Pittsburgh’s skyline from Mt. Washington Lobby of Pittsburgh’s Westin Convention Center Pittsburgh’s Cultural District

Poster Sessions

Poster sessions by LIS grad students and library residents are on Fri, May 6 in the afternoon

#critlib 101: Using Critical Pedagogy to Create Inclusive Classrooms and Teach Information Literacy
Lindsay Inge @ University of Maryland
Poster (.pdf)

From informal twitter conversations using the #critlib hashtag, to more formal scholarship such as Accardi, Drabinski, and Kumbier's volume Critical Library Instruction: Theories and Methods, critical pedagogy is becoming an increasingly important voice in our field. More than just a trend, critical pedagogy supports our core values as librarians as well as our standards for information literacy instruction. In this poster session, librarians will learn how to incorporate critical pedagogy in their instruction to create inclusive, anti-oppressive classrooms and how critical pedagogy can be used to help teach students about the threshold concepts in ACRL’s Framework for Information Literacy.

Computer Literacy for All: The Community Workshop Series at UNC Chapel Hill
Rachel Sanders @ University of North Carolina at Chapel Hill

The Community Workshop Series (CWS), a program created by the UNC library system, provides free computer courses to public library patrons in the communities around UNC. Volunteers, usually library science graduate students, spend two hours each week teaching a variety of topics, including email, Microsoft Office, social media, and information management skills to class attendees. The benefits of this program are numerous, both to the university and to the public libraries that sponsor the classes. More recently, the program has been extended to include a special set of courses exclusively for the employees of UNC.

Cultivating Ethnographic Methods in Library Studies: Four Lessons from HCI
Michael Widdersheim @ University of Pittsburgh
Poster (.pdf)
References Handout (.docx)

Ethnographic methods have been transplanted to non-anthropological fields, including library studies. Library studies has seen an increase in homegrown ethnographic scholarship since the mid-2000s. As of yet, however, little substantive discourse about what ethnographic methods are or should be has occurred within the field. As a result, ethnographic research about libraries has developed without a full set of philosophical roots. To address this problem, this study borrows from an existing discourse about ethnography from a closely-related community, human-computer interaction (HCI). Results of this cross-pollination from HCI suggest that robust lines of ethnographic inquiry have yet to bloom in library studies.

Flexible Teaching Modules: Adapting Instruction to Meet Course Needs Using the ACRL Framework for Information Literacy
Edith Sandler @ University of Maryland

This poster will outline the goals and execution of a project within the University of Maryland’s Special Collections and University Archives to redesign and assess information literacy instruction that aligns more closely with the ACRL Framework and makes efficient use of staff time and resources by designing adaptable and interchangeable instructional modules. It will report on formative and summative assessment data with the goal of evaluating a practical approach to designing an effective, adaptable, and research-based approach to information literacy in a non-predictable instructional environment.

From Student to Teacher: Effective Methods for Graduate Students Learning to Teach
Megan Kellner and Catherine L. Fravel @ University of Maryland
Poster (.pdf)

For beginning teachers, leading information literacy instruction sessions can be an intimidating task. Studying classroom pedagogies and learning techniques must be supplemented with experience in front of a classroom and direct interactions with students. Come learn about the teacher-training to effectively transition from library science graduate students into effective teachers. This adaptable model incorporates methods to successfully launch inexperienced students into teachers and mentors for both undergraduate students and future instructors, while forming a community of practice. At the end of the session, attendees will be able to identify the methods necessary to build teacher confidence for new graduate instructors.

Going Beyond Google Scholar: Rethinking Google For Scholarly Research
Alexander Deeke @ University of Illinois at Urbana-Champaign
Poster (.pdf)

Is Google Scholar the limit to Google’s usefulness for academic research? While it may be the most well-known source, Google actually offers multiple features that can assist researchers beyond library databases. The University of Illinois at Urbana-Champaign has developed a workshop that frames Google as an effective tool for students to use throughout the research process. This poster will highlight how different Google features can be used for scholarly research and demonstrate the instructional design used to foster dialogue on the different uses of library databases and Google.

K-12 Praxis in Academic Library Instruction
Fobazi Ettarh and Anastasia Chiu @ Temple University
Poster (.pdf)
Handout 1 (.pdf)
Handout 2 (.pdf)
Handout 3 (.pdf)

While many publications on collaboration between academic and K-12 librarian-instructors focus on training school librarians to teach for college-readiness, this poster will approach school-academic collaboration from the standpoint of strengthening academic librarians’ pedagogy using school library practices. To enter the profession, aspiring school librarian media specialists (SLMS) go through intensive instructional training, covering educational psychology, classroom management, accommodating different learning styles, and more. This baseline informs SLMS practices for instruction and collaborative assignment & curriculum design, which many academic librarian-instructors now aim to do. Thus, school library practices can enrich academic library instruction.

Learning to Teach: How MLIS Students Become Information Literacy Instructors
Deirdre Hirschtritt and Tierney Steelberg @ University of Michigan
Poster (.pdf)

Academic libraries need effective information literacy instructors. But how do students in Master of Library and Information (MLIS) programs learn the skills and pedagogy to meet this need? Using charts, maps, and quotations, this poster will represent qualitative and quantitative data gathered in a survey of students currently enrolled in MLIS programs across the U.S. and professionals who have graduated within the past five years. Additionally, it will explore how students feel about their abilities to teach based on their education in MLIS programs.

Reaching Out (From Within): Extending Research Assistance to Residential Programs and Services Libraries
Tessa Withorn and Kristin McWilliams @ Indiana University
Slides from Poster (link)

By collaborating with Residential Programs and Services (RPS) Libraries, Graduate Assistants at Indiana University Bloomington are piloting a study exploring point-of-need instruction for undergraduate students living in residence halls at a large university. The RPS libraries provide a unique opportunity to bring information literacy directly to students. Through the perspective of the Graduate Assistants who conceived the service, this poster will communicate practical steps for implementing and assessing a residential outreach service. The poster will also showcase study results from student surveys and by comparing statistics from RPS reference outreach to that of a similar service at the main library.

Read Smarter, not Faster: How a Non-Traditional Library Workshop Caused Us to Reimagine Library Instruction
Joanna Thielen @ University of Michigan
Poster (.pdf)

This poster will present how we developed, delivered, and assessed a workshop on speed reading and reading retention. While overall positive, survey results revealed that some students expected to learn the perfect combination of speed reading and reading retention, which does not exist according to scholarly research. This feedback was instrumental in re-assessing our marketing and delivery. More importantly, this workshop made us reimagine the types of workshops offered at our library. While some colleagues questioned the rationale behind it, we believe that our workshop provides an impetus of reimagining library instruction as a dynamic service responding to campus needs.

Squad Goals and Student Learning: Co-creating a New Library Space with a Student Design Team
Christina Czuhajewski @ University of Michigan
Poster (.pdf)

Whether it’s a makerspace or a media lab, reimagining spaces in your library can be a valuable opportunity to engage students in the design and planning process. At the University of Michigan Library, we assembled a squad of undergraduate and graduate students to co-create a new collaborative learning space, in partnership with our learning and teaching librarians. Our student design consultants co-lead instruction with librarians and collaborate on library lab projects: from 3D-printing typeset from Shakespeare’s First Folio to developing a Twitter Bot for our Special Collections Unit. Find out more about student-powered, librarian-supported learning at the Shapiro Design Lab!

Taking Information Literacy to Campus Partners: Research Assistance Hours in the Office of Multi-Ethnic Student Education
Faith Rusk @ University of Maryland
Poster (.pdf)

Through a collaboration with the Office of Multi-Ethnic Student Education (OMSE), the University of Maryland Libraries are including information literacy instruction to a popular and well used academic resource: the OMSE Tutoring Hours. By adding information literacy instruction to the tutoring schedule, University Libraries are helping to support OMSE’s mission to enhance the academic experience of undergraduate students of various underrepresented ethnic backgrounds at the University of Maryland. It also broadens the reach of information literacy instruction at the University and benefits undergraduate students throughout their academic careers.

Using Problem Based Learning to Teach Students Workplace Information Literacy Skills
Alice Kalinowski @ University of Pittsburgh
Poster (.pdf)

Recent scholarship has focused on the gaps between the information skills college and university graduates have and the skills their new employers expect. Part of this discrepancy includes recent graduates being unable to transfer information literacy skills they learned as students into different contexts. One way for librarians to help address this gap is through Problem Based Learning (PBL). This poster will investigate a variety of case studies to demonstrate how PBL can help improve recent graduate’s information literacy skills in the workplace.