Poster Sessions

AI is a Widespread Topic on Campus — And AI Literacy Can Be Too!

Talor Wald @ University of California, Los Angeles

Occidental College Library faces the challenge of helping students understand and use generative AI technologies, along with other research tools, within the time constraints of one-shots. While interning with the Library's Teaching, Learning, and Research team, I created a learner-centered AI Literacy module which can be embedded into any course via the Canvas Commons. The module equips the Library to adapt its practice to generative AI and build foundational AI literacy across Occidental's campus. Its design and content prepares students to engage with AI in ways that align with their learning goals and personal values.

Co-Leading as a Learning Support Methodology for Early Career Library Instructor

Aimee Perez and Noah Hernandez @ University of California, Los Angeles

Two students reflect on their experiences leading library workshops together and separately. They conclude that working together has a unique potential to ease anxieties and promote collective learning opportunities for early career library instructors. This collaboration has the ability to increase confidence, camaraderie, and support between the new instructors which can translate to a stronger combined teaching style and positive learning environment for those receiving instruction. Library instructional programs should consider encouraging the practice of co-leading, especially for newer instructors and graduate students in library programs.

From Librarian-Centric to Library Wide — Embracing Fun in Outreach Activities! Educating Faculty and Administrators as Learners!

Elizabeth N Tibbitts @ California State University, Chico

When an event becomes stagnant, what do you do? THROW A PARTY!! Reflective change management embraces what works well, and weaves together the diverse knowledge embedded within library service departments.

Believe it, FUN is important! True fun embraces playfulness, provides a sense of flow, and the connection. When library employees join in the party, they become the teachers, disrupting the hierarchy of academia, by educating book chairs as learners!

FUN connects, it creates library buy-in, builds library-wide collaboration with campus partners, teaching faculty, and increases information literacy instruction and student academic success!

Learning To Teach: Bringing Critical Pedagogy from the Social Science Classroom into the Library

Mariann Lactaoen @ University of California, Los Angeles

Instruction is an invaluable skill in academic librarianship. However, concerns among new library professionals indicate that MLIS programs only skim the surface of imparting effective teaching skills. Informed by critical pedagogy, classroom teachers facilitate learning for students that empowers and liberates; blurred by vocational awe and lack of training, library instructors are often left in the dust. "Learning to Teach" compares classroom and library instruction, then explores effective instruction for a diverse range of students. Participants come away invigorated by radical ideas of critical pedagogy and inspired to implement active learning strategies into their own realms of library instruction.

Library Instruction for Library Students: A Reflection on Pedagogy, Collaboration, and Mentorship

Thomas Alexander and Astrid Alberto @ University of California, Los Angeles

This poster will detail the experiences and perspectives of two LIS graduate students in learning the practice of library instruction through a nontraditional internship program at the East Los Angeles College (ELAC) Library. We will show how the three primary learning strategies emphasized in the internship-peer mentorship, faculty collaboration, and one-on-one student engagement-provide emerging instructional librarians with a strong foundation from which to build an impactful library pedagogy. Our reflections will serve as an evaluation of this internship program, which ELAC librarians have advanced in the LIS literature as a model for recruiting and retaining librarians of color.

Navigating the Information Landscape: Using Zines to Foster Critical Information Literacy

Sophie Hand @ Indiana University Bloomington

As the digital world expands and technologies such as generative AI continue to evolve, it is imperative that libraries introduce new tools to help their patrons navigate the increasingly complex world of information literacy. Do-it-yourself publications like zines can help students understand how to search for information effectively, as well as how to interrogate the credibility of various sources and interact with information critically in order to determine its reliability. In addition to a discussion of navigating general online sources, these zines include specific sections regarding how to interact with information created by generative AI and utilize it ethically.

Not Quite an Internship: A Student-Driven Path to Librarianship

Marcelo Martir Diaz @ University of California, Los Angeles     

When discussing the state of diversity in the library profession, we often bemoan issues with "the pipeline," but academic libraries' approaches to broadening opportunity and mentorship usually do not start until after graduation from a master's program. In this presentation, a graduate student will describe a student-driven mentoring experience during his undergraduate career. He'll offer a template for reproducing this mentoring experience and guides participants in identifying opportunities on their own campuses to connect with undergraduates, particularly those underrepresented in libraries and academia. The graduate student will also discuss the value of letting student interest guide such partnerships.

Reading Between the Lines: Teaching Indigenous Language Primary Sources Using the Digital Florentine Codex

Kady Drorbaugh and Mati Castillo @ University of California, Los Angeles     

Incorporating the Digital Florentine Codex as a primary source document for students of history expands upon the ACRL frameworks of information literacy by encouraging students to consider and challenge "how information is produced and valued." By analyzing how the DFC was authored, students will understand the context of Indigenous knowledge production in Mexico's colonial era including the intentional destruction of Indigenous languages, world view and authorship as creators of the manuscript. With this added context, students will learn how this intentional destruction has heightened the value of surviving documents like the DFC and learn how to read non-traditional primary sources.

Tell Me What You Think: Adopting Oral Histories as Outreach Tools for Library Services

Josie Shephard @ Indiana University Bloomington

As libraries evolve, librarians need to adapt how they gather and assess student engagement and opinions of library services. By collecting commentaries and personal memories, oral history interviews can be an effective outreach and assessment tool for library programming and services. This poster session will discuss how project outcomes were gathered and interpreted while focusing on the dialogue in a peer-assisted model as a measurement of student use and awareness of library services.

The Importance of Internship Experiences in Remote MLIS Instruction for Academic Librarianship

Katie Burns @ San Jose State University

Studies show MLIS students need library instruction knowledge and experience for academic librarian jobs. As a remote MLIS student at San Jose State University, I recognize the importance of participating in academic library internships to enhance my coursework. This poster will outline the skills and experiences acquired from two internships: one remote at Columbia College Chicago, and the other in person at California State University, San Marcos. These experiences involved creating instructional tools like LibGuides and tutorial videos as well as observing and participating in synchronous and in-person library instruction sessions.

Using Chat Analysis to Better Teach Information Literacy

Alexander Schulz @ Syracuse University

How can we as librarians use library chat histories to improve our information literacy teaching sessions? Analyzing chat data can allow librarians to determine what library functions patrons need the most help with. In doing so, we can better understand what may need more attention in our teaching sessions.

Learn the steps taken at Syracuse University to examine Chat interactions while also serving as an example of applying this newfound knowledge to library services.