Sessions
Interactive Workshops
Abort Mission? Not So Fast! Using Classroom Management Strategies to Keep a Class from Going Down in Flames
Amy White (Learning Services and Curriculum Design Librarian)
@ Penn State University
- Presentation
(.pptx)
We have all seen it…A student falling asleep, texting, or otherwise
not present in the library instruction session. What can a teaching
librarian do to mitigate these situations without falling into the
trap of being the stereotypical stern librarian? In this interactive
session, learn tried and true classroom management strategies from
an experienced teacher-turned-librarian.
The presentation will include a synthesis of research on classroom
management in higher education settings as well as the presenter’s
personal tips and tricks for the library classroom. Participants
will then have the opportunity to collaboratively work through a few
common classroom scenarios such as a student falling asleep, trouble
getting the students’ attention at the beginning of a library
session, cell phone use during class, and refusal of a student to
participate in class activities. The audience will be encouraged to
share their own tips and tricks as they work through these
scenarios.
Participants will:
- identify at least three practical classroom management strategies in order to minimize disruptions and maximize engagement in the library one-shot instructional session.
- reflect on common scenarios in the library one-shot session in order to practice applying classroom management strategies to specific teaching situations.
Beyond Reinventing the Library Scavenger Hunt: Teaching Library Literacy to First-Year Experience Students Using an Escape Room
Jennifer L. Pate (Scholarly Communication and Instruction
Librarian) and Derek Malone (Instructional Services &
Interlibrary Loan, Scanning & Delivery Librarian) @
University of North Alabama
- Presentation
(.pdf)
Librarians are always looking for inventive ways to engage first
year students in Library Orientation programs. In 2017, ACRL
released the First Year Experience Cookbook, showcasing how we are
looking for new ways to promote active learning of online and
physical resources and to help students understand the important
role the library plays in their college education.
As early adopters of the Escape Room program, the presenters in this
workshop have had a chance to use, assess, and improve the program
they are using with their FYE students. In this interactive
workshop, the presenters will teach you how to develop an Escape
Room game for your library orientation programs, how to assess the
effectiveness of your game, and how to continually improve and
update it up to keep it fresh for you and the students. They will be
bringing their kits and a will have a special LOEX-themed game to
give you a chance to “break out” of the traditional and into the
innovative world of team-based strategy that has shown to be
exceptionally effective at their institution.
The presenters will also share the results of their current study of
this FYE program. Preliminary data trends show that over 90% of
student responses indicate they have a better understanding of the
library and 95% have a better understanding of the library’s
website. Over 50% of the student responses to date indicate that
they have retained the ability to name specific website links and
specific physical collections within the library.
Participants will:
- learn the basics of how to design and implement an Escape Room game in order to adapt it to their own library orientation programs
- be able to adapt and apply the assessment tools to gauge the effectiveness of an Escape Room game in their library
- have the opportunity to participate in an Escape Room demonstration in order to better understand the structure and educational potential of the program.
Choose Your Own Library Adventure: Gamifying Library Instruction and Training
Tricia Boucher (User Experience Librarian), Lorin Flores (Undergraduate
Librarian) and Megan Ballengee (Head CMES Library Assistant
IV) @ Texas State University
- Presentation
(.pdf)
Join us for a hands-on gamification workshop where you’ll learn how
to make a game by playing one. Why gamify library instruction? Games
are inherently educational tools that offer learning opportunities
on multiple levels for a variety of learning styles. In this
workshop, learn how library staff at Texas State University
transformed library orientation, instruction and student worker
training sessions into games and most importantly, how to create
your own game! Bring your own device or play on paper, and share in
small groups how to use gamification for different settings and
purposes.
Participants will:
- be able to choose a game format that best meets their learning objective.
- be able to construct a gamified learning experience.
- be able to evaluate their game based on student engagement and feedback.
Don’t Panic: The Academic Librarian’s Guide to Building an ACRL Framework Community of Practice
Kim Pittman (Information Literacy & Assessment Librarian)
@ University of Minnesota Duluth, Amy Mars (Research,
Instruction, & Outreach Librarian) @ St. Catherine
University and Trent Brager (Education and Social Sciences
Librarian) @ University of St. Thomas
- Presentation and handouts (Website)
The information literacy universe has evolved since the release of
the ACRL Information Literacy Framework, leaving some librarians
feeling lost in space. Whether you view the Framework as the Answer
to the Ultimate Question of Life, the Universe, and Everything, or
see it as merely mostly harmless--building a community of practice
will enable you to navigate new galaxies with confidence. Though you
might feel like you’re floating in a most peculiar way, this
workshop will help you grab hold of the controls, develop a plan for
ongoing learning, and launch into your own Framework community of
practice!
Workshop participants will engage in discussion, reflection, and
brainstorming about participating in ongoing professional
development and building a community of practice around the
Framework. Participants will be invited to reflect on and share
their current methods for learning more about the Framework and the
pedagogical principles behind it. Building on those existing
strategies, facilitators will offer resources, methods, and tips
from professional experience to inspire participants to develop
creative approaches for their own communities. Participants will
identify possible partners, training methods and formats, relevant
resources, and funding strategies to fit their own regional and/or
institutional contexts.
This workshop will be facilitated by three current and former chairs
of the Minnesota Library Association Instruction Roundtable who have
developed in-person Framework-related training as well as 23
Framework Things, a free online professional development opportunity
that helps librarians engage with the Framework at their own pace
through readings, activities, and discussion.
Participants will:
- identify and explore existing resources for Framework-related professional development and engagement
- brainstorm ideas possibilities for online learning around the Framework
- reflect on their own regional and institutional context and draw inspiration from group discussion in order to develop a plan for ongoing learning about the Framework
First the Abstract, Tomorrow the Moon! Breaking Down Barriers to the Scholarly Conversation through a Close Reading Activity
Annie Armstrong (Liaison Librarian, Coordinator of Teaching
& Learning Services), Glenda Insua (Liaison Librarian)
and Catherine Lantz (Liaison Librarian) @ University of
Illinois at Chicago
- Presentation (.pdf)
- Handout (.docx)
While undergraduates are finding articles with greater ease,
comprehending and engaging with the alien—and alienating—language of
these sources can present a discouraging stumbling block that limits
participation in the scholarly conversation and problematizes the
writing process. So often, library instruction emphasizes topic
development, search strategies and a cursory evaluation of sources
focused on recognizing the elements of a scholarly article. This
emphasis could be attributed to multiple factors: the limitations of
the one-shot model, the sense that reading texts is not the
librarian’s "turf," or lack of explicit emphasis on reading
comprehension in the Framework and the previous standards. After
growing tired of hearing themselves tell students again and again,
“be sure to read the abstract, it’ll save you time!", without
actively modeling the process to illustrate its benefits, the
presenters designed an abstract analysis activity to foster a sense
of self-efficacy in students dealing with these daunting texts for
the first time. We will demonstrate how shifting the initial focus
of instruction from amassing sources to unpacking the meaning of a
single abstract can empower students. By taking the time to
translate academic discourse into everyday language—and having a
little fun with twitter along the way—students can build
foundational skills to help them work with scholarly sources more
meaningfully in the future.
Participants will:
- engage in close reading of an abstract to model how focused attention to language can improve understanding and lead to breakthroughs in engaging with scholarly texts.
- feel empowered to expand their instructional repertoire into the realm of reading comprehension in order to help students ease into the research process.
Launching Gamification to Propel the One-Shot to New Heights
LeAnn Weller (Public Services Librarian) @ University of New
Mexico-Valencia Campus and Katherine Kelley (Library Technician
II) @ Lake Washington Institute of Technology
This workshop will explore incorporating gamification elements into
a typical library instruction one-shot session to engage, motivate,
challenge, entertain, and ultimately, teach. We will define
“gamification” and the design elements and techniques used to create
playful experiences in the library classroom. Workshop participants
will playtest games developed for instruction at a community
college. The Research Game provides the student with an opportunity
to experience six steps of research, score points, and reach a
“reward realm” to earn a prize. The Evaluation Game helps the
student identify how sources are chosen and what criteria might
allow for better decision making. Kahoot, an online poll game, can
be used as a starting point for discussion about either evaluation
or research. Workshop participants will also use and design a
manipulative cube that encourages group and individual participation
within a classroom. Participants will identify the elements of
gamification such as motivation, narrative, competition, points,
levels, challenges, rewards, badges, progress, and feedback that are
used within the activity. We will also identify how each game may
relate to the ACRL Framework (frame, dispositions, and
self-assessments). We will highlight challenges to the development
and use of these games and provide information on student and
instructor feedback. Participants will brainstorm about possible
instructional activities to gamify in their classrooms. Participants
should leave with an understanding of the challenges of gamification
techniques applied to one-shot exercises and with access to a
website containing lesson plans and games that could be modified for
their own use.
Participants will:
- be able to describe gamification and understand its benefits as well as its challenges within the information literacy instructional one-shot class period.
- play components of a variety of games which include low-tech and high-tech features and that could be adapted for use in their own classroom.
- design a game component (cube) that could be used in an information literacy instruction session.
Making a Connection to Mothership: Launching a Multimedia Instruction Program with Maximum Funk
Alison Valk (Co-Coordinator Library Instruction) and Liz
Holdsworth (STEM Librarian) @ Georgia Tech
Are you considering developing multimedia-centric programs? Are your
users looking for training on video editing, audio editing, or
visual design? Do you need a sound framework in order to craft a
formal proposal for your library administration? This workshop will
guide participants through the first steps for structuring and
implementing new educational programming at their own libraries.
Presenters will take participants through the steps of determining
their target audience, defining possible constraints, and
identifying budget friendly technologies or open source tools to
facilitate inclusive learning on any size campus. From data
visualization to video editing, library instructional services are
growing to include a wide variety of technology-rich offerings.
Libraries can offer training on technologies and resources that
enhance and supplement their campus curriculum. But for educational
institutions who have not yet developed this kind of programming,
where do you start? Building off their own experiences of developing
a robust multimedia instructional program over the last 5 years from
the ground up, presenters will take workshop attendees through the
pragmatic elements of developing such a program for their own
libraries. Come with innovative ideas and leave with a plan of
action.
Participants will:
- be able to craft at least 1 new educational training concept for their organization, utilizing the provided workshop matrix.
- be able to identify at least 1-2 open source or free learning technologies appropriate to their organization.
- identify and develop the core components for pitching a comprehensive multimedia instruction program to stakeholders and library administration.
One Small Step for Your Instruction Program: Embedding Information Literacy Beyond the One-shot
Sarah Brandt (Librarian for First-Year Programs) and Sarah
Morris (Learning and Assessment Librarian) @ University of
Texas Austin
- Presentation (.pptx)
- Handout (.pdf)
Librarians at the University of Texas Libraries support
Undergraduate Studies (UGS) classes, required for approximately 9000
first-year students, and which are a vehicle for foundational skills
including Information Literacy (IL) and writing. Our librarians
employ strategies to embed IL competencies in UGS classes without
always teaching sessions, including a bank of activities called the
IL Toolkit, a train the trainer model for TAs, and work with faculty
one-on-one and in workshops.Hands-on activities will allow
participants to brainstorm, develop, and share strategies for
incorporating IL outcomes into classes without a session, leading to
a concrete takeaway for their own IL programs.
Participants will:
- be able to describe strategies for supporting an information literacy program beyond instruction sessions.
- be able to apply these strategies to their own institutional context, regardless of size.
Pointing a Telescope Toward the Night Sky: Transparency and Intentionality as Teaching Techniques
Beth Fuchs (Undergraduate Learning Librarian) @ University
of Kentucky
- Presentation
(.pdf)
- Handout
(.pdf)
How often do you provide your students with a telescope to better
view your instructional intentions? Recent research from The
Transparency in Learning and Teaching in Higher Education Project at
the University of Nevada, Las Vegas has shown that students benefit
when teachers articulate the thought processes behind their
instructional decisions and goals. How can transparent teaching
practices enhance the professional practice of instruction
librarians, even when leading a one-shot session? This workshop will
explore the research behind transparent teaching, consider the
assumptions that underlie it, and provide practical ways to
implement it.
Participants will:
- define transparent teaching in order to be able to identify transparent teaching practices when they encounter them.
- use a template to compare transparently-designed assignments and non-transparently-designed assignments in order to examine how existing teaching activities can be transformed to incorporate aspects of transparent teaching.
- collaboratively brainstorm ways to incorporate transparent teaching into their own pedagogical practices in order to consider a variety of different approaches for potential use.
Recalibrating our Orbit: Examining Misconceptions in order to Improve Library Instruction
Stephanie Margolin (Instructional Design Librarian) and
Sarah Laleman Ward (Outreach Librarian) @ Hunter College -
CUNY
- Presentation
(.pdf)
- Handout
(.pdf)
What are your students’ misconceptions about research? What about
the faculty you partner with? Sometimes, meeting students “where
they are” is a very grim place indeed, and we often spend our time
“un-teaching” rather than moving the work forward. Join us in this
interactive workshop where we will identify the misconceptions--from
students, faculty partners, and ourselves--that we encounter in the
course of our teaching. Together we will categorize and consider how
to address them in order to bring our teaching back on track and
work towards the learning outcomes that we think are most important.
Participants will:
- discuss commonly held student and faculty misconceptions about information literacy instruction in order to generate ideas for addressing them.
- reframe difficult “misconception” moments with students and faculty.
- reflect on their own misconceptions they bring to the instruction process.
Reflecting on the Research Process: Assessing Student Learning with Pre- and Post-Concept Maps
Brianne Markowski (Information Literacy Librarian) @
University of Northern Colorado
How do students think about the research process? Does library
instruction change their thinking? By applying a framework for
measuring learning quality to students’ maps of their personal
research processes, we can observe change in students’ thinking over
time. During this workshop, we’ll discuss how to incorporate concept
mapping as a tool for teaching and assessment, outlining the
analysis procedure in detail. Attendees will then analyze sample
pre- and post-maps of the research process with this framework.
Concept maps are an engaging way to reinforce metacognition in the
information literacy classroom and provide a unique opportunity for
assessment.
Participants will:
- analyze research process maps using criteria for measuring learning quality
- describe a procedure for using concept maps to assess student learning
Search&Destroy: A New Game for Database Instruction and a New Model for Information Literacy Game Design
Mari Kermit-Canfield (Creative Learning Librarian and
Coordinator of Research Services) and Gary Maixner (Emerging
Technologies Librarian) @ Ferris State University
Librarians from a small Midwestern university bring you
Search&Destroy! The multiplayer competitive card game that leads
students through the process of building search strings and running
database searches – all while trying to remain the last student
standing. Card design, artwork, and gameplay mechanics were
developed in-library and the game is now being played in classes
internationally! Attendees will be introduced to game design
concepts and how they support instructional design. Join us to play
Search&Destroy against your peers and gloriously beat them to
remain the last librarian standing, then go home to develop your own
killer information literacy game!
Participants will:
- discover concepts of game design theory.
- relate traditional learning outcomes for information literacy instruction to game design.
- recognize the Search&Destroy card game as an example of information literacy instruction supported by specified game design.
Speaking our Language: Using Disciplinary Frameworks to Identify Shared Outcomes for Student Success in College … AND BEYOND!
Rebecca Lloyd (Reference & Instruction Librarian, History,
Spanish & Latin Am Studies) @ Temple University and Kathy
Shields (Research & Instruction Librarian, History and Social
Science) @ Wake Forest University
- Presentation
Materials (Google Drive)
Academic disciplines are under increased pressure to articulate the
skills and competencies undergraduate students will acquire in
college. Professional organizations often produce frameworks or
guidelines meant to be used by academic departments, chairs, and
individual instructors in developing curriculum and instruction.
These documents offer liaison librarians new opportunities to
communicate with faculty about student learning outcomes, as they
enable us to tap into the conversation happening within particular
subject areas and translate our expertise into the language of that
discipline.
In this session, a document from the History discipline, the
American Historical Association’s 2016 History Discipline Core (HDC)
will serve as a model for using disciplinary frameworks to identify
shared goals between subject areas and information literacy. We will
begin by discussing the shared skills identified in the HDC and the
ACRL Framework, such as evaluating, organizing, and synthesizing
information from multiple perspectives, developing research
strategies, crafting persuasive arguments, and using evidence
appropriately. During the interactive portion of the session,
participants will be given other disciplinary frameworks to compare
to the ACRL Framework. They will work collaboratively in small
groups to identify common learning outcomes and unique subject
language, develop strategies for starting conversations and building
effective partnerships with disciplinary faculty, and brainstorm
ways to incorporate these skills into research instruction sessions.
We will then facilitate large group discussion of how we can begin
to integrate these higher order skills more systematically into our
instructional practice and interactions with students and faculty.
Participants will:
- explore the connections between discipline-specific frameworks/guidelines and the ACRL Framework.
- brainstorm techniques and active learning approaches to incorporate higher order skills into instructional practices.
- develop strategies for communicating effectively with faculty about shared goals for student success.
The Library Revolves Around The Campus: Creating Authentic Connections with Student Interests
Justin de la Cruz (Unit Head, E-Learning Technologies) @
Atlanta University Center Robert W. Woodruff Library and Elizabeth
Galoozis (Head, Information Literacy) @ University of
Southern California
- Presentation
(.pptx)
When it comes to using outreach to develop workshops, programs, and
other forms of instruction outside the classroom, sometimes it can
feel like we’re calling into the void of space. In this workshop,
the presenters will lead participants in creating outreach
strategies that deliberately connect with student interests in order
to place them at the center of the universe of instructional
programming. We’ll share what that looks like at a large, private
research institution and a consortium of HBCUs, and we’ll use what
we’ve learned to lead participants in identifying opportunities at
their own institutions.
Participants will:
- discover some of their students’ interests through publicly available channels, e.g., student newspapers, social media, blog posts.
- create outreach pitches that are driven by student interests.
We’re Human, After All! An Introduction to Human-centered Approaches for Creative Information Literacy Curriculum Design
Rebecca Blunk (Reference & Instruction Librarian) @
College of Southern Nevada
- Presentation
(.pdf)
- Handout
(.pdf)
This workshop will engage participants in a discussion about what
human-centered design, and how it can be used in curriculum design.
This highly-interactive workshop invites you to participate in the
three stages of design thinking: inspiration, ideation, and
implementation, for the purpose of creating new ideas for curriculum
design, that will suit both student and institutional needs.
Together we'll develop deeper empathy for others, generate ideas
through "How Might We" exercises, "build" prototypes, and share our
new solutions (and failures!) with each other. Get ready to embrace
ambiguity, build your creative confidence, and iterate, iterate,
iterate!
Participants will:
- be able to characterize human-centered design
- be able to interpret how the inspiration, ideation, and implementation phases of the process could be applied to curriculum design for information literacy instruction.
Presentations
#HoustonStrong: What a Natural Disaster Taught Us About Our Instruction Program
Ariana E. Santiago (Instruction Librarian) and Kerry M.
Creelman (Head of Liaison Services) @ University of Houston
The University of Houston closed campus for more than a week because
of Hurricane Harvey. UH Libraries’ two heavily used training rooms
flooded and were out of commission for the semester. This
presentation will share how our instruction program adapted face to
face curricula to new spaces and made online instruction more
readily available. We will also consider how Harvey forced us to
examine the accessibility of our instruction program and the
valuable lessons learned about universal design. Finally, we will
speak about the emotional impact of trauma on our community and how
we adjusted our instructional approach.
Participants will:
- be able to evaluate the accessibility of their instruction program
- be able to apply concrete strategies to plan sustainable, flexible instruction services
Accessibility, the Final Frontier: These are our voyages into best practices...
Shawn McCann (Business and Web Services Librarian) @ Oakland
University and Rebeca Peacock (Instructional Design Librarian)
@ Boise State University
- Presentation
(.pptx)
Accessibly is not a feature; it's a necessity. The presenters
learned this lesson when they were tasked with improving their
online library instruction materials. In this session, attendees
will become familiar with accessibility guidelines for online
content, free and commercial tools for evaluating accessibility, and
best practices to avoid common mistakes when building guides, video
tutorials, handouts, and more. This session is an opportunity for
attendees to learn from the mistakes of the presenters as well as
hear how the presenter’s institutions formed strategies and policies
to combat accessibility issues.
Participants will:
- be able to list the various accessibility guidelines as they pertain to online library instruction related content
- be able to choose an appropriate tool for evaluating the accessibility of their instruction materials
- be able to describe a strategy for overcoming an accessibility issue at their home institution.
Aligning the Stars: Mapping Out a Collaboration Constellation
Hailley Fargo (Student Engagement Librarian) and Megan
Gilpin (Outreach Coordinator) @ Penn State University
- Presentation
Materials (Google Drive)
Creating a strong outreach and engagement program, regardless of the
institution's size, can be daunting. It takes time and energy to
strategize, sustain, and grow relationships with campus partners.
This presentation will showcase how an Outreach Coordinator and
Student Engagement Librarian collaborated to build partnerships,
leverage their colleagues' expertise, and provide outcome-driven
programming. Session participants will learn how the presenters
identified stakeholders and utilized partnerships to grow new
events, some with university-wide impact. Participants will also
identify current and future partners in their library outreach and
instruction program, and work to create a strategic alignment chart
of their own.
Participants will:
- identify current and future partners in outreach and instruction
- create a strategic alignment chart around identified outreach and instruction partners
- identify one outreach and instruction goal for when they return to their institutions.
Beyond the Library One-Shot: Scaffolding a Relevant and Authentic Foundation for First-Year Student Researchers
Donna Harp Ziegenfuss (Associate Librarian, Graduate &
Undergraduate Services) @ University of Utah
- Presentation
(.pptx)
- Handout and
additional sources (web link)
Often first-year students come to library instructional sessions
thinking they already know how to do research and assume library
session(s) will not be relevant to them. We need to meet students
where they are and design library sessions that are presented in a
way to engage students by breaking down the research process and
demonstrating the relevance of developing research skills. This
presentation will present an alternative framework for designing
library instruction that was grounded in data collected about
student research concerns and perceptions. It will then explain how
to integrate the ARCS motivation model (Keller, 2009) into this
library instruction framework that is designed to help students
become more effective and organized researchers. Examples of how the
framework and motivational strategies can be blended and scaffolded
into teaching practice will be presented. Tips and lessons learned
from listening to student voices, will also be discussed.
After a brief demonstration of the alternative framework and ARCS
motivational model, participants will discuss their own
instructional contexts, frameworks, or models for designing and
building library instruction they use to engage students. We will
use a library instructional design and teaching checklist, which
incorporates the ARCS model of motivation, to reflect on our
teaching practices and brainstorm new ways to explore and innovate
in our various instructional contexts. Brainstorming data will be
compiled and presented back to participants on a website that will
also present additional teaching and instructional design resources.
Participants will:
- have gained knowledge about a different way to organize library instruction that focuses on student feedback evidence, relevance, and authentic examples
- have reflected on and brainstormed how the ARCS model and this library session organization could be integrated into their library instructional practice
- have reported back so that all the ideas can be compiled and presented back to the participants in a library teaching resource
Breaking Down Traditional Territory Lines: Building Instructional Relationships between Librarians, Archivists, and Discipline Faculty
Alyse Minter (Research and Instruction Librarian), Ashley
Todd-Diaz (Head of Special Collections and University Archives)
and La Shonda Mims (Lecturer, History) @ Towson University
- Presentation (.pptx)
- Project Instruction Plan (.pdf)
This project involved restructuring information literacy (IL)
instruction in a history freshman seminar at a large public
university in the Mid-Atlantic region to include in-depth
investigation of primary source documents in the university
archives. Using co-teaching and collaborative planning, an
instruction team including a history professor, a research and
instruction librarian, and an archivist incorporated multiple
pedagogical approaches to challenge students to consider concepts of
power, voice, and representation in information when drawing
connections between primary sources and course content related to
social disruption in the 1960s and present.
This project created opportunities to engage innovative teaching and
learning strategies. In the area of student learning, we
incorporated problem-based learning, context-based learning, active
creation in historical methods, and productive failure. Innovative
teaching practices used in the course of this project included
collaborative planning, co-teaching, and adaptive teaching. This
approach also addresses a number of current teaching and learning
trends, including high impact educational practices (HIPs), teaching
with primary sources, and learning outside the classroom.
Conference attendees will hear from all three members of the
instruction team regarding the process involved in creating and
implementing a successful collaborative instruction experience. We
will share successes, challenges, and adaptations we have made over
the three semesters we have worked together. Attendees will gain
insight into building instructional collaborations and relationships
across disciplines.
Participants will:
- be able to investigate collaborative instructional relationships within and across disciplines.
- be able to examine the partnership between information literacy and archival literacy in the classroom.
Camp Infomania: Educating Future Journalists in the Open
Peter Bobkowski (Associate Professor of Journalism), Karna
Younger (Assistant & Faculty Engagement Librarian) and
Carmen Orth-Alfie (Assistant & Graduate Engagement Librarian)
@ University of Kansas
- Presentation
(Google Slides)
How can you prepare student-journalists to be information literate –
now and into the future – when their textbook is outdated and does
not fit the students’ needs? In this session, we will discuss how
librarians and journalism faculty teamed up to create an open
textbook for an introductory journalism class. We will walk
participants through the process we took to develop a collective of
chapter authors, to design the content and themes of the text to
address students’ information literacy needs, and to implement
elements of the textbook in the class. We will conclude with an open
discussion of open textbooks and education so that we can learn from
each other's experiences.
Participants will:
- be able to define what an open textbook is and its pedagogical value.
- be to describe the process for collectively creating an open textbook.
- be able to identify open educational strategies for engaging students in the learning process.
Charting New Territory Together: Mentoring Peer Research Assistants in Information Literacy
Amber Willenborg (Online Learning & Digital Media Librarian),
Samantha McClellan (Social Sciences Teaching & Faculty
Outreach Librarian) and Robert Detmering (Information
Literacy Coordinator) @ University of Louisville
- Presentation
(.pptx)
- Handout
(.docx)
The Peer Research Assistant (PRA) Program is an innovative
information literacy mentoring program for undergraduate student
assistants, developed to create a stronger link between information
literacy and reference services. This presentation will describe how
student assistants partnered with librarians to co-develop and
co-teach information literacy sessions, observe in-depth research
consultations, and collaborate on other projects that cross the
traditional boundary of student assistant responsibilities.
Attendees will engage in a mock PRA training session, brainstorm
potential applications of the program for their library, and learn
how the program empowered student assistants by equipping them with
information literacy skills and knowledge generally associated with
librarians. The session will conclude with a short video of our peer
research assistants discussing their own experiences with the
program.
Participants will:
- explain the value of information literacy mentoring in promoting a more cohesive departmental culture and fostering more productive and fulfilling working relationships between librarians and student assistants.
- formulate specific mentoring and training strategies to integrate information literacy more fully into reference services within a particular institutional context.
Charting Their Path: How Students Experience Using Information in their Job Search
Ilana Stonebraker (Business Information Specialist/ Assistant
Professor of Library Science), Clarence Maybee (Information
Literacy Specialist / Associate Professor of Library Science)
@ Purdue University Libraries and Jessica Chapman (Assistant
Director- Krannert Professional Development Center) @ Purdue
University-Krannert School of Management
Learn ways to collaborate with your career services office to help
students use information as part of their job search, and develop
pedagogic strategies to support students with their career search.
This presentation will focus on interviews conducted with graduating
seniors about their career search process. Our findings illustrate
that students use a variety of information sources and perspectives
when participating in a career fair that include using information
for persuasion but also for life navigation and planning.
Participants will:
- reflect on personal experiences of using information as a job seekers in order to emphasize with struggle faced by students.
- expand understanding of qualitative research methods used to illuminate undergraduates’ experiences of using information to prepare and participate in career fairs.
- apply insights on how students use information to prepare and participate in career fairs to more effectively meet the information literacy needs of graduating students.
Charting Your Mission for Interplanetary Collaborations: Exploration of Multi-institutional Library Assessment Projects
Jade G. Winn (Assistant Dean for Instruction, Assessment &
Engagement) @ University of Southern California and Melissa
Bowles-Terry (Head of Educational Initiatives) @ University
of Nevada at Las Vegas
- Presentation (.pptx)
Institutional differences can be so great that it may appear as if
we are living on different planets! This presents a challenge to
multi-institutional assessment, and our ability for large-scale
assessment projects to inform evidence based strategic planning for
library instruction and information literacy programming. This
presentation will report on the ongoing Greater Western Library
Alliance (GWLA) multi-institutional, longitudinal study on the
impact of library instruction on student success measures. We will
share a model for interplanetary collaborations and robust
evidence-based research for all types of institutions.
Preliminary data will be shared as well as several practical
insights on doing multi-institutional studies to create a model for
large-scale collaborations in library instruction assessment. In
addition to presenting our project, we will discuss the logistics of
multi-institutional research methods, the IRB processes, data
collection, data merging and analytics.
The presenters will discuss how this project will inform
institutional practices, the professional field of librarianship and
how it explored and conquered the institutional differences to track
evidence of learning across many colleges and universities despite
the differences. Additionally, examples of how this research has
already impacted individual programs and campus collaborations will
be offered.
Participants will:
- be able to define the challenges facing a large-scale, multi-institution assessment of student learning.
- be able to identify some strategies to overcome challenges posed by collaborating between diverse institutions.
- gain a better understanding of how library instruction significantly impacts student success variables.
Close Encounters of the Library Kind: Assessing First Year Students’ Introduction to the Alien World of an Academic Library
Dianna E. Sachs (Instructional Services Librarian) and Megan
E. Brown (User Services and FDLP Coordinator) @ Western
Michigan University
- Handout 1 (.docx)
- Handout 2 (.docx)
First-year college students have been dropped into an alien
landscape full of strange places and creatures, including a giant
library! How can we assure them that we come in peace? This session
will show how assessment of a first-year library orientation program
has led to a process of continuous evolution as we seek to engage
students and encourage them to seek out strange new worlds in an
academic library - rather than get back in their spaceship and
leave!
Participants will:
- be able to adapt a model for a library orientation and its assessments to their local context
- recognize the benefits and limitations of a variety of techniques for assessing the impact of a large-scale library orientation program
Collaborate, Teach and Travel: Librarians and Study Abroad
Nancy Cunningham (Business Librarian) and Susan Ariew (Education
Librarian) @ University of South Florida
- Presentation
(.pdf)
When students travel as part of study abroad programs, their
preparations for the experience vary widely. While many of them are
given formal orientations to organization rules and institutional
policies regarding their upcoming travel, students are not formally
given the opportunity to locate information for themselves. This
session will not only explore ways in which library workshops on
researching countries help prepare students, but also discuss
collaboration with study abroad programs by including librarians in
travel and curriculum planning. Additionally, this session will
offer ideas about other types of collaborations with study abroad
programs.
Participants will:
- identify ways in which libraries can collaborate with campus global initiatives and study abroad programs with country and travel information workshops and librarian participation in study abroad travel.
- discuss how library leaders can encourage and support librarian involvement in campus global education and study abroad.
Collaborative Development of a Flipped Instructional Model for a First-Year Experience Course
Anthony Stamatoplos (Student Success Librarian) @ University
of South Florida St. Petersburg
This session will examine how a library re-conceptualized its
engagement with first-year students, refocusing on student
transition to the university and developing a flipped instruction
model. It also will demonstrate how information literacy instruction
is enhanced by librarians taking advantage of appropriate expertise
from other fields.
As originally conceived, our university's first-year experience
course presented information literacy as one of several "topics
covered" during the semester. This consisted of a librarian in the
classroom providing basic skills instruction. Ultimately, that model
proved inadequate in the larger and more immediate context of
student transition to the university.
To address this problem, an instructional librarian reframed
information literacy for the first-year course within a more
meaningful context of transition issues and challenges. The
librarian subsequently collaborated with a professional
instructional designer to capture and translate the substance of the
in-class instruction and create new interactive online modules. The
program eventually adopted a flipped instruction model, with the
augmented content presented mostly online.
This presentation will include a brief discussion of how the
librarian reframed information literacy needs and changed the focus
of instruction, followed by an in-depth examination of the design
approach and its outcomes. Discussion of the overall design process
and impact of this project will include implications of the
collaborative interdisciplinary approach, summary of basic
assessment results, and suggestions for future directions.
Participants will:
- explain how they can broaden and improve their instruction with a flipped approach.
- discuss the value of using professional instructional designers in their practice.
Communicating Science: Helping Students Bring Scientific Information Literacy to the Public
Dan Chibnall (STEM Librarian) @ Drake University
- Presentation
(Google Slides)
Scientific research and new technology are often branded as too
complex and therefore receive little attention in the news media.
However, thanks to social media and pioneering communicators, new
science can be shared with a wider audience. In this presentation, a
STEM librarian will demonstrate the activities and assignments
within his science communication course. Through the use of social
media tools, science fiction, citizen science projects, science
journalists, podcasts, bloggers, and infographics I will show how I
built an information literacy course focused on bringing science to
the public.
Students in the sciences are often focusing on laboratory reports,
poster presentations, journal article analysis, and staying true to
a certain written format. Information literacy skills associated
with these projects are essential to their professional careers but
also to help them communicate their work and make science accessible
to a wider, public audience. Through the use of publicly accessible
science content, students can see a variety of examples of how they
can take their research and turn it into something a general
audience could understand. I will also focus on how this course fits
into the university's curriculum, alignment of assignments and
activities to the ACRL Framework, and assessment techniques.
Participants will:
- compare different pedagogical techniques that implement information literacy skills in a variety of ways
- identify opportunities for using popular and non-traditional materials to expand and enhance information literacy programs and courses
Composition of the Stars: Observing a Constellation of Data from Student Writing Award Submissions to Determine Success Indicators
Meghan Wanucha (Coordinator of Instructional Assessment),
Katy Kavanagh Webb (Head, Research & Instructional Services)
and Mark Sanders (Assistant Director of Public Services) @
East Carolina University
- Presentation
(.pdf)
Offering an annual award for students in writing composition courses
can be an effective way to cultivate campus collaborations with
disciplinary departments and library stakeholders such as a
library’s Advancement or Friends group. For the past 16 years,
undergraduate students at this public, four-year university have
submitted composition papers for the library’s award that recognizes
and honors excellence in writing and use of library resources. This
partnership has been a successful method to encourage student
engagement with library resources and to facilitate communication
and collaboration with a heavy user of library instruction services
and resources. Instructors encourage students to submit well-written
papers, therefore the award may also be an indicator of academic
success. A team of librarians sought to investigate students’ use of
the library to explore any associations with student success
indicators and identified the library awards submissions as an
already-assembled stockpile of papers. The papers were analyzed for
evidence of engagement with library resources, diversity of source
type, and citation completion. Student data were also collected,
interpreted, and applied to library and student success indicators.
The research team was able to develop a citation analysis rubric to
understand students’ application of information literacy concepts.
During the course of this session, the presenters will provide tips
for creating and sustaining a successful library award and
demonstrate methods and tools for collecting student data. They will
also discuss the results of their analyses of awards submitter
demographics, particularly in comparison to the campus population,
and submission citations.
Participants will:
- be able to discuss methods for creating collaborations with disciplinary departments and library groups to establish student awards.
- be able to identify existing sources of library usage data to discover patterns of student demographics.
- discover a rubric for analyzing the application of information literacy concepts and library resources in student work produced in introductory composition courses.
Embedding Librarians in Undergraduate Research Methods Classrooms for Student Success
Faith Rusk (Information Literacy Instruction Librarian) @
University of the District of Columbia
- Presentation
(.pptx)
In a collaborative cross-functional study, a librarian and a
political science professor examined the impact and affordances of
embedding a reference librarian in an undergraduate research methods
course in political science. Using a mixed-method design based on a
quasi-experimental approach, we documented a baseline pilot study
that explored how embedding a reference librarian into the major’s
research sequence enhances the pedagogical approach, and impacts the
outcome of student engagement with reference librarians to expand
their research methods and improve their information literacy skills
and ultimately their research skills.
Artifacts from enrolled students were examined with information
literacy scaled rubrics, modified from existing rubrics for the
assignments. Results suggest that student learning outcomes of those
enrolled in the embedded librarian research methods course exceed
learning outcomes of students enrolled in non-embedded methods
courses. In addition to detailing these methodologies and the
study’s suggestion that embedding reference librarians has a direct
positive impact upon student learning, grades, and research skills
acquisition, this presentation will provide a framework for
successful implementation of an embedded librarian into other
majors’ research sequences.
Participants will:
- be able to identify strengths and challenges in the embedded librarian model
- be able to prepare embedded librarian collaborations with faculty
- be able to apply the embedded librarian model and research methods used in the study at their institution
“Fake News” and the Sociological Imagination: Theory Informs Practice
Hailey Mooney (Psychology & Sociology Librarian) @
University of Michigan
The disordered information environment that fostered “fake news” in
the 2016 U.S. election is still here. We need the social justice
paradigm offered by critical information literacy to meet
higher-order learning goals such as the creation of informed
citizens. Sociology originated critical theory; therefore, applying
the sociological imagination to information literacy practice
provides valuable insights that can impact our day-to-day
instruction in a way that meaningfully integrates a critical
perspective. Attendees will be invited to practice the sociological
imagination and consider how a social problems approach to
information seeking and evaluation can impact their own information
literacy instruction.
Participants will:
- apply the sociological imagination by linking societal issues to concepts and individual-level abilities in the Framework for Information Literacy
- contextualize “fake news” as a social problem in order to consider ways to bring elements of critical information literacy into library instruction sessions
Fake News, Lies, and a For-Credit Class: Lessons Learned from Teaching a 7-Week Fake News Undergraduate Library Course
Jo Angela Oehrli (Learning Librarian) @ University of
Michigan
- Presentation
(.pdf)
Librarians at University of Michigan in Ann Arbor developed a
seven-week, fake news, mini-course in collaboration with the UM
College of Literature, Science, and the Arts. This session will
describe the course proposal process, course content development,
instructional materials, and the internal-to-campus and external
response to the course. A companion website will be presented
complete with lesson plans and assignments. The presenter will
highlight both successful and challenging content. Finally,
materials appropriate for integration into one-shot library sessions
will be suggested.
Participants will:
- be able to identify new instructional content and techniques that have already been tested in the classroom in order to integrate fake news-related material into a short library instruction session
- be introduced to long-form instructional content in order to integrate fake news-related material into more lengthy educational opportunities
- be introduced to classroom management techniques for difficult instructional content in order to feel more confident about teaching controversial topics
Five Space Stations Use the Framework to Launch At-Risk, First-Year Students into Information Literacy Orbit
Jessica M. Barbera (Information Literacy Coordinator) @
McDaniel College, Marianne L. Sade (Research/Information Literacy
Librarian) @ Washington College and Samantha S. Martin (Research
& Collections Librarian) @ Washington & Jefferson
College
- Presentation
(.pdf)
- Handout
(.pdf)
Learn how five small colleges in the liberal arts galaxy worked
together to create engaging educational experiences that launch
at-risk first-year students into information literacy orbit. Funded
through an IMLS Sparks! Grant our collaborative mission was to
determine if Framework focused active learning instruction could
help our at-risk students chart a course to college success.
This project was designed to address the widening college readiness
gap, including information literacy skills. Through our
instructional toolkit we attempted to address hidden information
inequalities that this population brings with them when entering
college.
We will relate our process behind the creation of the toolkit, with
each presenter elaborating on their experience adapting and applying
the toolkit at their home institution. The audience will then be
presented with the opportunity to reflect on how they could adopt
the toolkit at their institutions and build upon our work on their
home planet.
Further information about our IMLS grant proposal and project can be
found here: https://www.imls.gov/grants/awarded/sp-02-16-0022-16
Participants will:
- explore learning activities to improve outcomes for their at-risk students by building foundational information literacy competencies too often assumed to be pre-existing skills
- gain insight into our collaborative process for the development of framework based learning outcomes & activities for at-risk student populations
- reflect on ways to implement and expand our toolkit at their home institution
From Inner Space to Outer Space: Connecting Autistic Students to New Information Worlds
Emily Carlin (College Librarian) @ State University of New
York at Erie Community College and Skyler Whittaker (Graduate
Student in Library and Information Science) @ University of
Illinois at Urbana-Champaign
- Presentation
(.pptx)
Students on the autism spectrum represent a growing demographic on
college campuses and often face unique challenges in pursuing higher
education. At the same time, many autistic people have particular
areas of interest (sometimes referred to as "special interests" or
"affinities") about which they are passionate and knowledgeable.
Librarians can help autistic students access information related to
their particular areas of interest as well as helping them make
sense of their academic coursework by connecting it to these
interests. In doing so, they will help students build social and
professional relationships, expand their intellectual horizons, and
develop information literacy skills.
Participants will:
- identify ways in which autism impacts students’ library use and information literacy skills.
- discuss the role that special interests play in autistic students’ learning.
- formulate ideas for ways to connect autistic students’ special interests to library research and academic coursework.
From Launch Pad to Stratosphere: Following the Trajectory of Student Learning
Grace Kaletski-Maisel (Learning & Information Literacy
Librarian) and Megan O'Neill (Director of the Writing
Program) @ Stetson University
What happens when a writing program administrator and information
literacy librarian team up for a long-term investigation of student
learning? In this presentation, we will share the processes and
insights from our joint venture that have benefitted us so far. We
will describe confluences between ACRL’s Framework for Information
Literacy for Higher Education and the Council of Writing Program
Administrator’s Framework for Success in Postsecondary Writing,
present data from interviews with undergraduate students that has
illuminated how students develop writing and information literacy
skills, and report on our plans to continue our collaboration as we
work to improve student learning.
Participants will:
- understand key similarities between the ACRL Framework and the CWPA Framework.
- be able to describe which writing and information literacy skills students in our study developed, and how they developed them.
- be able to apply our strategies for improving student learning at their own institutions.
High-Velocity Videos: Exploring Lightboard Technology for Online Instruction
Cara Cadena (Interim Head of Collections and Scholarly
Communications) and Lindy Scripps-Hoekstra (Liaison
Librarian for Education) @ Grand Valley State University
You click “play” and a librarian appears on your screen, facing you
in front of a black background. As they explain how to narrow a
research topic, the diagram they draw glows in neon colors,
appearing mid-air in front of them. While it may seem like space-age
technology, this “Lightboard” video uses simple production methods
to enhance your online instruction. The presenters, experienced in
creating these videos, will share the pedagogical benefits of
Lightboards, how to create your own, and discuss best practices for
using this form of video in library instruction. [Example: https://youtu.be/N1I4Afti6XE]
Participants will:
- explore new ways to engage with online and distance students by learning about Lightboard technology for video making
- discover resources for constructing their own Lightboard studio at their home campus
- identify best practices for creating Lightboard videos and determine which instructional topics work best in this medium
How Do We Planet? Integrating Information Literacy Into the Creative Process
Laura Dimmit (Research and Instruction/Arts and Humanities
Librarian) @ University of Washington Bothell & Cascadia
College, Ian Moore (Humanities & Fine Arts Librarian) @
University of Minnesota Duluth and Kodi Saylor (Undergraduate
Engagement Librarian) @ Virginia Polytechnic Institute and
State University
- Presentation
(Google Slides)
Fiction writers employ the gritty details of the history of medicine
to bring Civil War amputation to life on the page. Graphic design
students develop brand identities for imaginary companies. Students
in a costume design class research the appearance of
seventeenth-century colonial clothing for a production of The
Crucible. Disciplines across the academy focused on creative
production are often viewed as not conducting or producing research
in the traditionally academic sense. However, students and faculty
in each of these disciplines create work that is no less dependent
on the successful utilization and navigation of information
resources than the traditional research paper. Due to the perception
that creative disciplines do not need research support, students
working within them may not receive the full assistance or resources
of an academic library or librarians. Aiding students in the
development of skills relevant to their creative work requires
academic librarians to expand their instruction and support
activities beyond the traditional research paper or project. By
equipping students with transferable research strategies and helping
them to harness the power of inquiry, we contribute to their success
in a variety of academic, professional, and everyday information
environments.
In this session, humanities librarians from three institutions will
discuss their experiences identifying and developing partnerships
with these creative practitioners. Participants will engage in
reflection and discussion about potential instruction and outreach
opportunities at their home institutions, and will leave with
practical strategies to initiate new partnerships.
Participants will:
- recognize the diverse information needs of various populations in traditionally creative disciplines.
- become familiar with existing partnerships between librarians and creative practitioners.
- develop ideas for instruction or outreach at their home institutions.
Interinstitutional Student Success: An Asset-oriented Inquiry into Transfer Students
Chelsea Heinbach (Teaching and Learning Librarian), Brittany
Fiedler (Teaching and Learning Libarian) and Rosan Mitola (Outreach
Librarian) @ University of Nevada, Las Vegas
- Presentation
(Google Slides)
Transfer students make up 37.2% of college students in the United
States (NSCRC 2015), but often aren’t considered in our design of
instruction and outreach programs. They quickly blend in with the
rest of the campus upon arrival, potentially causing libraries to
fail in serving them appropriately. What services and resources do
transfer students need? What knowledge and experiences are they
bringing to the university? How can libraries collaborate with on-
and off-campus partners?
In Fall 2017 and Spring 2018, we surveyed and interviewed transfer
students at various points in their academic career. We focused on
gaining an understanding of their diverse experiences as well as
their past, current, and potential library use. We hoped to discover
who these students are and what their lives are like in order to
create partnerships engineered for them. This session will share
initial results from our research and our upcoming plans to better
serve transfer students at UNLV Libraries.
Participants will:
- describe the variety of experiences of transfer students.
- outline technological and in-person approaches for reaching transfer students.
- identify potential on- and off-campus partnerships to explore at their own institution.
Know News: Librarians and Journalists Collaborating to Combat Misinformation
Laura Saunders (Associate Professor) @ Simmons School of
Library and Information Science, Lisa Hinchliffe (Professor &
Coordinator for Information Literacy Services and Instruction.)
@ University of Illinois at Urbana-Champaign and Rachel
Gans-Boriskin (Senior Lecturer) @ Simmons Gwen Ifill College
of Media Arts and Humanities
- Presentation
(.pdf)
In an era of fake news and post-truth, librarians and allied
professionals must work together to find ways to combat mis- and
disinformation. Librarians have long been champions of information
literacy, but they do need to act alone in facing the challenges of
mis- and disinformation. Librarians should engage with professionals
from other fields impacted by these issues including journalists,
educators, and social media and technology professionals.
Professionals in each of these fields already engage in such work,
but projects are largely local, disconnected from potential
partners, and of limited impact.
In April 2018, with the support of an IMLS grant, sessions
presenters convened a symposium of 70 librarians, journalists, and
researchers to discuss the challenges of mis- and disinformation.
Participants discussed the standards, values, and practices for
assessing and signaling authority and building public trust across
their fields, and then brainstormed actionable ideas for the library
as a living laboratory for testing these standards in practice.
In this presentation, the three co-PIs on the grant will share the
preliminary results of the symposium, including cross-disciplinary
standards, ideas for implementing those standards in libraries, and
areas for research. They will also discuss the implications of the
symposium outcomes for information literacy education. The
presenters include a practicing librarian, a professor of library
science, and a professor of communications, and will bring a
diversity of perspectives to the presentation.
Participants will:
- identify cross-disciplinary standards and practices for assessing authority and quality and for building public trust.
- discuss actionable ideas for libraries as living laboratories to test standards.
- examine the implications of cross-disciplinary standards for information literacy practice
Learning to be Lost in (Research) Space
Angie Cox (Instruction and Liaison Librarian) @ University
of Northern Iowa
- Presentation
(.pptx)
- Worksheet
(.docx)
When trying to cover as much territory as possible in a session,
librarians often sacrifice deeper, more meaningful assessment and
the emotional side of the research process to fit in content.
Experiential learning approaches can be used to address the
nonlinear and iterative nature of research (i.e., “messiness”) and
prepare students for the emotional side-effects of the research
process while still fitting in the needed content. This piloted
approach demonstrated that students can learn to appreciate the
ambiguity of research, become more comfortable with emotions that
coincide with the process while still learning the basic mechanics
of information searching.
The presenter will discuss: -- the negotiation process that took
place with the faculty member prior to the one shot session-- the
pedagogical compromises made during the planning process-- the
reflective experiential learning teaching method-- the outcome of
the session (i.e., what worked, what didn't, lessons learned)
Participants will:
- recognize ways to incorporate deeper and more meaningful assessment into library instruction sessions.
- identify simple ways to incorporate experiential learning into library instruction sessions.
The Librarians’ Guide to the Information Literacy Galaxy: Leading Campus Conversations
Sarah Richardson (Business Library Team Leader), Heather
Beirne (Reference and Instruction Librarian), Ashley Cole (Reference
and Instruction Librarian) and Trenia Napier (Associate
Director, Programs & Outreach - Noel Studio for Academic
Creativity) @ Eastern Kentucky University
- Presentation
(.pptx)
Situating librarians as information literacy experts and leaders in
pedagogical best practices, presenters led a professional learning
community (PLC) to create purposeful campus-wide conversations
centered around the ACRL Framework and its place in teaching and
learning. PLC faculty participants from across campus partnered with
liaison librarians to create new and innovative approaches to
developing discipline-specific information literacy skills. This
presentation will share the format, unexpected outcomes, and
anticipated changes for future iterations of the PLC. Participants
will engage in group discussions about the opportunities and
obstacles in leading similar campus information literacy initiatives
and utilize Padlet to brainstorm take-aways.
Participants will:
- identify opportunities for interdisciplinary collaborations within the context of the ACRL Framework
- develop strategies for situating librarians as pedagogical leaders in campus-wide information literacy conversations
- utilize established formats and mediums, such as teaching and learning centers or existing professional development venues, to reach faculty
Librarians to Battle Stations: Cognitive Dissonance and Information Literacy in the Fake News Era
Maoria J. Kirker (Instruction & Assessment Coordinator)
@ George Mason University and Ilana Stonebraker (Assistant
Professor of Library Science, Business Information Specialist)
@ Purdue University
Cognitive dissonance is the state of having inconsistent thoughts,
beliefs, or attitudes, especially as relating to behavioral
decisions and attitude change. This presentation will discuss how
cognitive dissonance, information literacy and fake news concepts
are related and applied within the library classroom. Attendees will
leave with practical tips on how to address cognitive dissonance in
information literacy instruction as well as beginning to confront
their own relationship with cognitive dissonance and fake news. Come
to this presentation for a lively, interactive session on how we can
move the profession forward.
Participants will:
- define cognitive dissonance and some of the ways it affects information literacy.
- reflect upon ways that psychological bias (especially cognitive dissonance) affects their work and the work of their students, identifying ways that they can interrupt that bias.
The MakerSpace Challenge: The Reinventing of the Hackathon to Further Student Engagement and Promote Library Services
Jessica Hanley (Science Liaison Librarian) and Bill Chau (Finance
Lab Manager) @ University of Toronto
- Presentation
(.pdf)
- Handout
(.pdf)
In September 2016, the University of Toronto Scarborough campus
library partnered with the campus’s Sustainability Office to
collaborate on an event that would get students thinking about
sustainability but also make use and promote the library’s new
Makerspace. The result was a 10-daylong challenge in February 2017
that brought together industry mentors, library staff, and students.
The event had students using the Makerspace, information literacy
skills and critical thinking to develop a solution to one of the
United Nations 17 Sustainable development goals. This session will
discuss the theory, planning, collaboration and implementation of
this unique event.
Participants will:
- understand the large collaborative process of planning a campus wide event
- examine ways to engage students with library services and incorporate the Library’s Makerspace
- understand the impact of non-traditional information literacy skills on student learning.
Making First Contact with Primary Sources: How Collaborating with Faculty and Library Special Collections Increases Student Engagement in Teaching IL
Paul C. Campbell (Subject Librarian for the Social Sciences)
and Miriam Intrator (Special Collections Librarian) @ Ohio
University
This presentation will showcase a multi-year collaboration between a
social science librarian, a special collections librarian, and a
political science faculty member in teaching a mix of upperclassmen
and graduate students information literacy through the use of the
library’s special collection. In four sessions, the librarians
applied the Framework for Information Literacy in utilizing the
library’s extensive rare book collection for students to experience
identifying, locating, handling, and evaluating primary sources for
their final research project. With four scheduled library
instruction sessions during the semester, the librarians developed
an effective means of delivering information literacy instruction in
the library’s new active learning classroom. The librarians created
active learning exercises for each library session that covered
different aspects of the research process that aligned with the
course syllabus.
With the trio willing to take major risks in significantly changing
the way this course is taught, the payoffs have been out of this
world: Better grades, better papers, higher engagement, and even a
faculty teaching award. Further, this collaboration has deepened the
professional relationships between the librarians and the faculty
member. This example of thinking outside the box has provided the
librarians a tangible example in promoting the library, library
instruction, and other library services to other faculty. This
presentation showcases how a faculty/librarian partnership
simultaneously reinforces the instruction of IL while elevating the
librarian’s relevance within courses focused on research and
writing.
Participants will:
- learn about innovative ways to include library special collections into course curriculum.
- identify specific courses in which special collections collaboration would be beneficial student learning.
The Negotiated Classroom: Conversations about Power and Pedagogy
Veronica Arellano Douglas (Reference & Instruction
Librarian, Instruction Coordinator) @ St. Mary’s College of
Maryland, Siân Evans (Information Literacy & Instructional
Design Librarian) @ Maryland Institute College of Art and
Joanna Gadsby (Instruction Coordinator & Reference Librarian)
@ University of Maryland, Baltimore County
- Presentation
(Google Slides)
Teaching librarians consider themselves educators, but academic
hierarchy often places them in a supporting role, leaving their
expertise unacknowledged. In this presentation, we will explore the
complicated power dynamics that often influence the roles available
for academic librarians. We will discuss ways to disrupt the
lopsided nature of faculty-librarian educational “collaboration” in
order to create more feminist, egalitarian opportunities for
information literacy education at our institutions. We will
encourage librarians to own their expertise in critical information
literacy and information organization, and create institutional
environments that recognize the inherent educational value of
academic librarians’ contributions to student learning.
Participants will:
- be able to describe the power dynamics present in their teaching environment(s).
- be able to create collaborative relationships that place faculty and librarians on equal footing.
- be able to empower their teaching librarian colleagues to take ownership of their pedagogical and information literacy expertise.
On Your Mark, Get Set, Game!
Lauren Stern (Interim Information Literacy/Instruction
Coordinator) @ SUNY Cortland
- Presentation
(.pptx)
- Handout
(.docx)
Gamification can bring excitement and engagement to unsexy topics
(citation management, I’m looking at you). Learn how to apply
backward design with games in your classroom, in order to construct
pathways to learning and assess without the test. This presentation
will include three examples of gamified pedagogy, and discuss the
implications of each: GooseChase for library tours, relay races for
citation management software, and Kahoot! for assessment.
Participants will:
- understand how gamification can be successfully incorporated into common library instruction scenarios.
- consider the connection between backward design and gamification.
One Small Step: An Evaluation of a Library Big Data Project and the Wicked Questions that Remain
Kate Peterson (Undergraduate Services Librarian) @
University of Minnesota-Twin Cities
- Presentation
(.pdf)
- Handout
(.pdf)
The University of Minnesota -- Twin Cities has been collecting big
data -- millions of rows of data on how students “use” the library
for over seven years. This has included website use, online
journals, circulation, and in-library computer use. It has also
included chat reference, drop-in workshops and painstakingly
collected course-integrated instruction including one-shots.
We have discovered a lot. A whole lot. But not everything. Not by a long shot. Often this work is dismissed as too obvious or criticized that it is not causal. We have heard that this type of data project violates student privacy and core library professional ethics. Yet, this has lead us to deeper instructional involvement in the high-impact, First Year Experience courses in both the College of Liberal Arts and the College of Science and Engineering. It has also given us a seat at the table in campus-wide Learning Analytics discussions.
In this session, we hope to go beyond the rhetoric and take a deep
look at the benefits and gaps, the findings and the wicked questions
the remain. We will dissect some of our findings but also critically
examine what we can and can’t learn from this sort of project.
Participants will:
- examine models of college student development and analyze correlational research techniques in order to select or reject these methodologies and to find out what they can and can’t tell you.
- assess the value of a library big data project and decide if this type of project does or does not provide value at their institution and for their instructional programs.
One Small Step for Librarians, One Giant Leap for Student Learning: Improving Course-embedded Research Guides through User Research
Marg Sloan (Research & Instructional Services Librarian)
@ Western Libraries, The University of Western Ontario
- Presentation (.pptx)
Research Guides? Are students actually using them? After
implementing embedded research guides into Western University’s
online Course Management System, there was a 71 percent increase in
research guide usage. We conducted a user study to determine what
role embedded research guides were playing in classrooms that had
the highest embedded research guide usage in order to help ensure
that all research guides are a more valuable resource for students,
as well as to help us better understand how to market research
guides to students.
Participants will:
- be able to identify the value of embedded Research Guides and their impact on student learning.
- be able to discuss the effect of Research Guides on students’ information seeking behaviour through reflection on student feedback gathered in our study.
- discover evidence-based, user-centred best practices for the creation, development, and promotion of Research Guides.
Persistence and Teamwork for New Horizons: Exploring a Distributed Teaching Model in Support of Information Literacy Competencies
Liz Holdsworth (STEM Librarian), Marlee Givens (Librarian
for Modern Languages and Library Learning Consultant) and
Karen Viars (Humanities and Science Fiction Librarian) @
Georgia Tech
- Presentation (.pptx)
- Handout (.pptx)
The Georgia Tech Writing and Composition program, part of the School
of Literature, Media, and Communication (LMC) builds first-year
composition courses around literature, film, science, technology,
and pop culture. The Library has long been embedded in this program,
providing resources and course-integrated instruction led by the
subject librarian for the LMC. This is a highly successful
partnership with increasing demand far beyond the capabilities of a
single person to meet.
For the first time, librarians whose background or primary focus is
science and engineering are providing instruction to undergraduate
English students. In a STEM school primarily concerned with the
history of technological literature, the approach breaks new ground
by combining efforts across disciplines. This presentation
elucidates the model and offer perspectives from three embedded
Georgia Tech subject librarians. Additionally, they will reflect on
their first year in the new program, examine broader trends in
library liaison models, and anticipate future developments.
In early 2016, the Georgia Tech Library reorganized many of its
subject and other public-facing librarians into a single department,
called Campus Engagement and Scholarly Outreach (CESO). This unit
breaks down traditional liaison barriers in order to meet the
rapidly shifting needs of the students, faculty, and staff of
Georgia Tech. In addition to liaison librarians, CESO includes
experts in assessment, digital scholarship, and data visualization
among other areas of expertise. This colocation of different kinds
of expertise lead to the creation of the distributed teaching model,
where influences from around the academy inform and enhance
instruction
Participants will:
- be able to describe the changes in twenty-first century libraries that led to the need for interdisciplinary information literacy outreach efforts.
- be able to articulate the benefits of a distributed teaching model to librarians, libraries, patrons, and organizations such as a university or library system.
- be able to identify the processes of putting a distributed teaching model in place, including both successes and challenges.
Playing with Information in the Starfleet Academy: Gamifying the For-Credit Class
Stephanie Crowe (Social Sciences and History Librarian) @
University of North Carolina Wilmington
- Presentation
(.pdf)
- Artifact
1 (.docx)
- Artifact
2 (.docx)
- Artifact
3 (.docx)
- Artifact
4 (.docx)
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5 (.docx)
In Fall 2017, two instructional services librarians co-taught a
for-credit honors class entitled Pandemic: Playing with Information,
Misinformation, and Disinformation. Students in the class were
divided into teams to play a semester-long cooperative board game
called Pandemic Legacy, in which they worked together to save the
world from four deadly epidemics. The game was used as a basis for
discussing information concepts such as how research is transmitted
from the academy to the public sphere and what makes information
believable.
The presentation will explore the concept of gamification and
demonstrate how it was applied in this course. It will also cover
the development and experience of the class, including the initial
concept, preparation and planning, student learning outcomes for the
class, student and instructor involvement week-to-week, challenges
that were faced before and during the class and how they were
overcome, and thoughts and ideas for future semesters.
Participants will:
- explore concepts of gamification and their application to information literacy instruction in academic libraries
- learn about one strategy for creatively structuring a for-credit class on information
- reflect on ways to implement gamification principles in information literacy instruction.
The Problem with Grit: Dismantling Deficit Models in Information Literacy Instruction
Eamon Tewell (Reference & Instruction Librarian) @ Long
Island University Brooklyn
- Presentation
(.pdf)
- Handout
(.pdf)
Deficit models of education focus on what students lack, rather than
what they bring to their education. Due to a lack of attention to
structural problems, this type of education fails to question
inequalities. Popular movements such as Grit and Growth Mindset have
made inroads into information literacy, but require serious
questioning from librarians. This session offers two alternatives:
critical information literacy and culturally responsive pedagogy.
Attendees will find out what deficit models look like in information
literacy and learn about instructional approaches and concrete
examples that aim to oppose systemic inequities rather than have
students simply adapt to them.
Participants will:
- be able to define and identify deficit models in library instruction
- learn strategies to teach information literacy in ways that affirm students’ strengths and draw attention to structural issues.
Reaching for the Stars: Building Effective Subject Specific Digital Learning Objects
Marc Bess (First-Year and Online Learning Librarian) @
University of North Carolina at Charlotte
Digital learning objects such as video tutorials and online learning
modules are becoming an indispensable part of academic library
instruction. Whether such objects are utilized to flip the
classroom, teach a higher level information literacy skill, or used
in courses where face-to-face library instruction is impossible,
digital learning objects can serve a variety of instructional
purposes.
While many libraries create point of need digital learning objects
aimed at general audiences to help students navigate databases and
catalogs, developing subject specific online resources is a way to
take advantage of the unique opportunities of online instruction.
This session will focus on best practices, tools, and techniques for
creating digital learning objects for subject specific uses. The
presenter will use examples from online instructional design
projects focusing on a variety of subject areas to illustrate how
digital learning objects can benefit library instruction across a
range of disciplines and in a number of scenarios. Though there are
differences between subject areas, the strategies and resources
attendees learn about in this session are broadly applicable in
academic libraries.
Participants will:
- learn best practices for designing and implementing digital learning objects for subject specific library instruction.
- learn strategies for collaborating with library colleagues and departmental faculty on online instructional design projects.
- be able to identify tools and resources for creating effective subject specific digital learning objects.
Scaffolding in Information Literacy and Writing: A Collaborative Approach to Assignment Design
Sarah Clark (Liaison Librarian) @ University of Manitoba
- Presentation
(.pdf)
Although librarians and writing tutors frequently support students
in completing heavily weighted term papers, is this the best way for
learners to recognize information literacy and writing as critically
engaging processes? In providing increased opportunities for skill
development that is both gradual and diverse, scaffolding will be
highlighted in this session as an alternative approach to assignment
design. Participants will gain insight from the experiences of a
librarian and writing services coordinator in sharing this model
with faculty in a collaborative workshop setting and be encouraged
to reflect on how similar strategies may be implemented at their own
institutions.
Participants will:
- develop a basic understanding of scaffolding, including benefits and challenges of this model
- reflect on the teaching landscape within their own academic environment to determine how this technique could be shared in a collaborative workshop setting
Small Steps to Giant Leaps: Strategies for Creating Effective Graduate Information Literacy Programming
Kathy Christie Anders (Graduate Studies Librarian), Anna
Dabrowski (Data Management Librarian) and Cecilia Smith (GIS
Librarian) @ Texas A&M University
How can academic libraries structure information literacy
programming to reach graduate students? It is challenging to reach
graduate students, who often do not view themselves as being in need
of information literacy instruction. This presentation centers upon
strategies for creating successful information literacy programs
that address the particular needs of master’s and doctoral students.
We will discuss how to make information literacy programming
appealing to graduate students by choosing appealing topics and
offering popular instructional formats, as well as tips for
effectively supporting graduate students at different points in
graduate programs.
Participants will:
- identify strategies for structuring graduate information literacy programming in order to effectively engage students
- reflect upon how addressing factors such as topic choice and graduate program timing influence the success of graduate information literacy instruction
Space Invaders: Programmatic and Individual IL Efforts Within a Core Curriculum
Sally Neal (Associate Dean for Instruction and User Services)
and Amanda Starkel (Librarian) @ Butler University
- Presentation
(.pdf)
Butler University librarians are “invading” their University’s core
curriculum with information literacy integrated on multiple fronts,
both at the administrative programmatic level and via a
‘grass-roots,’ one-class-at-a time approach. Butler University
upholds an extensive core curriculum required of all of its students
consisting of a first-year seminar, a sophomore global historical
studies course, and six content areas. Librarians have been engaged
with the University’s first year seminar for a number of years and
have been looking at how to expand our reach into other areas of the
core. While not abandoning an intentional programmatic approach, we
are finding a “space invaders” method of attack (from multiple
fronts) is helping us make inroads incorporating information
literacy into Butler’s core curriculum. We will share both “top
down” formal and “bottom-up” one-class-at-a time approaches to
building information literacy into a core curriculum. Challenges and
successes will be probed, including how to balance scalability and
workload for librarians, and how to maintain programmatic vision in
a loose confederation of initiatives. This is an exploration mission
that you won’t want to miss!
Participants will:
- gain confidence to apply different approaches for information literacy integration within a general education curriculum.
- identify the opportunities and challenges in administering an information literacy program at both the programmatic and grassroots levels.
Successful Landings: The Impact of Information Literacy Instruction on Transfer Student Success
Nancy Fawley (Director, Information & Instruction Services)
@ University of Vermont, Ann Marshall (Information Services and
Instruction Librarian) @ Indiana University – Purdue
University Fort Wayne and Mark Robison (First-Year Experience
Librarian) @ Valparaiso University
- Presentation
(.pdf)
Transfer students form a sizable portion of undergraduates on U.S.
college campuses and are often overlooked in library outreach and
instruction. They often face challenges fitting in on their new
campuses, both academically and socially, including the
well-documented initial drop in GPA known as “transfer shock.” This
presentation will detail a two-part research study that examined the
impact of information literacy (IL) instruction on transfer student
success, with particular attention to upper-level students. The
entire incoming cohort of undergraduate transfer students were
surveyed at three universities: Valparaiso University, Indiana
University - Purdue University Fort Wayne, and the University of
Vermont. Information about students’ previous experiences with IL
instruction, their levels of confidence regarding the research
process post-transfer, and their sense of fit or belonging at their
new university, was gathered in order to test whether IL instruction
contributes to students’ academic integration on their campuses. The
presenters were particularly interested in whether previous IL
instruction can act as a boon to students, serving as a form of
“transfer capital” and easing the transition to a new institution.
The presenters will share the outcomes of the survey, including how
exposure to IL instruction and one-on-one consultations with
librarians contribute to transfer students’ integration into their
campuses. Participants will learn how libraries can better support
incoming, upper-level transfer students who are underprepared for
disciplinary research.
Participants will:
- learn about the theoretical basis that explains why information literacy should be an important factor in helping transfer students acclimate and succeed on their new campuses.
- learn how libraries can better support incoming, upper-level transfer students who are underprepared for disciplinary research.
Take Your Protein Pills and Put Your Helmet On: Campus Unites for Information Literacy
Amanda Melcher (Head of Technical Services) and Kathleen
Lowe (Head of Reference and User Experience Librarian) @
University of Montevallo/Carmichael Library
- Presentation
(.pdf)
- Handout
1 (.pdf)
- Handout
2 (.pdf)
- Handout
3 (.pdf)
- Handout
4 (.pdf)
- Handout
5 (.pdf)
- Handout
6 (.pdf)
- Handout
7 (.pdf)
- Handout
8 (.pdf)
When the faculty and administration at a small, public liberal arts
university selected information literacy as the QEP, what happened
next? The presenters will provide practical advice that you can take
back to your campus, along with a timeline and template for success.
The library must be both leader and collaborator. This presentation
will provide some useful and creative ways to fill these roles. What
does a murder mystery game have to do with IL? How can Samba lessons
teach IL Skills? This breakout session will also help generate ideas
for faculty development. IL systems are a go, commencing countdown,
engines on.
Participants will:
- Learn strategies for faculty development in a campus wide information literacy initiative
- envision strategic relationships to strengthen on campus
- understand the elements of large-scale programmatic change
Taking a Giant Leap – Using the Taxonomy of Significant Learning to Inform Instructional Design
Ashlynn Kogut (Education & Social Sciences Librarian) @
Texas A&M University
- Presentation
(.pptx)
Fink’s taxonomy of significant learning, which provides a framework
for designing student-centered college courses, is applicable to
multiple instructional contexts, including one-shot instruction
sessions. This presentation will describe the taxonomy of
significant learning and explore the application of the taxonomy to
one-shot sessions. The first part of the presentation will discuss
the origin of the taxonomy, the elements of the taxonomy, and the
articulation of learning outcomes using the taxonomy. The second
part of the presentation will focus on leveraging the taxonomy to
inform the design of one-shot sessions. Techniques include using the
taxonomy to conceptualize the ultimate goal of a one-shot session,
to design one-shots with consideration of the course and
disciplinary contexts, and to articulate learning outcomes that are
achievable in a one-shot session. Time for personal reflection on
the taxonomy and its application to one’s instruction will be
included throughout the presentation. Participants will leave with
ideas of how to “take a giant leap” by viewing their one-shot
instruction as part of a significant learning experience.
Participants will:
- be able to identify components of the taxonomy of significant learning in order to consider how the taxonomy can inform their instructional design.
- be able to choose which components of the taxonomy of significant learning are most applicable to an instruction session in order to select activities that facilitate a particular type of learning.
- be able to apply the taxonomy of significant learning to instructional goals in order to develop learning objectives that are achievable in a one-shot session.
TED My One-shot
Katy Lenn (Head, Research and Instructional Services) @
University of Oregon
Manned space flight has come a long way but many of the principles
that propel today's space vehicles are the same principles that
launched Jupiter-C, the first U.S. rocket. At times we get so
carried away with the shiny new aspects of teaching we forget about
some of the basic underpinnings of good teaching.
While the “lecture method” seems as cutting edge as the 1958 Mercury
space capsule, there are aspects of that technique that are still
viable and can be updated for today. People still embrace a good
talk. Can over a billion TED Talk views be wrong?
With time in the classroom so limited, many instruction librarians
don’t want to waste time “talking” and instead launch right into
activities but, just as no good space mission would blast off
without a thorough pre-launch procedure, instruction activities
often require some pre-activity checks and descriptions to create
the right launch pad.
Employing techniques so expertly demonstrated in the wildly popular
TED talks can help with the situation librarians often find
themselves – juggling the competing interests of quantity of content
with limited time and lackluster student motivation.
This session will present some of the key techniques that constitute
a successful TED talk and provide examples of how these techniques
can translate to the classroom setting. There will be time for
audience discussion of how to take one-shot session concepts and
present them through the lens of the techniques described in the
session.
Participants will:
- be able to describe the features of a successful talk
- incorporate at least one TED-talk feature into their next presentation.
Turning Failure to Launch into a Launchpad for Innovation
Toni Carter (Research & Instruction Librarian) @ Auburn
University
- Presentation
(Piktochart)
Information Literacy instruction within English composition
curriculum has long been a cornerstone of library instruction
programs. While there have always been challenges, what happens when
all aspects of an established program turn into a complete systemic
collapse, resulting in a collaboration that is no longer viable? A
hard and honest look at one program’s failures turned in to an
opportunity for a radical re-imaging of the library’s
composition/information literacy offerings, with a departure from
multiple face-to-face sessions to an online only model. This session
will examine the trials, tribulations and ultimate success of such a
major change for all stakeholders. Attendees will be invited into
the conversation; comments and questions encouraged.
Participants will:
- review possible challenges to library instruction programs, in order to consider solutions
- learn strategies for initiating major changes within an instruction program, in order to avoid pitfalls and use best practice when doing so
- learn that change can be fine and good.
Unlocking Student Engagement: Success and Failure in Redesigning a First-Year Library Orientation
Katie Strand (Library Teaching Assistant), Pamela Martin (Coordinator
of Peer Learning & Outreach) and Teagan Eastman (Online
Learning Librarian) @ Utah State University
- Presentation
(.pptx)
Are you struggling to find the balance between an informative and
entertaining library orientation program? This interactive
presentation will explore how librarians overcame numerous
challenges to develop an engaging, scalable first-year library
orientation session. During the orientation, students use the
library’s virtual and physical spaces to solve clues and reveal a
four-digit lockbox combination. Presenters will share strategies for
adopting a similar session and lead attendees in a simulation of the
lockbox activity.
Participants will:
- critically examine library orientation programs in order to determine what qualifies as a successful learning experience.
- formulate strategies for redesigning library orientation sessions at their own institutions.
- engage in a lockbox activity in order to adopt or adapt this interactive orientation session at their own institution.
Using the Force: Teacher Librarians Personal Epistemology and Teaching Practices
Maoria J. Kirker (Instruction & Assessment Coordinator)
and Janna Mattson (Instruction & Social Sciences Librarian)
@ George Mason University, Mary K. Oberlies (Undergraduate
Engagement Librarian) @ University of Oregon and Jason Byrd (Coordinator
of Instructional Services) @ Adelphi University
How can understanding our personal epistemology as teaching
librarians inform our teaching practice? By using the force -
understanding our own beliefs about knowledge acquisition - teaching
librarians can establish an environment that provides students with
the tools they need to become successful information navigators.
This presentation outlines preliminary findings from a study using a
modified version of the Approaches to Teaching Inventory, to
discover whether what librarians believe about how students learn is
actually expressed in how they teach. Attendees will understand
approaches to knowledge acquisition in the context of information
literacy, and teaching strategies that align with the Framework.
Participants will:
- reflect upon how personal epistemology informs teaching practice.
- learn strategies to align teaching practice with the constructivist ethos of the Framework.
Using Wikipedia as a Lens to Explore Critical Information Literacy in Library Credit Courses
Amanda Foster-Kaufman (Instruction Librarian) @ Wake Forest
University
- Presentation
(.pptx)
Inspired by recent literature surrounding critical information
literacy, the instructor of an existing library credit course
re-designed the class to focus on issues surrounding marginalization
and oppression within systems that create and provide access to
information. Using Wikipedia as a lens through which to examine
these issues, the course encouraged students to discover how power,
privilege, and oppression operate within Wikipedia, and an
opportunity to make a change by creating an article about someone
from a group that is underrepresented on Wikipedia. This project
allowed students to continue learning many traditional library
skills, while still exploring underrepresentation and systemic bias.
Participants will:
- describe the opportunity that library credit courses offer for exploring critical information literacy with students
- explore how Wikipedia can be used as a lens through which to explore issues related to power, marginalization, and oppression with students
- discuss barriers to exploring critical information literacy in the classroom and discuss strategies for overcoming them
The Virtual Librarian: Creating Innovative Technology for Your User Community
Shane Hand (Reference and Instruction Librarian) and Ben
VanHorn (Reference and Instruction Librarian) @ Mississippi
College
-
Websites referenced during session: 1,
2, 3 (Web sites)
The idea of the virtual library, first born in the early to
mid-1990s, was a product of the World Wide Web and a means for
librarians to extend services beyond the physical limits of a
building, ultimately manifesting as online library services. More
recently, the concept has continued to evolve with new technology
enabling librarians to provide persistent virtual reality
experiences for their patrons. A few libraries, such as the Alliance
Virtual Library in the virtual world Second Life, even offer online
reference services within persistent virtual worlds. During the
summer of 2016, using open-source software, we created The Virtual
Librarian. A program that fits somewhere between the original
concept of the virtual library as the provision of online services
and its emerging concept as a persistent online experience. The
program functions like an electronic guide to our library’s website;
not taking a patron to the source, but taking them to the place on
our library’s website where one may find the source he or she needs.
This workshop will demonstrate how to create a virtual library
experience with a limited budget that is both persistently online
and mediated by a reference librarian. “The Virtual Librarian”
offers library patrons a virtual reference service during those
times when a reference librarian may not be available. Librarians
who are looking toward the future with an eye on using technology to
enhance reference services will find in our workshop a low-cost,
easy to implement method for connecting library patrons with their
library’s resources.
Participants will:
- recognize the inherent difficulties that patrons experience in navigating a library’s website.
- learn to utilize open-source software, such as Weebly, for creative purposes beyond a newsletter or blog.
- be able to design and implement a “Virtual Librarian” for their own user community.
When Stars Align: Redesigning an Instruction and Assessment Program to Align with the ACRL Framework For Information Literacy
Lindsay Inge Carpenter (First Year Experience Librarian),
Rachel Gammons (Head of Teaching and Learning) and Jordan Sly
(Liaison to Special Populations) @ University of Maryland
- Presentation
(Google Slides)
The University of Maryland Libraries’ instruction program serves
nearly 20,000 students per year. In 2015, with the introduction of
the ACRL Framework, we began the process of redesigning this
program; starting with learning outcomes and moving up through
curriculum mapping and assessment. We present a case study for how a
library system can work together to create a collaborative,
cohesive, and diverse instruction and assessment program that is
structured but flexible enough to meet the needs of individual
librarians and units. The breakout session will feature concrete
strategies for learning outcomes development, curriculum mapping,
and programmatic assessment.
Participants will:
- be able to develop library and unit level learning outcomes based on the ACRL Framework for Information Literacy
- be able to create the framework for a multi-year assessment plan that measures their identified outcomes
- be able to utilize lib-insight (or other data collection tool) to create a curriculum map of their library instruction
When the Stars Align: Successful Examples of Interprofessional Collaboration for eLearning and Instruction from a Health Sciences Library
Emily B. Kean (Research and Education Librarian) @
University of Cincinnati Health Sciences Library
- Presentation
(.pptx)
The Donald C. Harrison Health Sciences Library (HSL) at the
University of Cincinnati supports four colleges and the hospital
which comprise the Academic Health Center. The HSL librarians and
informationists have well-established collaborative relationships
with their academic and hospital partners.
Details of two separate initiatives will be discussed: one in which
the librarian liaison to the College of Pharmacy received a request
for an online tutorial series and another in which the clinical
informationist hospital liaison was asked to partner in developing
an evidence-based practice workshop. In both instances,
interprofessional collaboration resulted in maximizing output and
success.
Participants will:
- be able to recognize techniques for establishing and maintaining interprofessional relationships in order to more effectively collaborate
- be able to identify effective strategies for collaborative production in order to produce traditional face-to-face instruction, as well as online tutorials, more quickly
Wild GooseChase: Launching Library Tours with a Mobile App
Jorge A. Leon (Learning Outreach Librarian) and Robert
Lindsey (Instruction and Reference Librarian) @ Pittsburg
State University
- Presentation
(.pptx)
At an academic institution, library tours are our big chance to make
a good first impression with students. This is especially important
when it comes to the library orientation for first-year or transfer
students. However, large class sizes and an abundance of material to
cover can result in tours that are overwhelming or boring - for both
students and librarians.
PSU librarians were looking to reinvent our orientation tours,
energize our students, streamline the process and make it as
engaging as possible. Embracing the, often, dreaded scavenger hunt
concept, the librarians at PSU tested several products and models.
In the end, our group chose to use GooseChase, a team-based
scavenger hunt app and provide mobile devices in the orientation
classes.
The result? An active learning activity that facilitates library
knowledge, encourages peer learning, and offers plenty of laughs
along the way. Could your institution’s orientation program use a
revamp? Join us as we share the highs and lows of crafting,
delivering, and assessing a mobile scavenger hunt.
Participants will:
- recognize the benefits and risks of implementing a GooseChase tour at their own institutions
- identify best practices for planning, building, and facilitating the tour
- identify methods to assess feedback from students and instructors in order to continually improve the tour activity
The Write Stuff: Cultivating and Assessing Student Grit in Framework-based Teaching
Celita Avila (Fearless Learning QEP Co-Director / Librarian),
Karen Briere (Instructional Designer / Librarian) and Ernie
Tsacalis (Fearless Learning QEP Co-Director / Assistant Professor
of English) @ San Antonio College
- Presentation
(.pptx)
Are we really helping students develop what it takes to make it?
Join two book jockeys and one tenacious English teacher on their
fearless journey towards building student confidence and persistence
in college. We’ll explore our library’s rapidly evolving information
literacy assessment model, take a side trip to the planet of
college-wide initiatives, and experience close encounters with
writing and how it makes student thinking – and their grittiness -
visible. Don’t forget to bring a towel..
Participants will:
- define and be able to recognize student grit
- understand how writing makes thinking visible
- consider new ways to collect and use assessment data for student success
