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Student contributions ranged from social media publicity to the icebreaker – a culture shock video - to preparing ethnic foods and wearing traditional clothing. Most importantly, the inclusive and open dialog at the event allowed students to share their perceptions of other countries, including misconceptions that were corrected by students from those countries. 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"],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/downloads/bc386k64m?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["bc386k64m"],"file_set_ids_ssim":["bc386k64m"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"BEYOND A COLLEGE PAPER TEACHING BEST PRACTICES IN VISUAL COMMUNICATION","human_readable_type_tesim":["Generic Work"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["hartod@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["bc386k63b"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697119858791022592,"timestamp":"2021-04-15T15:13:41.192Z","score":0.00049999997},{"system_create_dtsi":"2017-10-27T00:49:53Z","system_modified_dtsi":"2019-06-06T15:05:39Z","has_model_ssim":["GenericWork"],"id":"bc3893052","accessControl_ssim":["596ffaec-db7a-4f8d-baa5-484492d9b0a6"],"hasRelatedMediaFragment_ssim":["bc389365h"],"hasRelatedImage_ssim":["bc389365h"],"depositor_ssim":["hartod@ucmail.uc.edu"],"depositor_tesim":["hartod@ucmail.uc.edu"],"title_tesim":["Toolkit to Take to Workplace: Equipping Students for Success Beyond College"],"date_uploaded_dtsi":"2017-10-03T00:00:00Z","date_modified_dtsi":"2017-10-03T00:00:00Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/C2RQ4Z"],"college_tesim":["Libraries"],"department_tesim":["Research, Teaching \u0026 Services"],"creator_tesim":["Hart, Olga"],"publisher_tesim":["University of Cincinnati"],"description_tesim":["Background and objectives\nLibrary instruction, especially in one-shot sessions, usually focuses on framing research questions, finding sources, and evaluating information. Similarly, online guides tend to highlight search tools and techniques and evaluation of sources by applying traditional criteria. The ACRL Framework (2015) has expanded the definition of information literacy by including creation of new knowledge and ethical participation in communities of knowledge. We thought it was essential to address these competencies in instruction, especially in view of publications (Monge \u0026 Frisicaro-Pawlowski. 2014) and studies (Head, 2012; Head, 2016) that point at the discrepancy between information literacy instruction provided in college and actual demands of the workplace. Monge \u0026 Frisicaro-Pawlowski (2014) emphasize the importance of encouraging students “to engage in personal information management by using… web-based media” and “use technology for social interaction and collaboration” (Monge \u0026 Frisicaro-Pawlowski. 2014, p. 70).\nIn order to start bridging the gap between the skills typical graduates acquire through library instruction and those that will prepare them for workplace success and lifelong learning, we created an online guide that reflects the I-LEARN model (Neuman, 2011, p.97) and\n• covers a variety of information competencies, including “staying smart” in a rapidly changing world (Head, 2016), organizing information, creating content, succeeding in online collaboration, and being a safe and responsible online contributor;\n• points students to free institutional resources that may be available after they graduate, and quality online tools and resources they can use anytime; and\n• provides tips and best practices for essential information-related tasks, including managing information, publishing content, and maintaining an online presence.\nOutcomes\nParticipants will take away\n• ideas for the guide structure and content, which can be adapted to their needs;\n• suggestions on developing a guide with input from faculty and other campus stakeholders, and\n• examples of how various pages of the guide can be integrated into course content.\nWe will share our experience of using the guide in course-specific instruction and observations of the impact it had on students We will discuss our future plans, which include working with subject specialists and faculty to create discipline-specific assignments, instruction, and guides in order to equip students with information skills relevant to their future workplace.\n\nReferences\nAssociation of College \u0026 Research Libraries (2016). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework\nHead, A.J. (2012). Learning curve: How college graduates solve problems once they join the workplace [PDF]. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/pil_fall2012_workplacestudy_fullreport-1.pdf\nHead, A.J. (2016). Staying smart: How today's graduates continue to learn once they complete college [PDF]. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/staying_smart_pil_1_5_2016b_fullreport.pdf\nMonge, R., \u0026 Frisicaro-Pawlowski, E. (2014). Redefining information literacy to prepare students for the 21st century workforce. Innovative Higher Education, 39(1), 59-73. doi:10.1007/s10755-013-9260-5\nNeuman, D. (2011). Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st century. 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