3-D printer when I won the door prize of a Campbell logo keychain created by this printer. (I was very thrilled, as I never win anything.)

Throughout the year, I was extremely fortunate to be so gracious-ly and consistently assisted by the Campbell University library staff in both my scholarly and teaching endeavors. In the fall, as I began work on a research project involving the depiction of the 1986 Chernobyl nuclear power plant disaster in American popular culture, librarian Steve Bahnaman met with me and my student assistant, Abbey Toenniges (BA History, 2016). He provided us with some great resources and ideas on how to track down different media and digital sources on the subject. Librarian Marie Berry further assisted my work on the project when she showed Abbey and me how to work the new microfilm reader. While microfilm was not new to me, I had no idea that our new reader allowed a researcher to save the selected item as a scanned file. Due to the efforts of Steve, Marie, and Abbey, I was able to present my research at a conference commemorating the 30th anniversary of the Chernobyl disaster in Ukraine this past spring. I am looking forward to presenting a mini-version of my research this coming fall as part of the library’s Faculty Lightning Talks.

I was delighted to hear the research of Campbell students at the 6th Annual Wiggins Memorial Library Symposium, which was even bigger than past years. The event not only includes undergraduate students but graduate students from our professional schools. I was fortunate to serve as a judge for several very interesting pan-els. I also had the chance to make my way through the many poster presentations. All in all, I was quite impressed by the research of fr

om t

he p

resi

dent

Dr. Jaclyn Stanke, Associate Professor of History

Continued on page 10

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In its 6th iteration on March 22, 2016, the annual Wiggins Memorial Library Academic Symposium

was bigger than ever and, thanks to the introduction of presentation evaluations and awards, an even more exciting and valuable experience for presenters.

For the first time, judges from among Campbell librarians and faculty critiqued each oral and poster presentation and fine arts offering. At the end of the day, awards in five categories were bestowed in a ceremony led by Campbell Provost Mark Hammond and Dean of the Library Borrée Kwok. The categories were:

• Graduate Oral Presentations

• Undergraduate Oral Presentations

• Graduate Poster Presentations

• Undergraduate Poster Presentations

• Fine Arts

Sarah Steele, Head of Research & Instruction Services and leader of the Academic Symposium Planning Committee, says, “At the awards ceremo-ny there was cheering, which I’ve never heard at the Library. The enthusiasm the awards brought to the event was contagious.”

Academic Symposium: New DimensionsBy cindy a. adams, ciRculation assistant

As Dean Kwok explained in her printed welcome message to attendees, “Student presenters from

previous symposia have suggested adding a judging element to the Academic Sym-posium. On that recommenda-tion, this year and going for-ward student presenters will receive constructive feedback from judges and be eligible for awards.”

Adding the judging element was no small feat, given the record 61 oral presentations (including one theatre per-formance), 4 music perfor-mances, 8 art pieces, and 44 posters. Luckily there was a precedent for it on campus and experience to call upon.

In April 2015, Campbell hosted BigSURS, the Big South Undergraduate Re-

search Symposium. This large regional symposium includes session judging, and helping to organize BigSURS judging was one of Campbell’s own, As-sistant Professor of History Salvatore Mercogliano.

Mercogliano, Campbell’s 2015 Professor of the Year, did a yeoman’s job rounding up all the facul-ty judges for the symposium, contacting the deans of Campbell schools, making a general call to all

Continued on page 7

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Rain may have moved the library’s Spring ’16 Poetry Fling indoors – from the Aca-

demic Circle lawn to the third floor CMMC – but it did little to dampen the artistic soul of the Campbell community. More than two dozen students, faculty, and staff came to read and listen on April 12 from 2-4pm, and were treated to a wonderfully diverse offering of verse.

Emceed by Reference & Electronic Resources Librarian Steve Bahnaman, the poetic respite found readers sharing everything from original compositions to 8th century Chinese classics, from

English and Chilean masters to Korean pop and contemporary American poets pushing the

envelope of the form. The most moving moments of the afternoon may have been when one Campbell professor read a love poem to his wife, a Wiggins staffer who was in the audience, and

when another professor read a poem he’d written years ago for his infant daughter – now a Campbell student and a member of

the audience. Simply epic!

Cindy A. AdamsCirculation Assistant

Poetry in Motion

On February 11, three Campbell faculty visited Wiggins Library for a round of Lightning Talks — short, informal presentations about their own research projects. Here is a peek into their research and process.

A Bolt of Research

What was the biggest stumbling block in your

research process?

“The validation process was tedious and time consuming, although

worthwhile in the end.”

What is the subject of your research?

How mothers and motherhood are con-structed/understood in the New Testa-ment world as informed by physiological,

anatomical, philosophical, and material rep-resentations of “women” and “womanhood.”

What excites you most about your research?

“Seeing people realize that film is (or can be) a serious art form that

rewards scrutiny.”

dr. greg dedrickPhysical TherapyMuscle Function and Spinal Stabilization in the Clinic

dr. kenneth morefieldEnglishEmma, Merida, and the Female Bildungsroman

dr. alicia myersDivinityYou Are Who You Drink: About Milk and Character Formation in the New Testament

4

LOOK WHO’S COMING ... TO THE FRIENDS OF THE LIBRARY ANNUAL MEETING & DINNER

We hope you will join Wiggins Memorial Library on the evening of October 28, 2016, when renowned graphic novelist/illustrator Gareth Hinds serves as guest speaker at the Friends of the Library Annual Meeting & Dinner. Gareth will address our gathering after participating in the second biennial Sandhills Symposium on Children’s Literature that day. The creator of critically acclaimed graphic novels based on literary classics such as Beowulf, King Lear, The Mer-chant of Venice, The Odyssey, and Macbeth, Gareth is a recipient of the Boston Public Library’s “Literary Lights for Children” award. His books can be found in bookstores and English classrooms across the country.

Stay tuned for more details!

At Wiggins Library’s second Long Nights Against Procrastination (LNAP) event, April

11 and 18, 2016, writing coaches, librarians, and therapists helped students tap into their “super power @ the library.” Between 7-10pm on these two consecutive Monday evenings, undergraduate students came to:

• Prepare their sources

• Organize their time

• Write a better paper

• Eat some brain food

• Relax in the stress-free zone

Trained writing coaches from the Student Success office offered customized writing help to attendees who brought drafts of their papers for review. Wiggins librarians provided research assistance to more than 100 students during Citations Workshops and research consultations. Counseling Services offered stress coping discussions. And of course “brain food” was

provided throughout the evening to appease the hungry crowd.

Collaborating with other academic units such as Student Success and Counseling Services is not a first for Wiggins Library. This past fall, these groups collaborated to host the inaugural Long

Nights Against Procrastina-tion event during finals. So-cial media outlets were flood-ed with posts that encouraged friends to stop by the library to receive a free massage at LNAP.

During our planning meet-ings for LNAP, the therapists, librarians, and Director of Academic Support & Career Services learned more about the support each academic unit offers our students. We foresee continuing and im-proving upon this collabora-tive outreach project for years to come. Super powers will continue to be unleashed @ the library!

Super Power @ the LibraryBy saRah steele, head of ReseaRch & instRuction seRvices

5

Wiggins Library continues to be a space where students can not only find information re-

sources, but can work individually or collaborative-ly to make and create. Through programs such as Maker Mondays and Crafts with Books, students have the opportunity to engage in participatory learning, using tools to explore new ideas and de-velop creative projects.

Introduced in February 2016, Maker Mondays is an opportunity for Campbell students to engage with the CMMC Makerspace (see Newsline, Fall 2014). Under the guidance of CMMC Graduate Assistant Gabriel Garcia, the weekly drop-in Maker Mondays sessions allow students to take advantage of small group or one-on-one instruction on the use of Mak-erspace tools such as 3D printers. The program has resulted in a number of student-led creative proj-ects, allowing students to develop the lifelong skills that come from tinkering.

Garcia reflects on his interactions with students: “Things never come out how you think they will. Sometimes for the better, sometimes for the worse. But there is always the option to re-print, even

though sometimes in life we don’t get a re-do.” Tinkering teaches students the iterative nature of creation, a process that requires frequent reevalua-tion and mental flexibility.

Also hosted in the CMMC Makerspace is Crafts with Books, held once a semester. This lunchtime workshop encourages creativity and collaboration, while up-cycling withdrawn library books and periodicals. Holiday-themed in November 2015 and Earth Day-themed in April 2016, these workshops allow students to give old books new life by creating unique projects.

By hosting such events, the CMMC Makerspace embodies the values of the “maker movement” phe-nomenon, a “wave of interest in constructing and sharing personal inventions and creative artifacts,” which “reconfigures the learner as a producer rath-er than a consumer” (“Maker Movement” 492).

The Makerspace continues to grow, offering low- and high-tech learning experiences for student teachers to bring into local classrooms, and afford-ing the CMMC an opportunity to educate communi-

CMMC: Where Creativity Comes AliveBy elizaBeth doBBins, ciRculation manageR

Left to right: A Campbell-proud wood-burned creation; a 3D-printed soccer team logo; wreaths and (top) flowers crafted from old books.

6

faculty and to members of the Athletics staff. “As the symposium approached, I made a few more appeals to specific departments and areas where we needed judges,” Mercogliano says. “The biggest hurdle was overcoming the fact that we had more contributors than faculty in certain areas and therefore had to be a bit original in finding judg-es. CUSOM stepped up, with many of the deans taking a role, and many faculties adjusted their course schedules and days to not only support the students but to take the time to judge, along with many staff and administrators from the different colleges.”

Wiggins Symposium judges evaluated oral ses-sion presenters on 10 different criteria, covering factors such as content, delivery, audience en-gagement, and understanding of the project and its significance. Posters were evaluated on such elements as effectiveness of layout, readability, and clarity in summing up research results.

Presenters, some of whom will go on to present at regional and national symposia, had the option of picking up their evaluation forms and written feedback after the symposium. In addition to the valuable, actionable observations the evaluations provide, the awards represent a great resume item. They also will be noted in Accolades, an an-nual publication that covers the scholarly activi-ties and accomplishments of Campbell faculty.

ty members on the maker movement. Curriculum/Media Librarian LaKeshia Darden held a work-shop earlier this year to illustrate to Lee County teachers what the maker movement looks like in K-12 education. She also co-taught a graduate-level class of future education leaders on the benefits of makerspaces in K-12 education, and taught K-5 students from the local Kids Zone Child Develop-ment Center how to use tinkercad, an app that uses shapes to create designs such as key chains or toys.

There is no question that the makerspace concept is enriching the academic experience of the Camp-bell student body as a whole. Our new School of Engineering, welcoming its first class in fall 2016, has been busy building its own makerspace, with several 3D printers with dual extruders (which al-low students to print 3D objects with two different colors simultaneously), a laser cutter, embroidery machine, and other items.

The CMMC makerspace has grown, too, since its inception, now housing two 3D printers, one with a dual extruder; and an HP Sprout desktop com-puter with a 3D scanner, which allows students to reimagine everyday objects and print new, custom-ized 3D creations. The Makerspace also offers a py-rography station, where students use a wood-burn-ing pen to create custom designs.

Makerspaces, used by students across disciplines, from Education to Pharmacy, Engineering to Art, demonstrate the philosophy that creative thinking not only belongs to the realm of art and design, but is a valued skill in all disciplines.

For more information, visit guides.lib.campbell.edu/learningplay.

RefeRences:

Kurti, R. Steven, Debby L. Kurti, and Laura Fleming. “The Philos-ophy of Educational Makerspaces: Part 1 of Making an Educa-tional Makerspace.” Teacher Librarian 41.5 (2014): 8-11. Academ-ic Search Complete. Web. 19 Apr. 2016.

“The Maker Movement in Education: Designing, Creating, and Learning Across Contexts.” Harvard Educational Review 84.4 (2014): 492-94. ProQuest. Web. 19 Apr. 2016.

New Dimensions cont. from p. 3

LIBRARY REACHES 100% IN EMPLOYEE GIVING CAMPAIGN!

Wiggins Library is proud to be one of 30 Campbell depart-ments that reached 100% giving during the 2016 “My Gift. My Impact.” campaign. Campus-wide, 800 employ-ees gave to a university fund of their choice, including di-rect aid and endowed scholarships, academic programs, athletics, and capital campaigns.

7

When I arrived at Campbell five years ago, I was eager

to develop a strong and positive relationship with my colleagues in the School of Education, which includes the Psychology and So-cial Work programs. I knew that, as is true in any new position, building these strong profession-al relationships involves creating open channels of ongoing commu-nication. I began nurturing our relationship by eating lunch with my colleagues weekly to discuss academic affairs, but we also dis-cussed non-academic topics like upcoming weddings, and sharing how excited we were that, for some, new grandchildren were on the way.

Although all liaison librari-ans on campus attend their assigned department faculty meetings to stay in touch with happenings in their departments, I began to feel there was more I could do. I recalled reading about em-bedded librarians in research articles, and I knew it was something I wanted to try.

I initially “embedded” my-self on-site at Taylor Hall two years ago by holding my own

weekly office hours. I use the time to meet with faculty to plan bibliographic instruction ses-sions, plan lessons for co-teach-ing opportunities, or meet with students who drop by with a quick question about research or student teaching.

It was through my embedded librarianship experience and talking with pre-service teachers that I was informed of their need for more events they could at-tend that would afford them the opportunity to earn leadership points. Education majors have to earn a total of 21 leadership points as part of their graduation requirement. To help meet this need, I began holding various

lunch-and-learns that addressed education topics.

The students have displayed their appreciation by showing up and being involved. This school year, two dine-and-learns were held during the fall semester: “Learning through Inquiry: Using Board Games and Manipulatives in the Classroom,” and “Using Text Sets in the Classroom.”

I will continue to attend faculty meetings, hold my weekly office hours at Taylor Hall, and oc-casionally join my liaison col-leagues for lunch to discuss the latest developments within the department. Embedding myself, and the services that the library

provides within the de-partment, has proven to be a fruitful endeavor for me, but more important-ly, for the students and faculty I serve.

RefeRences:

Arendt, Julie, and Megan Lotts. “What Liaisons Say about Themselves and What Faculty Say about Their Liaisons, a U.S. Survey.” Portal: Libraries and the Academy 12.2 (2012): 155-77. Project MUSE. Web. 2 May 2016.

The Librarian is InBy laKeshia daRden, cuRRiculum/media liBRaRian

“... A liaison librarian is one who is assigned to a specific department(s). The liaison serves as the main point of contact between library and faculty of the department. Common tasks for a liaison can include outreach to a department, responses to concerns about the library, selection of books and journals, research consultations for faculty and students, and in-class instruction, to name a few.” Arendt and Lotts

Pre-service teachers play games during the “Learning through Inquiry: Using Board Games and Manipulatives in the Classroom,” dine and learn.

8

“Technology, including the One-Search tool at library.campbell.edu and Internet search engines, has improved tremendously in the last five years. These im-provements allow librarians to focus less on some of the original standards of information literacy, especially locating and accessing resources,” says Kwok. “Our role as a learning partner could be even more effective if we seek to foster in our students a clear understanding of the research process and their role in informa-tion creation.”

Teaching information fluency is a collaborative effort between Campbell faculty and librarians. In support of that collaboration, Wiggins librarians are designing a new webpage for the library site’s Faculty Services section; specifically drawing on the ACRL “Framework” (see sidebar, p. 1), it will outline partnership op-portunities and introduce a new approach to teaching research skills.

After the CIC workshop, Profes-sor Peterman called a meeting of the Faculty Library Committee, which includes representatives of every school on campus. She says, “Such information fluency collaboration reinforces several important realities: the library in many ways is the heart of aca-demia, not an appendage; librar-ians are academic specialists, not mere keepers of resources; and faculty and librarians combining their expertise in the classroom

can contribute even further to the distinctiveness of the Campbell experience for our students.”

At the workshop, the Campbell team worked on an action plan for more extensive librarian involvement in the new 300-level course titled “Literary Research and Analysis,” which was official-ly added to the English depart-ment curriculum in fall 2015. The course will be taught by Professor Truffin this fall and in fall 2017. Designed as a bridge between lower- and upper-division En-glish courses, it will introduce and review advanced research methods and critical approaches to literature.

Truffin says, “Our group devel-oped an action plan focused on in-corporating library collaboration and careful research planning, tracking, and sharing into that course. … Among other things, I will be asking future classes to keep careful research logs so that they can see for themselves how research topics develop/change and how much time they need to allow in order for that process to work organically.”

It will be interesting to see how the course fares, and what impact it may have across disciplines. Truffin adds: “After developing assignments and activities, then developing and revising them over multiple semesters, we hope to develop an Information Flu-ency model that other programs (Religion or History, for example) can consider using in their up-per-division courses.”

By any name, the skills of mas-tering information literacy and becoming information fluent will support our students’ academic and personal/professional success well into the future.

RefeRences:

“Framework for Information Literacy for Higher Education.” Association of College and Research Libraries, 11 Jan. 2016. Web. 13 Apr. 2016. <http://www.ala.org/acrl/standards/ilframework>.

Fluency cont. from p. 1

10. Arriving at work, you see stu-dents sitting in the same chairs they were in when you left work yesterday.

9. Students are bringing pillows, blankets, and large containers of water into the library.

8. Students are using wheelbar-rows to return books.

7. Students are in the library more than they are in their dorms.

6. Faculty who come into the library have glassy-eyed stares from grading finals.

5. More people are sleeping on the library couches than are sitting on them.

4. The vending machines are out of caffeinated beverages within hours of being restocked.

3. There is at least one student studying in every library nook and cranny.

2. Patrons can tell you the tem-perature on the various floors of the library, but have no idea what the weather outside is.

1. You could swear that you hear the printers whimper when you walk past them.

Ron Epps Reference & Print Resources Librarian

TOP 10 SIGNS THAT IT’S FINALS SEASON

9

President cont. from 2

Please join us in congratulating Wiggins Library’s graduating student assistants and graduate assistants, who have served the Library so well during their time at Campbell! Our heartfelt thanks and hats off go to each of these stellar representatives of the University’s spirit of scholarship, hard work, and service!

gRaduate degRee ReciPients

Brittany Dunigan Master of Science in Public Health & Master of Business Administration

Soumyadeep (Sam) Sarkar Master of Science in Pharmaceu-tical Sciences (Pharmacology)

Maryam Unnisa Master of Science in Pharmaceu-tical Sciences (Pharmacology)

undeRgRaduate degRee ReciPients

Irene Acheampong Bachelor of Science (Biology)

Jubilee Ajiboye Bachelor of Science (Biology)

Velinda Basallo Bachelor of Arts (History with a Political Science minor)

Jake Berger Bachelor of Arts (English)

Mary Henson Bachelor of Science (Exercise and Sport Science)

Jo Jones Bachelor of Arts (English with a History minor)

Nate Kennedy Bachelor of Arts (Criminal Justice Administration; second major Homeland Security)

Madison Lambert Bachelor of Science (Biology)

Michael Mahalik Bachelor of Arts (English)

Hannah Naylor Bachelor of Arts (Graphic Design and Studio Art)

Monelle Shuman Bachelor of Business Administra-tion (Healthcare Management)

Congratulations, Graduates! our students and by how well the event was organized.

As always, the library staff helped me in numerous ways with my teaching as well. They continued to graciously honor my requests to add items to our holdings, espe-cially books and media items. In particular, they quickly ordered e-book texts for the courses being offered on the Study Abroad trip, “Crime and Cold War in Eastern Europe,” which I and my colleague Amanda Parker will be leading this summer. Now our students will not need to worry about lugging multiple texts around as they make their way through Berlin, Warsaw, Krakow, and Prague. I’d also like to add here just how above and beyond the library staff goes for faculty. Librarian Elizabeth Dobbins saved me this past semester when I was running desperately behind in placing materials on reserve for my History 342 class on Eastern Europe. She told me to send her my syllabus and she’d take care of it. She did, and I am ever grateful to her!

While I have certainly made use of the library over the past year, it won’t stop as I continue my research project this summer and maybe even find time to finish the novels of Gary Shteyngart!

I wish you a pleasant summer!

Jaclyn Stanke

10

STAFF REVIEWS

Deepa Iyer’s We Too Sing America places the experience of the South Asian, Arab, Muslim, and Sikh communities within the broad-er context of a changing American racial landscape, with particular emphasis on collaboration with other racialized commu-nities such as undocumented youth, Black Lives Matter, and Black-Brown coalitions. She describes her work as a catalog of racial flashpoints from 9/11 to today, weaving a

broader narrative of racial anxiety, Islamophobia, and xenopho-bia in America. Through storytelling, she highlights experi-ences of discrimination within this community, supported by evidence from political rhetoric, media narratives, and govern-ment policies.

Iyer’s publication of this book is timely, given the current wide-spread fear of and misunderstanding about Islam. In a climate where some public figures endorse the notion of expelling

Muslims from America, the notion of a database or national ID card for Muslim Americans, and the notion of increasing already-widespread surveillance on Muslim Americans (Nel-son), the work of scholar-activists like Deepa Iyer provides an essential counternarrative which speaks to the humanity of these individuals and suggests a path forward. Iyer writes so that, “together we can walk boldly toward a vision of a more inclusive and equitable future, one in which there are no more ‘others’ — one in which there is a place for all our beloved communities” (170).

Elizabeth Dobbins Circulation Manager

RefeRencesNelson, Leah. “Backlash: Anti-Muslim Hatred Ratcheted Up Sharply after the Islamic State Attacks in Paris. Then came San Bernadino and Donald Trump.” Southern Poverty Law Center, 17 Feb. 2016. Web. 30 Mar. 2016. <https://www.splcenter.org/fighting-hate/intelligence- report/2016/backlash>.

We too sing ameRica: south asian, aRaB, muslim, and siKh immigRants shaPe ouR multiRacial futuRe

By Deepa IyerNew York: The New York Press, 2015

Campbell University Li-braries proudly recognize

Brooke Taxakis, Reference and Instruction Librarian, as the recipient of the 2016 Dean’s Award for Excellence in Teaching. In addition to providing library instruction and research services, Brooke

serves as the library liaison to the Department of Biological Sciences and the graduate and profes-sional programs in Public Health and Pharmacy.

Evident in Brooke’s work is her commitment to student success. Consistently, she introduces best practices to improve library instruction and models a reflective practitioner by analyzing assessment data and student feedback in a sincere effort to im-prove her teaching. She also shares her expertise and findings with the larger library science com-

munity through published articles and conference presentations. Her recent work, “Research consul-tation effectiveness for freshman and senior under-graduate students,” was published in the refereed journal, Reference Services Review.

Brooke provides leadership in the library by heading the Library Outreach Committee, which throughout the year plans activities such as the Faculty Lightning Talks, Poetry Jam, CreekBooks book club, and a rich array of library workshops to engage the Campbell community in scholarly pur-suits and the exploration of information resources.

In addition to her work in the library, Brooke serves as a Campbell University Freshman Sem-inar instructor. Having served in this capacity since 2012, she has earned the reputation of being a motivating and supportive instructor, as well as a positive role model for our students.

Dean’s AwardBy BoRRée KWoK, dean of the liBRaRy

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