Loading…
Library Instruction West 2018 has ended
Tags and keywords allow you to view and sort sessions by topics.
#LIW2018 // @LibConf

Campus WIFI:
Username: LibraryWest
Password: Welcome2CMU

Sign up or log in to bookmark your favorites and sync them to your phone or calendar.

Wednesday, July 18
 

12:00pm MDT

Pre-Conference Workshop with Maria Konnikova
The basics of the Preconference: Mindfulness training (meditation), followed by a problem-solving exercise done in a game/mystery format, followed by a review of all of the above.

Pre-Conference Snack Menu: 
  • Warm pretzels with marinara and cheddar cheese sauces
  • Corn Chips with Salsas 3 ways: Watermelon salsa, Pico, and Rojo
  • Trail Mix
  • Lemonade Bar with fresh fruit purees
  • Iced Water
Wednesday July 18, 2018 12:00pm - 4:00pm MDT
Library Event Space (L 139)
  Workshop, Pre-conference

5:00pm MDT

Welcome Mix & Mingle Reception
Mix & Mingle Menu:
  • Station 1, Spanish Tapas Bar: Imported Cheese & Crackers, Olive Oil, Balsamic Reduction, Artisan Breads, Mini Chorizo & Red Pepper Kabobs, Marinated Veggie Kabobs (Vegan), Chick Pea & Olive Salad, & Crispy Artichok and Patatas Bravas Salad
  • Station 2, Carne Asada Street Taco Station: Mini Corn Tortillas, Carne Asada, Cilantro, Lime, Queso Fresco, Chopped Raw Onion, Cholula Hot Sauce
  • Station 3, Chopped Salad Bar (tossed to order, choose your toppings!)
Each attendee will receive 2 complimentary drink tickets (after that, cash bar); local beers, wines, and spirits will be available, in addition to a **custom cocktail**!
Wednesday July 18, 2018 5:00pm - 8:00pm MDT
Library Event Space (L 139)
  Meal, Reception
 
Thursday, July 19
 

7:00am MDT

Breakfast
Thursday's Breakfast Menu:
  • Cheddar cheese, Mushroom, & Carmelized onion frittata (GF)
  • Bacon
  • Fresh fruit salad
  • Assorted mini scones
  • Coffee
  • Hot tea
  • Orange juice
  • Ice water with lemon, lime, and orange slices available

Late morning snack!
  • Assorted granola bars
  • Assorted whole fruits
  • Assorted individual yogurts (incl. some plain, no sugar varieties)
  • Bottled fruit juices
  • Coffee 
  • Tea
  • Ice water
Thursday July 19, 2018 7:00am - 9:00am MDT
University Center Ballroom South
  Meal, Breakfast

9:00am MDT

Embracing the Mystery: Mindfulness, Creativity, and Critical Thinking Techniques from Sherlock Holmes
Presenters
avatar for Maria Konnikova

Maria Konnikova


Thursday July 19, 2018 9:00am - 10:00am MDT
University Center Ballroom South
  Keynote Speech

10:30am MDT

Supporting Transfer Student Success through Cross-Institutional Collaboration
California State University Channel Islands (CI), Ventura College (VC), Oxnard College (OC), and Moorpark College (MC) all list information literacy as one of their institutional student learning outcomes or general education outcomes. Students enter our regional institutions with varying levels of competency in information literacy (IL). Although the library is often the campus leader in specific information literacy instruction, it is incorporated across the curriculum. This presentation will discuss the creation of a Regional Information Literacy Summit to address IL and transfer student success. The one-day event was focused on allowing for collaboration across institutions to serve a common student outcome and increase transfer student success.
Our aim in creating such an event was to share resources and best practices, ways to infuse IL into the curricula, and methods for assessing effectiveness of IL instruction. The event is designed to include non-librarian teaching faculty in order to engage in meaningful discussions regarding how to incorporate information literacy concepts into assignments and syllabus, how to work collaboratively with librarians on your campus to support these learning outcomes, and to increase awareness of information literacy framework that can help support student success. By aligning efforts across the regional campuses, librarians and faculty can work towards the common goal of moving students to mastering more advanced information literacy concepts before they graduate.
Presenters
avatar for Kaela Casey

Kaela Casey

Librarian, Ventura College
avatar for Linda Kennedy

Linda Kennedy

Adjunct Librarian, Moorpark College
I was a former Registered Dental Hygienist who did a mid-career switch to become a Librarian because I am passionate about the acquisition and preservation of knowledge. I love to learn, so whatever you can share with me, I would love to talk about it!
JP

Janet Pinkley

Head of Access Services, CSU Channel Islands

Thursday July 19, 2018 10:30am - 11:00am MDT
University Center 221
  20-min Presentation

10:30am MDT

Creating and Using Choose Your Own Adventure Flip-Books to Teach Information Literacy Skills
Choose your own adventure is an engaging and practical instructional method that can be mapped to learning outcomes in a variety of settings. This teaching tool uses active learning techniques and a creative writing narrative to increase and maintain student engagement. The problem-solving adventure format gives choice to students and emphasizes their agency, embracing elements of critical theory.

Librarians at California State University, Chico created choose your own adventure flip-books for use in teaching information literacy. The flip-books encourage students to think critically about research scenarios, make decisions during the research process, and evaluate informational choices. Using an iterative design process, the presenters have honed these tools to suit the educational and informational needs of students and are using them to teach the knowledge practices and skills put forth by the ACRL Framework.

This presentation will give attendees examples of how to implement this tool in the classroom, and will provide attendees with the opportunity to create a choose your own adventure flip-book based on one of the Frames. Attendees will leave this session with an understanding of how to design an adventure flip-book and how these can be used to support teaching information literacy.
Presenters
avatar for Irene Korber

Irene Korber

Head of Research, Instruction, & Outreach, California State University, Chico
avatar for Jodi Shepherd

Jodi Shepherd

Head of ACME, California State University, Chico
Jodi Shepherd is the Head of Acquisitions, Collection Development, and Evaluation Unit at the Meriam Library. She has been at Chico State since 2008 where she has held positions in public services and technical services. She has a B.A. in Political Science from Oregon State University... Read More →

Korber Shepherd Slides LIW 2018 pdf
Korber Shepherd CYOA booklet LIW 2018 pdf
Thursday July 19, 2018 10:30am - 11:30am MDT
University Center 213
  45-min Presentation

10:30am MDT

Diving in to the Data Literacy Deep End
When asked what makes an information source such as a book or an article, credible, college students often suggest statistics or data. However librarians know, from being critical users of information, that the data itself can be false, ambiguous, disorganized or used in incorrect or intentionally misleading ways. Hence data literacy should be an integral part of information literacy education.

But how do you start a data literacy instruction program with no data librarian? This presentation will describe how to introduce data literacy into an established information literacy instruction program using liaison librarians. The presentation will detail the three-pronged approach we took at Eastern Michigan University to: 1) get liaison librarians interested in data literacy, 2) engage with faculty about data literacy and 3) deliver self-service and in-class data literacy instruction to students.
Presenters
avatar for Meryl Brodsky

Meryl Brodsky

Business Librarian, Eastern Michigan University
I am a Library liaison to the College of Business and the department of Economics, and a self-designated champion of Data Literacy at Eastern Michigan University.
KG

Kelly Grossmann


Thursday July 19, 2018 10:30am - 11:30am MDT
Library Event Space (L 139)
  45-min Presentation

10:30am MDT

Letting Go and Diving In: Methods for Developing an Authentic Teaching Practice
Information literacy instruction is an essential duty for many academic librarians. Although we may enjoy the challenge of teaching and feel inspired as we plan our lessons, there are those of us who routinely experience anxiety as part of this work. As teachers in a world of one-shots, librarians are uniquely positioned. Faculty come to us with expectations and assumptions about what we do. They share their assignment, talk with us about their students’ research needs, and give us an hour or two to meet with their class. Often we have only a developing knowledge of the course topic, have never met the students, and feel pressure to exceed the expectations of the instructor so that we can work with them again.

In this presentation, participants will consider how developing authenticity in teaching may help to combat teaching anxiety, improve student outcomes, and challenge us to develop a growth mindset and find adventure in our work. Participants will be introduced to the concept of authenticity, which has its roots in philosophy but has been used in the scholarship of teaching and learning to describe reflective teaching practices that center on being “true to oneself” and focusing on student needs. Through conversation and activities, we will explore the challenges and possibilities afforded by authentic information literacy instruction, discovering how we can best “be ourselves” as teachers even as a guest in another instructor’s classroom.
Presenters
avatar for Chloe Barnett

Chloe Barnett

Reference & Instruction Librarian, Westminster College, Giovale Library

Thursday July 19, 2018 10:30am - 11:30am MDT
University Center 222
  45-min Presentation

10:30am MDT

Variety Hour: Making Sense of First Year Library Instruction
533 students. 32 class sections. 32 different topics, assignments, syllabi, and instructors. 8 instruction librarians. 1 assessment. How do you make sense of this much variety in a first year experience course?

The presenters, librarians at a small liberal arts college, chose to focus on first-year students’ ability to select appropriate resources for research. They launched a pilot program with only a few weeks’ notice, driven by a university assessment mandate, department goals, and librarian curiosity. Using a three-pronged approach, they juggled data from each class section to investigate the correlative effect of library exposure on first year experience student success across these sometimes dramatically different class landscapes (from “writing for social justice” to “fear” to “superheroes” to “digital stories”). The librarians administered a baseline survey during fall library instruction and assessed student research assignments, then collected student and faculty feedback in the spring semester.

Join us for discussion of preliminary results and insight into moving a research project from concept to action to refinement; we will also discuss organizing, question creation, beta testing, IRB process, requesting student assignments and papers from faculty, and the many other variables that found their way into the research process.
Presenters
LB

Lindsay Brownfield

Reference & Instruction Librarian, University of Nebraska-Kearney
MD

Meghan Damour

Online Learning Librarian, Loyola Notre Dame Library
avatar for Courtney Drysdale

Courtney Drysdale

Research & Instruction Librarian, Regis University
I'm a Research and Instruction Librarian. I answer questions for students, faculty, and community members and through email, phone, and our 24/7 chat service. I'm the liaison to the Education, Math, and Chemistry departments and do a lot of teaching in our First Year Experience with... Read More →

Variety Hour Making Sense of First Year Library Instruction pdf
Thursday July 19, 2018 10:30am - 11:30am MDT
University Center Ballroom East
  45-min Presentation

10:30am MDT

Integrating Intersectionality in Library Instruction and Programming
Incorporating critical librarianship into daily practice may initially seem daunting due to varying demands and constraints. Given these challenges, how can we help first-year students develop more complex understandings of social issues that they may be researching and writing about in their composition courses? How do we reach first-year students who may have overlapping identities find resources and support during their time at the university? Join two academic librarians who will introduce the efforts they have made to incorporate intersectional themes into instruction and educational programming on their respective campuses. Librarians attending this roundtable discussion will brainstorm and share ideas for engaging in first-year instruction and outreach efforts that promote intersectionality.
Presenters
avatar for Lindsay Davis

Lindsay Davis

Instruction & Outreach Librarian, University of California Merced
avatar for Christal Young

Christal Young

Reference & Instruction Librarian, University of Southern California

Integrating Intersectionality into Library Instruction & Programming Davis and Young pdf
Thursday July 19, 2018 10:30am - 11:30am MDT
University Center Ballroom West
  Discussion Group

11:00am MDT

A New Adventure?: Collaborating with First-Time Writing Instructors on "Teaching Research"
Assignment-design consultations with librarians can be an easy sell for faculty members who have struggled to get the results they want out of student research assignments. But how do you convince first-time instructors to collaborate with librarians on research-based writing assignments before they’ve tested the waters on their own? In my university’s college writing program, graduate teaching assistants develop their own syllabi and assignments rather than teaching from a standardized syllabus. However, new GTAs are typically first-time instructors of college writing with limited experience in designing, teaching, and assessing research assignments for first-year students. While some new GTAs design appropriate assignments for novice researchers, others create assignments that are inadvertently designed in a way that sets students up for failure in meeting the instructor's expectations. In these situations, it is difficult to figure out how we as librarians can help students be as successful as possible in satisfying misaligned assignment parameters while also encouraging them to engage in critical information literacy concepts, all in a single one-shot session.

With these concerns in mind, I surveyed new GTAs at our institution as well as in other institutions’ college writing programs about their experiences with “teaching research” for the first time. Survey results were collected at the end of the Fall 2017, and GTAs were invited to participate in follow-up interviews in Spring 2018. In this session, I will share the preliminary results of my research and discuss how I am using what we learned about new GTAs’ experiences as first-time instructors to redesign a library instruction orientation session for new graduate teaching assistants in the Fall 2018 semester.
Presenters
avatar for Maggie Murphy

Maggie Murphy

Visual Art & Humanities Librarian, UNC Greensboro

New Adventure (LIW) pdf
Thursday July 19, 2018 11:00am - 11:30am MDT
University Center 221
  20-min Presentation

11:30am MDT

The Container Conundrum: Using a contextual approach to source evaluation
UNM librarians consider a source evaluation method that shifts the focus from truth to trust and from content to context, thereby centering the Authority is Constructed and Contextual and Information Creation as a Process frames from the ACRL Framework. The recent proliferation of “fake news” and misinformation prompts us to ask: Can the Framework help us develop a straightforward and substantive approach to source evaluation?

Data collected through UNM’s first year instruction program indicates that students often struggle to make judgments about information content, including language, argument, accuracy, and purpose, which can hinder students’ attempts to determine a source’s relevance and value. Student evaluation of information can also be influenced by emotional predispositions and biases that may lead to less objective source evaluations. Instead of focusing our efforts on the content of a source and attempting to determine whether or not it represents “the truth,” we help students evaluate a source’s context to assess whether to trust the information a source conveys. We concentrate on:

• concrete fact-checking techniques—e.g. lateral and upstream reading/research—to assess authority, and
• a new conceptualization of format, informed by genre theory, to help students assess the purpose of a source and the underlying processes that result in its creation.

Focusing evaluative efforts on the “container” also offers students some distance from potentially inflammatory content. As students adapt fact-checking techniques to quickly scan multiple sources and become more familiar with various information formats, they will be able to more readily understand and effectively use sources.
Presenters
avatar for Stephanie Beene

Stephanie Beene

Assistant Professor, Fine Arts Librarian for Art, Architecture, and Planning, University of New Mexico
avatar for Amy Jankowski

Amy Jankowski

Assistant Professor and Life Sciences Librarian, The University of New Mexico
avatar for Alyssa Russo

Alyssa Russo

Learning Services Librarian, Assistant Professor, University of New Mexico
avatar for Lori Townsend

Lori Townsend

Learning Services Coordinator, University of New Mexico

Thursday July 19, 2018 11:30am - 12:30pm MDT
University Center 221
  45-min Presentation

11:30am MDT

The Power of Partnerships: Academic and High School Librarians Collaborate for Student Research Success
In 2011, the Walker Library at Middle Tennessee State University (MTSU) coordinated with a nearby magnet high school intending to introduce 200 gifted high school seniors to a collegiate research experience. These students had a capstone thesis project requiring access to resources not available at the high school library. Walker Library provided library instruction showcasing basic collegiate level research skills. The high school students had the opportunity to utilize a wide variety of resources for their research, and they were exposed to an important cornerstone of the MTSU campus. The students benefited from academic librarians, high school librarians, and high school teachers working together to deliver vital research assistance in the classroom setting. The 2011 collaboration developed into a formal partnership and now serves as the model for other Walker Library/high school partnerships. As of 2017, Walker Library collaborates with seven high schools, and more are joining. The success of these partnerships has gained the attention of numerous MTSU campus officials and is now becoming a part of the MTSU student recruitment process. This presentation will describe the structure of the Walker Library/high school partnerships. It will detail how the partnerships were originally set up as well as how they have evolved. The presentation will conclude with a summary of lessons learned, assessment of the partnerships, and details regarding future directions.
Presenters
CG

Christy Groves

Department Chair, User Services, Middle Tennessee State University
Hi everyone! I am looking forward to meeting you at LIW! I have been collaborating with librarians and helping library users for many years, and I still find librarianship and library instruction as rewarding now as I did when I first became a librarian. I have a background in... Read More →

Thursday July 19, 2018 11:30am - 12:30pm MDT
University Center Ballroom South
  45-min Presentation

11:30am MDT

Charting their Own Path: Following the Trail of First-Year Undergraduates' Life-Research Experiences
What if we made first-year students' life-research experiences the focus of curriculum design for information literacy? A central tenet of constructivist learning theory states that new learning builds on prior knowledge (Good and Brophy, 1994; Cooperstein & Kocevar-Weidinger, 2004), yet an examination of recent literature suggests that it is common practice to focus on gaps in knowledge when developing information literacy programming for first-year college students (Varlejs & Stec, 2014; Julien & Barker, 2009; Nierenberg & Fjeldbu, 2015). The authors conducted a study of 40 first-year students from across four diverse institutions. We were interested in determining the prior knowledge and strengths that they bring to bear when learning about college-level research, with a view to designing learning experiences that capitalize on students’ existing knowledge and experience. A phenomenographic analysis of interview transcripts suggests that first-year students already bring considerable research skills to the first-year classroom through their life-research experiences.

The hands-on workshop is based on the authors’ study. The facilitators of this session plan to design a series of authentic, real-world tasks, in which participants will discover what cognitive connections exist between their real-world information seeking experiences and academic research. The tasks we will ask workshop participants to explore mirror the tasks we asked students about in our study. Participants will build on prior knowledge and learn with others to discover what first-year students already know about research. We can make students' prior knowledge the basis for library instruction based on strengths rather than deficits!

References:

Cooperstein, S.E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32, 141-148. http://dx.doi.org/10.1108/00907320410537658

Good, T.L., & Brophy, J.E. (1994). Looking in classrooms. New York, NY: HarperCollins College Publishers

Julien, H., & Barker, S. (2009). How high-school students find and evaluate scientific information: A basis for information literacy skills development. Library & Information Science Research, 31, 12-17. doi:10.1016/j.lisr.2008.10.008

Nierenberg, E., & Fjeldbu, O.G. (2015). How much do first-year undergraduate students in Norway know about information literacy? Journal of Information Literacy, 9, 15-33. http://doi.dx.org/10.11645/9.1.1983

Varlejs, J., Stec, E., & Kwon, H. (2014). Factors affecting students’ information literacy as they transition from high school to college. School Library Research, 17, 2-23. Retrieved from: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol17/SLR_FactorsAffecting_V17.pdf
Presenters
avatar for Emily Cox

Emily Cox

Scholarly Resources Librarian: Humanities, University of Texas, San Antonio
Emily Cox is the Scholarly Resources Librarian for Humanities at the University of Texas at San Antonio. She works extensively with students and faculty in Philosophy, Classics, and Music.
ML

Mark Lenker

Teaching and Learning Librarian, University of Nevada, Las Vegas
Mark Lenker is a Teaching and Learning Librarian at the University of Nevada Las Vegas, where he works extensively with first-year English classes and first-year seminars for the College of Liberal Arts. Mark’s research interests include information literacy, political discourse... Read More →
TP

Tatiana Pashkova-Balkenhol

Undergraduate Research and Instruction Librarian, Millersville University
Tatiana Pashkova-Balkenhol holds two Master’s degrees in Library Science and English from Emporia State University. She serves as Undergraduate Research and Instruction Librarian at Millersville University and collaborates with faculty in a variety of disciplines to engage undergraduate... Read More →

Thursday July 19, 2018 11:30am - 12:30pm MDT
University Center Ballroom West
  Workshop

11:30am MDT

Discovering Student-Centered Instruction: Applying the Framework Using Backward Design
After participating in an Engaging with the ACRL Framework workshop, two new instruction librarians were inspired to rework their library instruction in two distinct paths: one embedded in health education with a scaffolded curriculum, the other coordinating one-shot instruction within the social sciences and English composition. Armed with learner-centered pedagogy and backward design principles, the librarians navigated sometimes-bumpy roads to collaborate with faculty, integrate new activities, and ensure meaningful concept-based learning with students across a universe of disciplines. During this interactive session, the presenters will share their own experiences and discipline-specific approaches and coach attendees through breaking down key concepts of the Framework into manageable ideas that can be covered in a single instruction session or over multiple sessions, depending on participants’ instructional context.

The session will be structured as follows: Participants will identify a Frame they are interested in incorporating into their instruction. First, they will articulate desired results or learning outcomes of the instruction session(s) and the big ideas behind those outcomes. Next, participants will define acceptable evidence of students learning those outcomes and identify techniques by which that evidence can be gathered and assessed. The final step will ask participants to create learning activities and experiences that will facilitate student learning of the identified outcomes and integrate assessment. The end product will be a draft lesson plan which engages with the Framework in a meaningful way, from developing outcomes to designing activities.
Presenters
avatar for Leah Cordova

Leah Cordova

STEM Librarian, East Carolina University
avatar for Meghan Wanucha Smith

Meghan Wanucha Smith

Health & Human Services Librarian, University of North Carolina Wilmington

Thursday July 19, 2018 11:30am - 12:30pm MDT
University Center 213
  Workshop

12:30pm MDT

Lunch
Thursday's Lunch Buffet Menu:
  • Classic Greek Salad (tomatoes, cucumbers, red onion, kalamata olives, feta, light vinaigrette)
  • House-made rolls + butter
  • Stuffed Green Pepper (vegetarian)
  • Broiled salmon with dill butter
  • Oven roasted herbed potatoes
  • Glazed fresh carrots
  • Dessert: Red velvet cake bars
  • Beverages: Coffee, Water, Iced Tea

Afternoon snack!
  • Individual ice cream cups
  • Pretzel knots with vegan pesto
  • Assorted whole fruit
Thursday July 19, 2018 12:30pm - 1:30pm MDT
University Center Ballroom South
  Meal, Lunch

1:30pm MDT

Overcoming Imposter Syndrome: The Adventures of Two New Instruction Librarians
As two recent graduates, Jessica and Meredith have experience teaching library instruction classes before but never as capital “L” Librarians. In our presentation, we will chronicle the first year out of graduate school as instructional librarians, highlighting the struggles of shifting from student to teacher, the excitement of discovering our teaching styles, and overcoming imposter syndrome.

We will specifically touch on many of the issues faced by new instruction librarians, discussing the challenges and successes of our first year of professional librarianship. We will examine learning from our failures and not getting bogged down when instruction sessions turn out differently than we planned. Our presentation will tell the story of our careers, comparing and contrasting our experiences teaching at two different institutions.
Presenters
MF

Meredith Forrey

avatar for Jessica Martinez

Jessica Martinez

Science Librarian, University of Idaho Library
I'm a new librarian who is interested in makerspaces, making libraries fun and inclusive places, impostor syndrome, marketing and outreach, and promoting women in STEM fields. Outside of work, I like good books, good beer, and exploring national parks.

Thursday July 19, 2018 1:30pm - 2:00pm MDT
University Center 221
  20-min Presentation

1:30pm MDT

Checklists Are Not Enough: Exploring Emotional Intelligence as Information Literacy
Information literacy education has long included developing skills in evaluating information. Librarians have designed checklists, dichotomized scholarly and popular sources, and created lessons centered around fact checking in an effort to encourage responsible information habits. While these skills are important, traditional methods of information evaluation do not account for the impact that emotions and internal biases have on human judgement processes.

Research shows that humans are more likely to dismiss information that does not confirm previous thinking in favor of information that does regardless of source reliability. It follows that even if students are given a tool to determine reliability such as a checklist, they may not accept the outcomes if it doesn’t align with pre-existing beliefs. Highlighting the importance of checking emotional reactions to information has perhaps never been more relevant than now, when much of our information comes to us via proprietary algorithms that encourage confirmation bias. The platforms we frequent create echo chambers overrun with misleading and inflammatory information. We must teach students that checking in with our emotions and internal biases is an integral part of evaluating information in their academic lives and beyond.

Drawing from Social Psychology and Communications literature, I will explore the significant impact emotional reactions have on whether we internalize information as true or dismiss it. I will then discuss implications of this for information literacy education and offer practical methods for addressing these concerns.
Presenters
avatar for Chelsea Heinbach

Chelsea Heinbach

Teaching and Learning Librarian, University of Nevada, Las Vegas
Chelsea Heinbach is an Assistant Professor and Teaching and Learning Librarian at the Lied Library at the University of Nevada, Las Vegas. She is interested in in critical pedagogy, the affective nature of information behavior, and the intersection between civic engagement and information... Read More →

Thursday July 19, 2018 1:30pm - 2:30pm MDT
University Center Ballroom West
  45-min Presentation

1:30pm MDT

Undergraduates in Archives and Distinctive Collections: A Case Study in Digital Storytelling
What are we asking of students when we challenge them to create digital projects from archival or special collections? This paper investigates the rewards reaped and lessons learned from a semester-long course asking students to create a public-facing digital project around an under-researched and underrepresented archive or collection in order to confront issues of power and privilege. The course made use of hands on activities in collections, exposed students to issues of copyright and the postcustodial responsibilities collections have, as well as the biases we can pass along through metadata creation.
The practical outcome of this intensive partnership between faculty and librarian was the collection of deliberate approaches to teaching students in special collections, the incorporation of librarian and archivist expertise when partnering with faculty, and the purposeful approach taken when choosing and teaching a digital tool in the humanities.
Presenters
EN

Elise Nacca

Librarian, UT Austin

Thursday July 19, 2018 1:30pm - 2:30pm MDT
University Center Ballroom South
  45-min Presentation

1:30pm MDT

Online Pedagogy and Iterative Design: A Conversation with PIL
How can we design digital tools to support adult learning? In 2017, work began on the Reading List for Life, a web application that builds on the Open Syllabus Project (OSP) database and lets adults users create advisory lists through any topic, and connect those lists to local library and other resources. This project is a collaborative effort between scholarly researchers, librarians, interaction designers, and programmers from Project Information Literacy (PIL), the metaLAB (at) Harvard, Columbia University, and “Metropolitan New York Library Council (METRO). We are developing and testing a next-generation prototype of a learning app that distills teaching strategies of hundreds of thousands of university faculty into a library service. Please join Alaina Bull, PIL Research Associate and the First Year Experience Librarian at the University of Washington Tacoma, for a roundtable conversation about designing online learning tools, online pedagogy, and user-centered designs for adult learners. You will be asked to share your expertise, experiences, and successes and failures with designing digital tools for adult learners. Questions are welcomed, too. Our conversation will focus on pedagogy and iterative design, rather than the technical framework of a Learning Management System. 
Presenters
avatar for Alaina C. Bull

Alaina C. Bull

First Year Experience Librarian, University of Washington Tacoma
Alaina is the First Year Experience Librarian at the University of Washington Tacoma. Prior to UWT, she worked as an adjunct reference and instruction librarian in WA state community colleges, and she spent a year doing freelance information architecture consulting work. She has been... Read More →

Thursday July 19, 2018 1:30pm - 2:30pm MDT
University Center 213
  Discussion Group

2:00pm MDT

You Better Work! Infusing Your Instruction with Drag Queen and King Techniques
What can we learn from drag kings and drag queens to help us grab student’s attention, deepen student engagement, and share our strong emotions towards information literacy? This session covers how drag in all its forms uses surprise, novelty, entertainment, and emotion to engage. Using “the six Ps of drag” as a framework for instruction you’ll find your instruction is more fun, more interactive, and more effective in getting your ideas heard and understood. Persona – everyone is interesting, but when instructing you need to amplify your awesome traits. Practice – drag queens and kings don’t just get up on stage without practicing their performance. Same with library instruction, to hone your craft, to work on making it better. Polish –you need to polish your performance to in an inch of its life, to be ready for anything unpredictable, to be able to handle students that are asleep, texting, and may even be actively rude. Performance – drag is performance, and aspects of instruction are performance. You get up in front of people, say things you want them to listen to, and enjoy themselves. Payoff – drag queens and kings get paid for performing. Your payoff is effective instruction, showing a passion. Passion – drag queens and kings have a passion for performing, for entertaining, for shocking. You should to for your library instruction. Personable – drag queens and kings can seem outsized, over the top, so glamorous, so frightening. But within all that there is their humanity.
Presenters
avatar for Mark Bieraugel

Mark Bieraugel

Business Librarian, Cal Poly
Incorporating novelty into instruction. Fostering creativity and entrepreneurial thinking in the academic library through space design. Hand embroidery and weaving. Pronouns, they, them,theirs

Handout for You Better Instruct for Your Life PART 1 docx
You Better Work WORKSHOP NOTES docx
Handout PART 2 docx
Thursday July 19, 2018 2:00pm - 2:30pm MDT
University Center 221
  20-min Presentation

2:30pm MDT

Holistic Information Literacy Assessment Through ePortfolios
In 2016 SLCC Library Services was able to develop a new information literacy assessment rubric to replace the AAC&U VALUE rubric for student ePortfolio assessment. This presentation will briefly review the creation process, results from the implementation of the new rubric, and opportunities resulting from this process. The newly created rubric is based upon the ACRL Framework for Information Literacy for Higher Education.
Presenters
ZA

Zach Allred

Salt Lake Community College Libraries
avatar for Jamie Dwyer

Jamie Dwyer

Instruction and Liaison Librarian, Salt Lake Community College
Jamie is an Instruction and Liaison Librarian at Salt Lake Community College, where she works with the School of Humanities and Social Sciences.

LIW ePortfolio Assessment pptx
LIW ePortfolio Handout docx
Thursday July 19, 2018 2:30pm - 3:00pm MDT
University Center 221
  20-min Presentation

2:30pm MDT

Adventures in Autism: Supporting Autistic Students in Academic Libraries
In late 2017, an instruction librarian and a student accessibility specialist teamed up to survey academic librarians about their knowledge and experience teaching students with Autism Spectrum Disorder, or ASD, the group of “disabilities” commonly known as autism. While public libraries have been creating supportive, inclusive, safe, and targeted programs and spaces for autistic children and their families for many years, academic libraries have been slow to prepare their environments and staff for the growing population of undergraduate students with ASD. In a one-shot information literacy session or one-time research consultation, librarians often do not have the relationships, awareness, or tools with which to effectively teach an autistic student. What do librarians currently know about working with students on the spectrum? How can we better prepare our instruction to help these students succeed? In this energetic presentation, we will briefly explain the debate over autism as disability or identity, present the results of our study of academic librarians’ perceptions of and experiences with students with ASD in the library, and provide attendees with tangible tips on how to navigate the adventures in autism and work productively with autistic students.
Presenters
avatar for Alex Gallin-Parisi (she/her)

Alex Gallin-Parisi (she/her)

Instruction Librarian, Trinity University
At the library, I'm meeting with students in sociology, anthropology, political science, economics, and urban studies as well as serving as an academic advisor for undeclared majors as well as faculty advisor for the "football fraternity." I am also trying to keep equity alive on... Read More →
AG

Alyse Gray Parker


Thursday July 19, 2018 2:30pm - 3:30pm MDT
University Center Ballroom South
  45-min Presentation

2:30pm MDT

Crossing the Minefield/Mindfield of Misinformation
The Collins Dictionary named fake news the 2017 word of the year, describing the real problem of misinformation spread widely “under the guise of news reporting.” The phrase fake news has also been used as a rhetorical tool in public discourse to undermine opposing views. In a climate of abundant information and misinformation, concern has grown on campuses about college students’ abilities to contextualize and think critically about information sources. To provide meaningful practice in recognizing markers of context and credibility, we collaborated to develop a series of sessions for students in a first-year composition class. Held over two weeks, the sessions were designed to engage, and sometimes provoke, students in critical analysis and reflection about source types, bias and credibility. Through discussion, readings, group work, and free writing, we considered some challenges for thinking critically about information, addressing both conditions of our current information climate as well as common cognitive fallacies. The last sessions in the series focused on the development of strategies and discerning habits of mind. By the end of these sessions, students demonstrated thoughtful awareness in the creation of their own lists of source evaluation criteria and in an essay describing the learning process.
Presenters
avatar for Anne Bledsoe

Anne Bledsoe

Library Instruction Coordinator, Colorado Mesa University
DR

Dr. Robin Calland


LIW Crossing the Minefield Mindfield of Misinformation pptx
Thursday July 19, 2018 2:30pm - 3:30pm MDT
University Center Ballroom West
  45-min Presentation

2:30pm MDT

Information Literacy Beyond the Academy: Enabling Participation in Multiple Information Contexts through a Critical Rhetorical Awareness
In describing the choices experts make to align themselves with disciplinary conventions and expectations, each of the Framework for Information Literacy six frames situates IL’s value within a single, broad context: Academia. But does academic expertise easily transfer to the personal, professional, and civic contexts students also inhabit? Is it useful for addressing all the situations encountered in those contexts?
To become information literate in all contexts, a critical awareness of how ideologies condition participation is necessary. Informed by rhetoric--which recognizes how social contexts constrain available means of persuasion--this awareness can help students read and adapt to the demands of any context. In its turn towards social constructionist philosophies, the field recognizes that a discourse, lay or academic, “can never be innocent, can never be a disinterested arbiter of the ideological claims of others because it is always already serving certain ideological claims.”1 Every practice, from selecting search strategies to choosing appropriate evidence to integrating source material, is situated. Nothing is universal; a practice’s value and meaning must be understood in context. A critical awareness of any rhetoric’s situated nature can act as a schema for learning context-specific expectations and practices when the need arises.
This presentation will demonstrate the essential elements of a critical awareness based on rhetoric. It will also analyze how the existing Frames limit the development of a transferable awareness. Finally, it will propose conceptual and semantic changes to the Frames that will accommodate a more expansive approach to information literacy.

1. Berlin, J. (1988). Rhetoric and ideology in the writing class. College English, 50, 477- 494.
Presenters
avatar for Joel Burkholder

Joel Burkholder

Reference and Instruction Librarian, Penn State York

Thursday July 19, 2018 2:30pm - 3:30pm MDT
Library Event Space (L 139)
  45-min Presentation

2:30pm MDT

Activities for Evolving Student Needs: Teaching Discovery and Citation through Competitive Play
What students know about research and what they need to know are not often well paired: previously low entry points into scholastic conversations change dramatically for students with the addition of tools that can mislead as much as they assist research behaviors. This session introduces two activities designed to motivate students by meeting their evolving needs around discovery and citation. Using teamwork, self-directed learning, and competitive play, students learn foundational research skills in casual, experience-driven environments.

The Discovery Puzzle uses student teams and the library’s discovery layer to solve bibliographic puzzles while introducing search engine exploration and close reading in library research. This activity abandons preconceptions about students’ electronic expertise and focuses on hands-on experience with the library’s gateway to academic research.

Similarly, while students are expected to be able to follow citation style guidelines, the widespread availability of citation generators makes it less important to teach students how to write citations from scratch and more important that they learn to read and edit them. In Citation Bowl, students again work in teams to correct challenging citations. As in a traditional college bowl, other teams can improve on errors, and steal points with their own correct answers.

During this interactive session, presenters will discuss the iterative design of these activities, their adoption in one-shot and credit-bearing environments, and the potential for competitive play to engage students in information literacy. Attendees will leave with the materials necessary for integrating these activities into their instruction plans.
Presenters
avatar for William Cuthbertson

William Cuthbertson

Instruction Coordinator, Meriam Library, CSU Chico
William is the Instruction Coordinator at Meriam Library and liaison to Undergraduate Education and to the Departments of Political Science & Criminal Justice, Sociology, and Geography.  With Sam McClellan, he co-chairs the LOEX 2021 conference.  William’s work focuses on increasing... Read More →
avatar for Brianne Markowski

Brianne Markowski

Information Literacy Librarian, University of Northern Colorado

Thursday July 19, 2018 2:30pm - 3:30pm MDT
University Center 213
  Workshop

3:00pm MDT

Revealing instruction opportunities: A syllabus analysis study for disciplinary curricular mapping
Objectives
Data-driven outreach is essential to ensure efficient curriculum-integrated instruction. Haphazard information literacy instruction is an inefficient use of everyone’s time. With a syllabus analysis study librarians can plan strategic, evidence-based instructional outreach and work with teaching faculty to integrate a scaffolded information literacy instruction program.
Methodology
This study examined 369 syllabi from three departments at a global university. The authors developed and normed a rubric based on ACRL’s 2015 Framework for Information Literacy for Higher Education to analyze the syllabi for information literacy learning outcomes. The rubric rated syllabi for the presence of these six themes using a three-indicator scale: not present, implied, or explicitly stated. Coding on these themes was completed using the qualitative software analysis tool NVivo, which allowed for a nuanced textual analysis. Interrater reliability was calculated from 25 randomly selected syllabi; Cohen’s kappa calculations for interrater reliability were .92, which indicates that the raters had a high level of agreement, and that the rubric is a reliable and valid instrument which can be used to replicate and scale the study.
Findings
The analysis revealed strategic opportunities for information literacy instruction, particularly among syllabi that contained “explicitly stated” information literacy learning outcomes on several dimensions of the rubric. This presentation will discuss the process of developing an analytic rubric, as well as best practices in gathering, organizing, and coding data in order to engage in qualitative research.
Presenters
avatar for Melissa Beuoy

Melissa Beuoy

Librarian for Education, Human Development and Food Studies, New York University
Melissa Beuoy is Librarian for Education, Human Development and Food Studies at New York University. She has worked in academic libraries on and off since graduating with her MLIS from San Jose State University in 2005. Her MA in International Educational Development led to work on... Read More →
KB

Katherine Boss

New York University

Thursday July 19, 2018 3:00pm - 3:30pm MDT
University Center 221
  20-min Presentation

3:30pm MDT

Choose Your Own (Mis)Adventure: Practicing Digital Literacy Skills in the Community College Classroom
This brief talk will outline the creation process of a digital literacy workshop for a diverse group of learners from scratch. Librarians instructing in a community college setting often work with a diverse student body from different backgrounds and identities to levels of technology and research skills. To help students make the critical thinking leaps between textbook hypotheticals to relevant, real-life digital dilemmas, librarians can act as digital literacy educators and advocates. After teaching introductory library sessions to first year students, I noticed a variety in the skill, comfort, and knowledge of using a computer in an academic and work setting.

This inspired a home grown, made from scratch approach to create opportunities to practice these digital literacy skills. I developed an original, “choose your own adventure” activity to help students in our first-year experience seminar get a handle on using college wide resources and apply them to a hypothetical situation. For many students, this activity was the first time they used the college website to do exploratory research about academic programs, advising, transfer partnerships, and careers. The activity also aimed to incorporate information and media literacy skills like synthesizing information from a variety of formats and evaluating sources. In all, students met this digital literacy workshop with several different responses: from frustration and confusion to optimism and zeal. Attendees will walk away with a better understanding of digital literacy skills in community colleges, workshopping their instruction sessions, and teaching in an every-changing environment.

*This work is from a previous position as First Year Experience Librarian at Horry-Georgetown Technical College (Conway, SC, US)
Presenters
avatar for Meggie Lasher

Meggie Lasher

Research and Academic Engagement Librarian, Davidson College

Thursday July 19, 2018 3:30pm - 4:00pm MDT
Library Classroom 231
  20-min Presentation

3:30pm MDT

Charting a course with transfer students
Transfer students are an important population across campus, yet they can easily be overlooked by campus stakeholders, including the library. Academic libraries can empower transfer students to become lifelong learners, build community within the library, and reduce library anxiety. There are opportunities for both two-year and four-year libraries to develop services and outreach efforts for transfer students. Community college libraries can focus outreach efforts to ensure future transfer students have a sufficient information literacy foundation and information about the transfer process. Four year institutions can offer support for students joining the campus and navigating the academic library at their new institution, which may be substantially larger or different than their previous institution. This roundtable highlights opportunities for supporting transfer students within your library, through partnerships within your institution, and partnerships across institutions within your state or region. We’ll engage in a lively discussion with attendees about the transfer student experience, particularly the needs of transfer students and how their libraries are meeting those needs. The facilitators will contribute findings from their recent research on transfer students and share outreach examples from their institution.
Presenters
CK

Cynthia Keller

avatar for Lindsay M Roberts

Lindsay M Roberts

avatar for Megan Welsh

Megan Welsh

Associate Professor and Interdisciplinary Arts & Humanities Librarian, University of Colorado Boulder

Thursday July 19, 2018 3:30pm - 4:30pm MDT
University Center 213
  Discussion Group

3:30pm MDT

Navigating Instruction Identities as New Librarians & Adventuring into Advocacy
A team of new librarians, including faculty, temporary faculty, staff, and MLIS graduate assistants will lead a two-part session. In part one, we will share our paths to developing library instruction identities in a panel format. Panelists will answer moderated questions relating to constructing/realizing their library identities and the challenges faced in this process/along the way. Part two will complement the panel by allowing participants to consider their own identities and how they advocate for their needs. During part two, the team will lead a breakout discussion of specific challenges and identities, focused on meaningful and inclusive solutions to deal with these issues.  Discussion topics will be sourced and voted upon by session attendees, but ideas include library school curriculum, developing graduate assistant and entry level positions that support instruction librarian development, recovering from instruction sessions that do not go well, integrating other teaching experience into library instruction identity, and impostor syndrome. These sessions will be of interest to the library leaders and MLIS faculty who are teaching and training new instruction librarians, as well as new librarians who are forming their instruction identities. Through these sessions, we hope to open a dialogue about the issues new instruction librarians face in constructing their classroom and professional identities and establish meaningful solutions to confronting issues related to librarian identity.
Presenters
avatar for Claire Hoag (Roseland)

Claire Hoag (Roseland)

Branch Manager, William M. White Business Library, University of Colorado Boulder
Claire received a Master in Library and Information Science and Master in Art History, with a Museum Studies concentration, from the University of Denver. Currently, she works at the Business Library of CU Boulder's University Libraries. She is in a unique position in that she is... Read More →
avatar for Emily Bongiovanni

Emily Bongiovanni

Emily is recently graduated with her MLIS from the University of Denver in June. During her graduate studies, Emily worked at the Research Desk at the University of Colorado, Boulder and at the Research Center at the University of Denver. She has also interned at the Denver Public... Read More →
avatar for Frederick Charles Carey

Frederick Charles Carey

History and Philosophy Librarian, University of Colorado Boulder
Frederick Carey received a Master in Library and Information Science from the University of Denver and a Bachelors of Arts in Philosophy from The Catholic University of America. Stationed in Norlin Library, his research interests include information literacy instruction, digital scholarship... Read More →
avatar for Emily Dommermuth

Emily Dommermuth

Science & Engineering Librarian, University of Colorado Boulder
Emily Dommermuth received a Master in Library and Information Science from the University of Denver and a Bachelors of Science Degree in Biology from Colorado State University. She works in the University of Colorado Boulder Libraries' Gemmill Engineering, Math & Physics branch library... Read More →
avatar for Allan Van Hoye

Allan Van Hoye

Government Information Librarian, University of Colorado Boulder
I am a Government Information Librarian at the University of Colorado Boulder. My research interests are teaching, how students interact with information, and critical theory. I am passionate about students, civil engagement, pursuing equality, and teaching.
avatar for Bronwen K. Maxson

Bronwen K. Maxson

Romance Languages Librarian, University of Colorado Boulder
Bronwen K. Maxson received a Master in Library and Information Science in 2013 from the University of Denver in Denver, Colorado. She worked for three years at Indiana University Purdue University, Indianapolis (IUPUI) as a Humanities Librarian and is currently the Romance Languages... Read More →
avatar for Perri Moreno

Perri Moreno

Recent MLIS Graduate

Thursday July 19, 2018 3:30pm - 5:00pm MDT
University Center Ballroom West
  90-min Panel

4:00pm MDT

Trekking Off the Beaten Path: Creating Engaging Library Instruction for Business Students
There are a number of well-trodden paths for integrating library instruction to support traditional research papers, which often lend themselves to lessons exploring the research process and topics like authority and bias. Non-traditional research projects however, especially in discipline-level business and engineering classes, don’t often afford the same opportunities to integrate information literacy topics. Without an engaging way to frame the goals of an instruction session, lessons can easily devolve into pure database demonstration. This is unfortunate, since students who are deeper into their field of study are arguably in a better position to explore topics like information creation, ethical use, and scholarship as conversation.

This session will discuss a project to redesign an instruction session for an upper-division marketing research course, including strategies used to both improve classroom activities and introduce topics in information literacy. Originally, the lecture-heavy format of the session was unengaging and left little time for students to practice search skills, let alone for higher-level information literacy concepts to be explored. Through a collaboration between the business librarian and online learning librarian, the session was flipped and redesigned to incorporate more active learning and peer-teaching approaches. This provided students with a sense of agency as they independently learned search tools and techniques, while streamlining classroom flow and allowing for a deeper exploration of topics in business information literacy. Methods for ongoing assessment and indicators of success, such as follow-up research consultations, will also be discussed.
Presenters
avatar for Teagan Eastman

Teagan Eastman

Online Learning Librarian, Utah State University
Teagan is Utah State University’s Online Learning Librarian where she focuses on creating online learning materials, instructional design and technologies, user experience, and supporting USU’s large distance education program.
avatar for Alex Sundt

Alex Sundt

Web Services Librarian, Utah State University

Thursday July 19, 2018 4:00pm - 4:30pm MDT
Library Classroom 231
  20-min Presentation

6:00pm MDT

Cocktail Hour + Dinner
Cocktails Start: 6PM (last call @ 8:45PM) - we will feature a custom cocktail for this event!
**Cash bar - credit cards accepted, too**

Dinner Menu:
  • Station 1: Honey Garlic Meatballs w/ Purple Cabbage Slaw
  • Station 2: Cheese Fondues (Beer Cheese; Gruyere + Merlot) with assorted breads and fresh veggies
  • Station 3: Grilled Sausages (Chicken Truffle; 2 Chef's Choice varieties), along with bread, mustard, and horseradish
  • Station 4: Chopped Caprese salad (grape tomatoes, basil, fresh mozzarella, arugula, and balsamic)
  • Station 5, Baked Bries with charcuterie station: (1) Bacon cranberry baked brie wrapped in puff pastry; (2) Figs & walnuts baked brie; (3) Sweet red pepper jam baked brie; and (4) Apple and salted caramel baked brie

Desserts:
  • Angel food cake with assorted toppings (chocolate balsamic glaze; fresh *local* peaches from Palisade, CO; caramel; basil grapefruit puree; and *local* lavender syrup from Palisade lavender).

Beverages:
  • Regular & decaf coffees
  • Hot tea
  • Iced tea
  • Ice water

Thursday July 19, 2018 6:00pm - 9:00pm MDT
University Center Ballroom South
  Meal, Dinner
 
Friday, July 20
 

7:00am MDT

Breakfast
Friday's Breakfast Menu:
  • Roasted veggie and parmesan frittata (GF)
  • Sausage patties
  • Fresh fruit: Grapefruit halves, mango wedges, and grapes
  • Mini cinnamon rolls
  • Coffee
  • Hot tea
  • Orange juice
  • Ice water with lemon, lime, and orange slices available


Late morning snack!
  • Assorted fresh berries
  • Granola
  • Chantilly
  • Assorted whole fruit
  • Coffee
  • Water
  • Assorted bottled juices
Friday July 20, 2018 7:00am - 9:00am MDT
University Center Ballroom South
  Meal, Breakfast

8:00am MDT

Coping with Mediocrity: Working with Less-than-Great Assignments
Close your eyes and imagine this: You check your email and there’s a request for a library session - maybe it’s from a new faculty member you haven’t worked with before. In their request, they drop all the right words – “research”, “exploration” “critical thinking” – and they remembered to attach the assignment. You’re impressed and start to get excited about this collaboration. You begin to jot down some ideas, but then you remember that you need to at least look at the assignment first, and that’s when your excitement fizzles. The assignment is mediocre, and now you have to plan an engaging, informative, and useful workshop based on it. Sound familiar?

The presenter, an ESL teacher-turned-librarian with ten years of college-level instruction experience, will use her unique perspective to give targeted, actionable ideas for staying sane and maintaining enthusiasm when planning one-shot sessions based on unexceptional assignments. The examples used will focus on first-year writing assignments, but the ideas will be applicable to other disciplines and levels as well. Participants will leave with ideas for turning second-rate assignments into fantastic one-shots.
Presenters
EW

Elizabeth Webster

Education Librarian, MSU

Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

8:00am MDT

Dream Big! Developing and Sustaining Embedded Librarianship within a Campus Resource Center
Located within the main campus library, the Titan Dreamers Resource Center (TDRC) at California State University, Fullerton is proud to serve and support undocumented students. Program and workshop offerings are included as part of its mission. Feeling the library could do more to support this vulnerable population, the TDRC librarian liaison expanded research and instruction support of the center through collaboration with the center’s staff and student leads, weekly office hours (a.k.a. “Pop Up Library”), and tailored workshops on various topics. The embedded nature of the liaison role required intensive outreach efforts from the outset. The initial success of outreach and strengthening relationships with staff members was critical to the expansion of supportive interventions. From the beginning and throughout, establishing and maintaining a presence both online and in-person through the center’s email newsletter, signage, word of mouth marketing, an updated LibGuide, and other announcements helped ensure the library’s resources, including librarian intervention, remained visible and accessible. Based upon feedback from attendees at introductory “get to know your librarian” presentations, additional workshops on finding peer-reviewed sources and government resources were given. Ultimately, these initial and ongoing efforts have helped lay the groundwork for consistent and well-attended workshops on various topics.

After attending this poster session, attendees will acquire a greater understanding of how to support vulnerable student populations through embedded librarianship, expand workshop offerings outside the traditional one-shot classroom setting, and maintain a proactive service model to meet specific needs.
Presenters
avatar for Jonathan Cornforth

Jonathan Cornforth

Reference & Instruction Librarian, California State University, Fullerton

Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

8:00am MDT

Exploring Social Issues, Information Privilege, and Incarceration with Sociology Students
Students in a Sociology course at a community college investigated social issues with their professor throughout the semester, selecting one to pursue in relation to prisoners. The students attended a library instruction session to locate academic articles related to research questions they developed. These curated sources were meant to be shared with future students who take the same class, including inmates. This unique class assignment required discussions about information privilege as it relates to the access to information inmates have in general, compared to students in academia as well as non-students. Open Access was compared to traditional publishing models and copyright issues were explored. Connections to the ACRL Framework, key takeaways from the experience, and future plans will be presented.
Presenters
avatar for Jamie Dwyer

Jamie Dwyer

Instruction and Liaison Librarian, Salt Lake Community College
Jamie is an Instruction and Liaison Librarian at Salt Lake Community College, where she works with the School of Humanities and Social Sciences.

LIW Poster Spoonflower 1 pdf
Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

8:00am MDT

Facilitating conversations across institutions: The annual summer unconference @ UW Libraries
Since 2011, the University of Washington Libraries Teaching and Learning Group has organized an annual summer unconference for librarians around the Puget Sound. An unconference is participant-driven, with activities loosely designed to take maximum advantage of the experience, curiosity, and needs of participants with a focus on teaching and learning. Rather than sessions being determined in advance, attendees create discussion groups on the spot depending on their interests. We try to choose a theme that is topical and broad enough to generate discussion in many different contexts. We always have several rounds of roundtable discussions, but mix up the framing events most years to keep it interesting and relevant. Some examples of activities are lightning talks, keynotes, a panel, and a technology petting zoo.

As the conference has grown, we have developed partnerships with Central Washington University and the Association of Librarians of the University of Washington to help plan and run the event. The 2017 conference theme is Critical Librarianship in Practice, and for the first time we are at capacity with 90 registrants and waiting list. The unconference is a valuable experience because it allows librarians to connect with others at different institutions in a low-cost, friendly, and active environment. As one attendee mentioned in post-unconference survey “I learned so much and made great connections w/librarians I had never met.”

Presenters
JJ

Jessica Jerrit

CM

Caitlan Maxwell


Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

8:00am MDT

Growing Library Presence and Information Literacy beyond the One-Shot: The NINJA Project
The limitations of one-shot library instruction have birthed innovative techniques by librarians that include the use of embedding and flipped-learning models. The implementations of these techniques requires buy-in from and relationship-building with the teaching faculty, with variables that fluctuate widely between disciplines, personalities, and teaching styles. Through a collaboration that aimed to emphasize the research process in an Argumentation & Debate course, a liaison librarian and Communication Studies faculty member developed a playful approach to the research process that also informs the process of moving one-shot library instruction into more engaged models. The original concept, which uses the acronym “NINJA”, guides students through research from navigating a topic to appraising their final product. When the approach is applied to embedding librarianship, the same steps act as a roadmap in the adventure of collaborating with any teaching faculty in order to more fully integrate library services and information literacy into their courses. Attendees will be able to adapt this model to navigate the variety of settings, tools, and methods that librarians and faculty may consider in meeting this end. Additional materials for attendees will be posted online.
Presenters
avatar for Stephanie Wiegand

Stephanie Wiegand

Online Learning Librarian, University of Northern Colorado

Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

8:00am MDT

Information Literacy: From a Standalone Class to General Education Integration
Dixie State University has had a standalone, required, credit based information literacy class for more than ten years. Faculty librarians and departmental faculty have noticed that students are not learning the research process and evaluation of information techniques at the time of need, therefore the students are not retaining the information. While working with the General Education (GE) Taskforce, tasked with the goal of campus wide GE reform, it was concluded that creating modules of information in both the Canvas (learning management software) and LibGuides would be an ideal way to provide ready to go lessons for faculty across disciplines. We will provide information about our planning process, methods for successfully working with faculty throughout the campus community, and the results of our spring 2018 beta test of this method. Resources are intended to be supplemented by librarian instruction or as standalone learning modules for faculty that are more experienced in teaching research skills. As development progresses, we will scaffold the research process and searching techniques to range from general education to senior capstone.
Presenters
avatar for Dianne Aldrich

Dianne Aldrich

Public Services Librarian, Dixie State University
Dianne Aldrich lives in southern Utah with her husband and three children. She is an associate professor/public services librarian and has been working for Dixie State University in Saint George, Utah, for the last 10 years. Her main areas of focus are interlibrary loan as well as... Read More →

Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

8:00am MDT

More Than Just Stories: Merging Oral History, Library Instruction, and the ACRL Frameworks
Traditionally, students wrote lengthy, research-laden term papers. Nowadays students are designing and presenting multi-modal projects using the latest technologies. They are still doing the research but creating videos and podcasts as final projects instead of term papers. Many classes now require students to interview people, classmates or others in the community, for their project. This interview format serves as a perfect opportunity to blend Library Instruction sessions with Outreach provided by Oral Historians from Special Collections. Using my expertise in instructional design and her expertise in oral history we designed a library instruction session centered on two ACRL Frameworks: Information Creation as Process and Scholarship as Conversation. Students are frequently subjected to interviews in the media but do they know how to create a “good” interview? Do they know how to draft appropriate open-ended questions? By researching, interviewing, and using the triangulation process students will develop the skills to recognize as well as to create good oral histories. They will be able to identify their role with collective memory as well as their agency as scholarly contributor instead of just consumer.
Presenters
avatar for Elizabeth DeZouche

Elizabeth DeZouche

Information Literacy Librarian, Texas A&M International University

Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

8:00am MDT

So you want to start an exhibits program at your library
Starting an exhibits program at your library sounds like an easy and fun way to engage users with your collections. Reserving the exhibits space for student-led programming can be a way foster independent research and to facilitate collaboration between students and librarians. Unexpected challenges arise when an instruction librarian advocates for a student-led exhibits case in the library and gets what she asked for. This poster will present lessons learned, missteps and successes from the first year of our exhibits program, including the ins and outs of purchasing an exhibits case, writing policies and procedures and collaborating across the library to build a vibrant and compelling space for students to engage and teach with our collections. I’ll also share next steps and goals for the program.
Presenters
EN

Elise Nacca

Librarian, UT Austin

Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

8:00am MDT

Why not take a scientific approach to teaching information literacy skills?
Do you want to be a better teacher? Do you want help improving your instruction, but fear letting a colleague see what happens in your classes? Are you required to have your instruction sessions evaluated by a colleague or a supervisor? This poster shows how to use two nationally calibrated tools, modified for information literacy instruction, to make your lessons more engaging. These tools, the Teaching Practices Inventory-Information Literacy Instruction (TPI-ILI) and the Classroom Observation Tool for Information Literacy (COPIL), are based on the best pedagogical evidence we have about how we learn. The original tools – Teaching Practices Inventory (TPI) and Classroom Observation Protocol for Undergraduate STEM (COPUS) – were developed to improve teaching through high impact evidence-based practices. 
 
This poster will give you a short background about the importance of active learning for helping all students, especially minorities, succeed in a classroom. We will consider how to apply COPIL and the TPI-ILI to our one-off information literacy sessions, and how to adopt techniques developed from an inventory of effective teaching to improve our own instruction.  
 
The TPI-ILI in combination with the classroom observation model COPIL creates two legs of a peer coaching program. The process results in a mix of qualitative and quantitative data about what you and your students are doing. Armed with this information you can see what currently takes place in the classroom, what is working, and where you have room for improvement. More significantly, the data we collected with these tools helps demonstrate our value to education.  
Presenters
avatar for Kristin Buxton

Kristin Buxton

Science Librarian, University of Oregon
avatar for Mary K. Oberlies

Mary K. Oberlies

Undergraduate Engagement Librarian, University of Oregon
avatar for Annie Zeidman-Karpinski

Annie Zeidman-Karpinski


Handout TS and process pdf
Handout docx
Friday July 20, 2018 8:00am - 9:30am MDT
University Center 213
  Poster

9:30am MDT

Taking Inspiration from Alumni: Evidence-based and Authentic Information Literacy Instruction
Librarians from four universities in Utah sought to modify instruction to baccalaureate nursing students based on information needs and behaviors of their recent nursing alumni. We surveyed hundreds of alumni across the state about topics related to information environment, information access, and specific resources used. We’re now using the evidence collected to inform our teaching. This session will describe our survey process, results, and plans for implementation of recommendations for authentic information literacy instruction. In addition, we will address how our results fit with current information literacy standards for nursing. We will suggest future directions for authentic nursing information literacy instruction and ways this research can be adapted to other disciplines.

Part of this session will be dedicated to a discussion with the group about improving information literacy instruction based on evidence. We will open up the conversation about the challenges and benefits of evidence-based library instruction. We’ll also discuss student-centered learning and discipline-specific literacy instruction and ways to implement them at your library.
Presenters
avatar for Anne Diekema

Anne Diekema

Assistant Professor of Library Media, Southern Utah University
Anne Diekema is the Department Chair and Instruction Librarian at Southern Utah University where she teaches information literacy and studies how to best prepare students for information problem solving in school, profession, and life. Anne teams up with Mavis the Library Dog at the... Read More →
avatar for Betsy Hopkins

Betsy Hopkins

Nursing and Communication Disorders Librarian, Harold B. Lee Library
avatar for Brandon Patterson

Brandon Patterson

University of Utah
avatar for Nena Schvaneveldt

Nena Schvaneveldt

University of Utah, Eccles Health Sciences Library

Friday July 20, 2018 9:30am - 10:30am MDT
University Center 222
  45-min Presentation

9:30am MDT

The Confluence of Cultures and Instruction: Bringing Multicultural Outreach and Learning through Co-Curricular Collaborations
Our institution created an event series where students and faculty share and learn about various cultures around the world.  The concept and spirit of the event came from a shared vision of our new Vice President of Academic Affairs, the Library Director, and the Director of International Programs to expose our students to peoples around the globe.  With the tagline “All are welcome”, we have established a highly successful campus outreach series that manages to be instructive without feeling like instruction and to build community through food, celebration, and information-sharing. Presenters have been international students studying in the U.S., American faculty who’ve worked and/or lived in other countries, and faculty from other countries working in the U.S.  Photos are a popular way of sharing cultures; presenters show videos of musical events, dancing, and their community. Authentic cuisine and relevant displays of books and artifacts make this a robust, multi-sensory experience.  By summer 2018, we will have had 8 Cultural Cafes with country spotlights ranging from Japan to the Middle East and Jordan, from India to Nepal and Venezuela.  The series has also provided an opportunity to exhibit and communicate opportunities such as the Peace Corp and Fulbright service learning experiences.  For our 45-minute presentation, you’ll experience a mini Cultural Café as well as engage in discussion about how they came to be, valuable takeaways regarding best practices for such outreach events at your own campus, buy-in and budgeting strategies, event planning needs, and participant recruitment and audience engagement.
Presenters
AG

Annie Gingerich

avatar for Sylvia Rael

Sylvia Rael

Library Director, Tomlinson Library, Colorado Mesa University

Friday July 20, 2018 9:30am - 10:30am MDT
Library Event Space (L 139)
  45-min Presentation

9:30am MDT

Swipe Right on JSTOR: Modeling Online and Speed Dating Methodologies to Match Students with Library Databases
Academic librarians face an ongoing challenge – introducing students to the vast amount of information available through research databases without forcing them to sit through boring, old-school lectures and demonstrations. So, how do we captivate our Millennial and Plural (post-Millennial) students’ interest, especially in short one-shot instruction sessions? Our answer – Speed Databasing.

A cross between online dating apps and speed dating events, Speed Databasing gives students a chance to “meet” multiple databases during one class session. Librarians act as matchmakers by creating clever personal-ad style profiles for each database, and by reminding students that connecting with a database requires going beyond “first impressions” (i.e. the basic search page). Whether students find the “perfect match” for a current assignment or their “soulmate” in a database they will use throughout their academic career, Speed Databasing is an engaging and memorable approach to library resource instruction.

During this interactive workshop, participants will join in an energetic round of Speed Databasing to experience the activity for themselves. The presenters will discuss their experiences creating and implementing this active learning exercise at their institutions, and provide feedback from other librarians who have implemented this activity. The presenters will also discuss a community of practice that is developing around this activity that will help participants by providing ongoing support and collateral materials after the workshop is over.
Presenters
avatar for Lauren Bedoy

Lauren Bedoy

Outreach & Instruction Librarian, Westmont College
I've been doing library outreach at Westmont for five years, and am liaison to the philosophy, physics, psychology, political science, and education departments.
avatar for Jill Chisnell

Jill Chisnell

Art, Architecture, and Design Librarian, Carnegie Mellon University Libraries
avatar for Teresa MacGregor

Teresa MacGregor

Director of the Library, Carnegie Mellon University in Qatar
I have more than 20 years of experience as an information professional. Currently, I am Director of the Library at Carnegie Mellon University's branch campus in Doha, Qatar, providing instruction, resources, and spaces that enable users to collaborate and innovate. Previously, I... Read More →

LIW 2018 Swipe Right Presentation (MacGregor Kelley Chisnell) FINAL (OSF) 20 July 2018 pptx
Friday July 20, 2018 9:30am - 10:30am MDT
University Center Ballroom East
  Workshop

9:30am MDT

Teaching the Craft of Writing an Effective Research Question
Finding and narrowing a research topic is a daunting task for many students. While faculty and librarians agree that research questions are important, relatively little has been written about teaching students to formulate effective questions. How can we help students develop this skill and begin to value exploration in the research process?

Inspired by the knowledge practices and dispositions of the Research as Inquiry frame, we have designed a lesson plan that successfully engages students in the iterative process of writing an effective research question. This three-part lesson begins with helping students move from big ideas to manageable topics, then models how to evaluate research questions, and ends with peer- and self-assessment of the students’ own questions to encourage application of metacognitive skills. This lesson aims to help students develop a question that is both interesting and meaningful while maintaining an open mind about the answer.

Throughout this interactive presentation, we will share how we’ve collaboratively navigated the successes and failures of teaching students to write effective questions. We will discuss our methods for engaging students in the classroom and thoughts we have for the future of this lesson plan. Attendees will leave with adaptable ideas and activities that they can incorporate into their own classrooms.
Presenters
RD

Rachel Dineen

avatar for Brianne Markowski

Brianne Markowski

Information Literacy Librarian, University of Northern Colorado

Friday July 20, 2018 9:30am - 10:30am MDT
University Center Ballroom West
  Workshop

10:30am MDT

Badges Build Information Skills
Does micro-credentialing enhance student learning? The invitation to develop a curriculum for chemistry majors and design an advanced chemical information skills badge resulted in greater student satisfaction and a fuller understanding of library resources as well as a more sustainable instruction program for the liaison librarian. The library had struggled with reaching junior and senior students majoring in the sciences, and students had learned about library resources and tools on an as needed basis. The science librarian partnered with chemistry faculty to build information skills into the curriculum throughout the first semester and extend that learning through a series of challenges delivered via the course management system during the second semester. Participants will learn about the process of developing a badge that incorporates information literacy and engages students in active learning.
Presenters
avatar for Melissa Behney

Melissa Behney

Science Librarian, Wesleyan University
Melissa Behney is the science librarian at Wesleyan University. In addition to managing the Science Library, she is the library liaison to Astronomy, Biology, Chemistry, Earth & Environmental Science, Molecular Biology & Biochemistry, Physics, and several related programs providing... Read More →

Friday July 20, 2018 10:30am - 11:00am MDT
University Center Ballroom West
  20-min Presentation

10:30am MDT

Epidemic in the library: How to gamify information literacy instruction...and maybe save the world
Game based learning, although not new to higher education, has become increasingly more prevalent in recent years. Research has show that the millennial generation responds well to the type of active learning involved in educational gaming, and that it can increase student engagement, collaboration, and practical application of conceptual skills such as problem solving and critical thinking. Over the past decade, academic libraries have also incorporated games into information literacy instruction. Principles of well designed games lend itself to learning outcomes for information literacy such as developing research strategies and evaluating information. The Scottsdale Community College (SCC) Library Faculty have created and implemented several learning games within their instruction program ranging from simple question based activities to more in-depth scenario based competitions.

In this session, SCC Library Faculty will outline the process of creating a successful scenario based learning game and the benefits to students. They will showcase the learning game they created for BIO181, a biology for majors course. The team based game incorporates specific information literacy learning outcomes relevant to biology course competencies. It challenges students to use their research and information skills to save the college from an impending viral epidemic and escape certain doom.

The session will conclude with small group brainstorming, so that participants can begin developing ideas for learning games for their own classes.
Presenters
KC

Krissy Cwengros

avatar for Serene Rock

Serene Rock

Information Studies Faculty, Scottsdale Community College Library

Friday July 20, 2018 10:30am - 11:30am MDT
Library Event Space (L 139)
  45-min Presentation

10:30am MDT

Peers who paddle together, learn together: Peer-to-Peer innovations from Libraries and WAC
Drawing on Piaget’s developmental psychology (1970) and Vygotsky’s sociocultural learning theories (1978), peer teaching has been shown to be successful not only for the peer teacher, but for the peer student as well (Howard, 2001; Soven, 2001). Nevertheless, implementing peer-to-peer (P2P) strategies at many institutions presents challenges of time, resources, and institutional support. To illustrate a variety of options for fostering P2P learning, this panel will share a range of experiences from both LIS and Writing across the Curriculum pedagogy. We will talk about a ready-to-launch, for-credit course designed to train undergraduates to become peer teachers at IUPUI (Indiana University-Purdue University, Indianapolis) as well as a Writing Fellows program involving students who assist with disciplinary courses at UCCS (University of Colorado, Colorado Springs. In addition, we will share strategies that any librarian can bring into the classroom to harness the power and benefits of peer learning. We will discuss the challenges, constraints, and outcomes of P2P approaches across institutions and contexts.
Presenters
avatar for Bronwen K. Maxson

Bronwen K. Maxson

Romance Languages Librarian, University of Colorado Boulder
Bronwen K. Maxson received a Master in Library and Information Science in 2013 from the University of Denver in Denver, Colorado. She worked for three years at Indiana University Purdue University, Indianapolis (IUPUI) as a Humanities Librarian and is currently the Romance Languages... Read More →
ME

Michelle E. Neely

avatar for Lindsay M Roberts

Lindsay M Roberts


Friday July 20, 2018 10:30am - 11:30am MDT
University Center 221
  45-min Presentation

10:30am MDT

Reiterative Reflection in the Library Instruction Classroom
Transfer learning is a critical concern within the library instruction classroom. As librarians, we want to do everything we can to make sure our students are taking something away from our learning environment, but what are some strategies that we can use to accomplish this? Taczak and Robertson (2016) suggest students can engage in transfer learning through reiterative reflection, stating “reflection encourages students to put what they are learning into practice while also serving as a way to set goals and move forward in their writing ability.” Librarians have the opportunity to practice reiterative reflection within their classrooms by adapting Writing Across Contexts practices (Yancey, Robertson, Taczak 2014). When implemented within the library instruction classroom, this pedagogical approach engages students in reflectively describing the process or skill they have learned, and then extending that skill into a new context. In this session the presenters will demonstrate the correlation between Writing Across Contexts and the library instruction classroom, specifically engaging with the idea of “teaching for transfer.” We will briefly discuss the theoretical implications of reflection and its interaction with metacognition and then offer some pragmatic examples of applying these concepts within the library instruction classroom. Session participants will have the opportunity to interactively practice reflection towards transfer through a short writing prompt, and discuss its application and implications in their own teaching contexts.
Presenters
avatar for Karleigh Knorr

Karleigh Knorr

Research and Instruction Librarian, University of Alabama
avatar for Sara Maurice Whitver

Sara Maurice Whitver

Coordinator of Library Instruction, University of Alabama
Sara Maurice Whitver is the Coordinator of Library Instruction for the University of Alabama Libraries, where she engages in program development, assessment, and strategic planning for teaching and learning.

Friday July 20, 2018 10:30am - 11:30am MDT
Library Classroom 231
  45-min Presentation

10:30am MDT

Asynchronous Active-Learning: Can it be done?
As online instruction is increasing, so is the request for information literacy to the online learner. As many online classes meet asynchronously, arranging a time for IL instruction is challenging. Many times, these sessions are poorly attended and those who were not able to make it are given the recorded version of the session.
Although many colleges and universities have created online tutorials and modules, these are often geared for the basics of library instruction, or orientations. How can we meet the needs of the master’s and doctoral students needing advanced research skills? What can be arranged so they are not learning from a recorded session? Live, in-person instruction is full of active learning techniques to engage and instruct. Can these techniques be translated into asynchronous learning?
This session will address these challenges and talk about possible solutions implemented at California State University Fullerton’s Education program through varying educational technologies.
Presenters
avatar for Sarah Parramore

Sarah Parramore

Education Librarian, California State University, Fullerton

Friday July 20, 2018 10:30am - 11:30am MDT
University Center 213
  Pecha Kucha

10:30am MDT

Missing Information Has Value: Climate Change and the EPA website
What happens when government web pages are hidden, moved, or deleted? In the age of “alternative facts” and the “politicization of science” one librarian was inspired by real world events to create an opportunity to dialogue about power dynamics and bias in a traditional one-shot instruction session. Environmental Science students critically analyzed the Environmental Protection Agency’s (EPA) website and its treatment of climate change during the Trump, Obama, and Bush presidencies. The library “warm-up” activity was designed to raise awareness of data fragility and the long-term accessibility of government websites. As future science professionals, it’s important to think about how this impacts scientists and their work. Students were introduced to several tools including: The Internet Archive’s Wayback Machine, End of Term Archive, and Data Refuge.
Presenters
avatar for Elisa Acosta

Elisa Acosta

Reference & Instruction Librarian for Education, Loyola Marymount University

LI West Presentation slides pptx
Friday July 20, 2018 10:30am - 11:30am MDT
University Center 213
  Pecha Kucha

10:30am MDT

Possibilitarian Approaches to Information Literacy in the LMS
Many academic librarians teach online and much of this instruction happens in a learning management system (LMS). We constrain ourselves to the structure of these systems and attempt to meet students where they are with content that addresses information literacy learning goals. But how exactly are we doing that? What does online pedagogy look like in today’s LMS? Most importantly, how can elements of active learning and critical pedagogy be infused into online classrooms?

This pecha kucha presentation will shine a spotlight on these questions in order to inspire conversations about possibilities regarding how librarians teach and *could be* teaching online. Attendees will see examples of what online information literacy instruction can look like in an LMS (Canvas most specifically), hear ideas for moving instruction beyond the LMS, and consider how to begin more effectively engaging students in learning that happens in front of a screen.

The presentation’s target audience will be librarians who teach fully online courses as well as those who engage with the LMS in more minimal ways.
Presenters
avatar for Chelsea Nesvig

Chelsea Nesvig

Research & Instruction Librarian, University of Washington, Bothell

Friday July 20, 2018 10:30am - 11:30am MDT
University Center 213
  Pecha Kucha

10:30am MDT

Lose your Likert Scales
Instruction librarians want to know how effective their workshops and lessons are in order to show their value to the education process. We creatively use two inspirational instructional design approaches, combined with reflective teaching, to tell a compelling story of assessment that can demonstrate our value to our institutions. These practices help us focus our attention towards evaluation and learning. While there are many assessments that librarians and library programs can do, we can’t and shouldn’t be trying to do all of them in our one-shot classes. We will help participants construct adventurous lesson plans that capitalize on connecting outcomes, inventive learning activities and evaluation that works, and discuss how to innovate our programs by incorporating reflection into our process to quantify our work. After our presentation, participants will have practiced rewriting their learning outcomes into clear objectives that can be measured and created performance-based assessment to measure them.. With appropriate goals clearly stated, librarians can then gather data about student satisfaction, student learning and self evaluation that clearly illustrates our value to academic institutions. These methods help participants strengthen their case to their managers and administrators about reasonable returns on investments that a one-shot library instruction session can provide. This also helps instruction librarians focus their efforts on being effective and intentional.
Presenters
avatar for Dominique Turnbow

Dominique Turnbow

Instructional Design Librarian, UCSD
avatar for Annie Zeidman-Karpinski

Annie Zeidman-Karpinski


Lose Your Likert Scales handout pdf
Smile Sheet Diagnostic Question and Response pdf
Lose Your Likert Sales pdf
Friday July 20, 2018 10:30am - 11:30am MDT
University Center Ballroom East
  Workshop

11:00am MDT

Infographics and Visual Literacy: Teaching Evaluative Criteria to Increase Critical Thinking
Infographics, as one type of visual information, are becoming more and more prevalent online, especially on social media sites. Because of the prolific nature of these sites, and the fact that 86% of 18-29 year olds use at least one social media site (Pew Research Center, 2017), it’s important to know how well college students understand infographics. Exploring the findings of a pre- and post-questionnaire given to two journalism classes found that students do not independently evaluate infographics. However, by utilizing best practices when creating an infographic assignment, it is possible to teach students how to think critically about the infographics they come into contact with and create. Session participants will come away with approaches for introducing specific evaluative criteria for infographics as well as strategies for creating their own infographic assignments.
Presenters
avatar for Dana Statton Thompson

Dana Statton Thompson

Research and Instruction Librarian, Murray State University

Friday July 20, 2018 11:00am - 11:30am MDT
University Center Ballroom West
  20-min Presentation

11:30am MDT

Traveling Chromebooks for Flexible Library Instruction
In 2016, three small Penn State University Commonwealth Campus libraries each obtained 20-30 Toshiba Chromebooks to enhance library instruction. These libraries have no dedicated IL instruction classroom, but light laptops allow librarians to bring hands-on instruction to the students and quickly get from power-up to research results during one-shot sessions. Use and assessment have been ongoing. Current survey results (n=185) indicate the vast majority of students found Chromebooks easy to use and approximately 1/3 of respondents had previous experience using them. When asked about their preferred technology for library instruction, students indicated a general preference for Chromebooks or other laptops over desktop computers and other devices. Open comments revealed that students found Chromebooks helpful tools for learning in their classroom. A few students expressed difficulty using the trackpad and scrolling, so it may be valuable to teach a few Chromebook gestures at the start of class. Chromebooks are “powerwashed,” a factory reset removing all local data, with a few keystrokes after each use.

Advantages of using Chromebooks for hands-on instruction include mobility and flexibility, sustained by long battery life. No laptop login and easy wi-fi connection decrease start-up time at the beginning of class. Additionally, the option to login with a personal Google account allows students to use familiar tools like Google Drive and Google Docs as part of their hands-on research activities.

Participants will learn about the procedures we use when introducing Chromebooks in the classroom, our successes and challenges overcome, and the results from our user experience survey.
Presenters
avatar for Erin Burns

Erin Burns

Reference and Instruction Librarian, Pennsylvania State University
Cool hair, cool shades. Enjoy technology, but gotta unplug too. Plus yoga/meditation, hiking, and crocheting all the things.
avatar for Amy Deuink

Amy Deuink

Head Librarian, Penn State Beaver & Penn State Shenango, Penn State University
I have been a librarian at Penn State for 15 years, primarily providing instruction and outreach to undergraduate students. Student-centeredness is the heart of my work. My interests include teaching with technology, 21st century libraries, and student-preparedness for college.
avatar for Beth Seyala

Beth Seyala

Reference and Instruction Librarian, Penn State Beaver

Friday July 20, 2018 11:30am - 12:00pm MDT
University Center 221
  20-min Presentation

11:30am MDT

Deconstructing Environmental Conflict: Bias, News, & Perspective
Teaching students to understand different perspectives and be able to (and see the importance of) checking facts and corroborating viewpoints a, especially when dealing with controversial issues, including those centered around the environment and sustainable living, has never been so important. With an administration constantly butting heads with scientists on such basic issues as climate change and the desirable direction of energy production, students need to feel empowered to analyze, and understand conflict and sort through facts and opinions in order to form their own ideas. In this inter-active presentation, the audience will discover some ways of integrating instruction in bias, (word connotations), structure of argument, and perspective into information literacy lesson or course, focusing discussion around recent environmental conflicts including the Dakota pipeline, the Mauna Kea telescope project, and the Flint Water crisis.

Techniques for having students work in groups analyzing documents, media, and articles relating to an environmental conflict will be discussed, along with readings related to bias in news. The group approach fits with both a social constructivist and critical pedagogy approach to teaching. A list of sources relating to news bias will be provided, along with articles to read for background on environmental issues, including cultural perspectives. Connections between bias and language will be discussed; including how to derive clues form the authors author’s tone, to infer purpose. How to teach students the importance of finding corroborating evidence will also be discussed. The audience will be able to brainstorm their own ideas on information literacy, evaluating news, and environmental/sustainability topics.
Presenters
SR

Sharon Radcliff

CSU East Bay

Friday July 20, 2018 11:30am - 12:30pm MDT
University Center Ballroom West
  45-min Presentation

11:30am MDT

That Face When Your Class is Fake News: Critical Librarianship in the For-Credit Classroom
Librarians at Oklahoma State University have developed a three-credit course titled, “They Wouldn’t Put it on the Internet if It’s Not True: Information Literacy in a Post-truth Society.” This course, first offered during the fall 2017 semester as an elective Honors Seminar, covers traditional information literacy concepts, such as search skills, citations, source evaluation, etc., but also seeks to provide a critical lens through which students can examine information structures.

Intentionally incorporating issues of race, class, orientation, and privilege encourages students to develop a critical understanding of how awareness of, and access to, and the quality of information have demonstrable impacts on social, economic, and political well-being of individuals, especially those within marginalized populations. Students are provided with the space to grapple with these concepts, as well as opportunities to interact with real-life applications of information literacy beyond the classroom.

This presentation will detail the development of the course, highlighting areas where critical pedagogy was incorporated into readings and class activities. It will also include librarian and student reflections on successes and failures, and student reactions to the course and individual topics. Presenters will also share examples of student work. Attendees will gain insight in to practical application of critical librarianship in information literacy instruction.
Presenters
avatar for Cristina Colquhoun

Cristina Colquhoun

Instructional Design and Online Learning Librarian, Oklahoma State University
HR

Holly Reiter

Director of Library Teaching and Learning, Oklahoma State University
avatar for Matt Upson

Matt Upson

Director, Library Undergraduate Instruction & Outreach, Oklahoma State University
Matt Upson is the Director of Undergraduate Instruction and Outreach Services at Oklahoma State University’s Edmon Low Library. He enjoys finding opportunities for innovative instruction and interaction with students, and has co-authored a comic book guide to basic library research... Read More →

2018 0720 LIW18 PPTpres pptx
Friday July 20, 2018 11:30am - 12:30pm MDT
Library Event Space (L 139)
  45-min Presentation

11:30am MDT

Venture Through the Assessment Machine with Critical Pedagogy
Assessment: Necessary evil? The solution to prove libraries’ value? Tool of institutional oppression? In this session, two information literacy coordinators attempt to answer the question: How do we as critical educators approach student learning outcomes assessment in our daily practice? Assessment is an institutional reality for most of us, though we might be in tension with our institutions’ approaches and top-down mandates. We will provide background on critical pedagogy’s relationships to assessment and the neoliberalization of higher education. From there we will shift to how we can push back against compliance and embrace ownership of understanding how students learn. One presenter will describe an approach to building a culture of critical assessment at a liberal arts college, another will take us through a learning outcomes assessment project where librarians scored student work at a public comprehensive university, and ultimately both will reflect on the assessment process from a critical perspective. We will spend time in the presentation engaging participants in reflecting on their own experiences with assessment and what might be possible. How do we challenge our own expectations for information literacy instruction and student expectations of librarians while remaining critical practitioners? How do we also, somehow meet the mandates of the institution?
Presenters
avatar for Carolyn Caffrey Gardner

Carolyn Caffrey Gardner

Information Literacy Coordinator & Liaison Librarian, California State University, Dominguez Hills
Interested in the intersections of scholarly communication and information literacy, critical pedagogy, & all things instruction
RH

Rebecca Halpern

Teaching and Learning Services Coordinator, Claremont Colleges

Friday July 20, 2018 11:30am - 12:30pm MDT
University Center Ballroom East
  45-min Presentation

11:30am MDT

Ideas and issues for the open educator
Open educational resources (OER), textbook affordability, and open pedagogy are growing in popularity on campuses of all sizes and types. Librarians are playing a key role in shaping this movement. As open educators, we have the potential to impact things like equity, financial justice, teaching practices, social justice, technology, eBook licensing, scholarly publishing, and more. As we collaborate with others on our campuses to open up educational resources and practices, there are benefits and challenges. What's happening on your campus? How is your library embracing or ignoring OER and open pedagogy? Do you teach using OER? Do you have assignments that would be considered open pedagogy? Does your library have a textbook affordability program or policy? What benefits and challenges have you faced? What's your biggest open dream? Let's gather to discuss librarian as open educator.
Presenters
avatar for Kim Read

Kim Read

Dean of Libraries, Concordia University-Portland
Kim Read is the Dean of Libraries at Concordia University Portland. She is passionate about equitable access to information and learning. She also geeks out over the effective design, development, delivery, and assessment of instruction. Her current interests include performance support... Read More →

Ideas and Issues for the Open Educator Library Instruction West 2018 (3) pdf
Friday July 20, 2018 11:30am - 12:30pm MDT
University Center 213
  Discussion Group

12:00pm MDT

Socially Responsible Pedagogy: Critical Information Literacy through Social Justice Imagery
Teaching a for-credit information literacy creates a unique opportunity to bring in activist art, social justice issues, and research skills. Taught by Librarian Faculty, this course follows the University approved general education learning outcomes. These outcomes ask students to focus on intellectual tools that develop skillsets to construct knowledge about a “Big Question.” This question asks “How does information literacy impact awareness of social justice issues?” By incorporating skills structured by the ACRL Framework for Information Literacy in Higher Education, students examine artworks that deal with race, class, and gender, through the lens information literacy and visual literacy. In creating their own research questions around the works of art, students address how their questions fit into the “Big Question,” and do research to create a group presentation for a “signature assignment.” The assignment meets one of the general education outcomes which asks students to promote diversity and social justice while learning about injustice and oppression. This critical approach to information literacy pedagogy introduces students to social justice topics & activist art which create dialogues about issues faced by communities around the world. These conversations allow students to critically engage with these issues and become socially responsible consumers and producers of information. This twenty minute presentation will explore how critical information literacy can inform and inspire library instruction while showing the practical applications and challenges of adventures in socially responsible pedagogy.
Presenters
avatar for Nicole Beatty

Nicole Beatty

Arts & Humanities Librarian, Stewart Library, Weber State University
avatar for Ernesto Hernandez Jr

Ernesto Hernandez Jr

Instruction Librarian, Weber State University - Stewart Library

Socially Responsible Pedagogy pptx
Friday July 20, 2018 12:00pm - 12:30pm MDT
University Center 221
  20-min Presentation

12:30pm MDT

Lunch
Friday's Lunch Buffet Menu:
  • Salad: Romaine & Red leaf lettuce, Almonds, Manchego cheese, Assorted olives, Roasted red peppers, Mandarin orange segments, White balsamic & olive oil dressing
  • House-made rolls + butter
  • Vegetarian paella (edamame, saffron rice, tomatoes, carrots, & black olives)
  • Roasted Chicken Florentine (ricotta, provalone, & baby spinach) (GF)
  • Garlic smashed new potatoes
  • Steamed broccoli with lemon, salt & pepper
  • House-Made Dessert: Lemon bars, Cherry almond crumb bars
  • Beverages: Ice water, Coffee, Iced tea

Afternoon snack!
  • S'mores station with assorted chocolate bars
  • Fresh popped corn
  • Assorted whole fruit
  • Coffee
  • Ice Water
Friday July 20, 2018 12:30pm - 1:30pm MDT
University Center Ballroom South
  Meal, Lunch

1:30pm MDT

Doing killer research: Developing information literacy in context
Credit-bearing courses that focus solely on information literacy seem to be the ideal model of “library” instruction as these courses provide more opportunities to scaffold learning and engage with concepts and ideas in more depth. Unfortunately, courses that only focus on information literacy often do so at the expense of vital frames of reference, creating inauthentic learning experiences in which students have to manufacture research questions and practice skills divorced from any disciplinary or personal context.

This presentation will discuss a case study of a first year seminar course taught by a librarian that focused on examining “morbid” curiosity about true crime. In this course, information literacy was contextualized as students solved problems and answered research questions that arose organically out of the shared class theme.

This session will advocate that situating information literacy into a larger disciplinary (or interdisciplinary) theme is a model that librarians should pursue in lieu of one-shot sessions or even credit-bearing information literacy environments that focus only on information literacy concepts and mechanics. Audience members will be given the opportunity to reflect on their local contexts to investigate possibilities for pursuing and adjusting this model and will also be given suggestions of how to discuss information literacy in more authentic, situated ways within their current instructional paradigms.
Presenters
avatar for Jessica Critten

Jessica Critten

Pedagogy and Assessment Program Lead Librarian, Auraria Library (CC of Denver, CU Denver, Metropolitan State University of Denver)

Friday July 20, 2018 1:30pm - 2:00pm MDT
University Center 221
  20-min Presentation

1:30pm MDT

Creating and Coordinating a Collaborative Workshop Program: Librarians and Writing Studio Coordinator Share Insights and Lessons Learned
Many librarians offer drop-in workshops and are looking for scalable ways to increase their library instruction and learning opportunities for students. We will share our experience developing a highly successful campus-wide co-curricular drop-in workshop series called SkillShops. In three years, our workshop program grew from a two-person team with a yearly attendance of 155 to more than 50 facilitators from over 20 departments across campus reaching 900 learners (and annual attendance over 1600).

Learn how we developed methods for creating and maintaining cross-campus relationships that meet the needs of the library, our partners and, most importantly, our students. One method is using Keller’s ARCS Model of Motivation (attention, relevance, confidence and satisfaction) as an instructional design tool that is simple yet effective in training facilitators with little to no previous instruction experience. With these methods the SkillShops facilitators (faculty, staff and students) have become an active collaborative team developing and modeling the creation of supportive learning environments.

With this session we will examine a case study of Instruction Librarians collaborating with the Director of the Writing Studio to train students as workshop peer-facilitators. We will also share training strategies and materials including lesson plan templates and the ARCS model and how it is used to coordinate and facilitate the campus-wide program. Participants will have the opportunity to critically analyze a workshop lesson plan in order to identify ways in which the model can be used to improve student motivation and learning.
Presenters
avatar for Jessica Citti

Jessica Citti

Writing Specialist & Writing Studio Coordinator, Humboldt State University
I am an academic professional dedicated to helping college students at all levels develop as readers, writers, and critical thinkers. As a faculty member, I have taught composition, rhetoric, literature, and technical communication at the University of Iowa, the University of Wisconsin... Read More →
avatar for Tim Miller

Tim Miller

Digital Media & Learning Librarian, Humboldt State University
Tim Miller is the Digital Media & Learning Librarian at the Humboldt State University Library where he focuses on inclusive pedagogy to teach digital and information literacy using interest-driven methods in which students have the agency and confidence to design their learning experience... Read More →
avatar for Sarah Fay Phillips

Sarah Fay Phillips

Sarah Fay Philips is passionate about connecting people to ideas, resources, information, and experts that will challenge, surprise, and inspire them. Starting this Fall she will be the librarian at Oregon State University – Cascades in Bend, Oregon. From 2012-2018 she was the... Read More →

LIW2018CollaborativeWorkshopProgram pdf
Friday July 20, 2018 1:30pm - 2:30pm MDT
Library Event Space (L 139)
  45-min Presentation

1:30pm MDT

Don’t Venture Alone: Collaboratively Navigating Authentic Assessment
This presentation will highlight a mid-size land-grant university’s process for assessing changes made to their instruction program. Presenters will share their assessment process for a mixed methods exploration of students’ research skills with a focus on synthesis. This authentic assessment was designed in response to a previous large-scale rubric study that indicated a need for changes in the instruction program.

The presenters will discuss how 10 librarians and staff collaborated to score 79 student papers with two rubrics in addition to a citation analysis that included 678 citations. This involved learning to use a rubric, reaching inter-rater reliability, collaborative analysis, and working with IRB to ethically collect and use student works. Part of sharing the process will include giving participants the opportunity to engage with assessment tools and think about how to use findings to re-think, revise, or just better understand student research behaviors.

Participants will also gain ideas and resources for conducting a rubric analysis of student works at their own institutions. More generally, they will leave with an understanding of how collaborative assessment can build community, serve as a professional development opportunity, and provide a mechanism for understanding how and when student learning is occurring, including the nuances of how learning and its barriers reveal themselves during authentic assessment. This deep immersion into student work, especially as an instructional team, provides valuable insight for changing practice, challenging our own teaching assumptions, and contributing to a culture of assessment.
Presenters
avatar for Teagan Eastman

Teagan Eastman

Online Learning Librarian, Utah State University
Teagan is Utah State University’s Online Learning Librarian where she focuses on creating online learning materials, instructional design and technologies, user experience, and supporting USU’s large distance education program.
avatar for Kacy Lundstrom

Kacy Lundstrom

Head, Learning & Engagement Services, Utah State University
Kacy Lundstrom is the programming co-chair for Library Instruction West 2016 and the Library Instruction Coordinator at Utah State University.
KS

Katie Strand

First-Year Experience Librarian, Utah State University

Dont Venture Alone pptx
Friday July 20, 2018 1:30pm - 2:30pm MDT
University Center 213
  45-min Presentation

1:30pm MDT

What We Talk About When We Talk About Bias
"Bias" is often invoked in the context of information literacy, namely that something is or is not "biased". This approach does little to communicate to students that bias is a complicated concept and that the factors that determine bias are varied and contextual.

With reference to the ACRL frame "Authority is Constructed and Contextual" this presentation will describe ways in which the common understanding and use of the term bias is problematic and limiting for our students as they seek to navigate a complex information landscape. In particular it will highlight work related to the study of bias from fields beyond librarianship such as philosophy and psychology in order to provide attendees with insight into how other areas of academia have worked to expand our collective understanding of the different dimensions of this topic. In doing so, attendees will have the opportunity to think critically about the ways in which their conceptions of bias compare and contrast with common modes of understanding bias as articulated in other areas of academia.

In this session attendees will consider how a broader, more nuanced approach to teaching the concept of bias could be applied in their instruction sessions. The presentation will include specific strategies for advancing students understanding of various types of bias relevant to information literacy, which include anchoring bias and confirmation bias. This presentation will focus on bias as it applies not just to information sources but also as it relates to the disposition within the "Authority is Constructed and Contextual" frame that references the responsibility that librarians have to support students in gaining "a self-awareness of their own biases and worldview".
Presenters
RL

Ryne Leuzinger

Research and Instruction Librarian, CSU Monterey Bay

Friday July 20, 2018 1:30pm - 2:30pm MDT
University Center Ballroom West
  45-min Presentation

2:00pm MDT

Taking the Scenic Route: Embracing Detours in Biological Sciences Curriculum Mapping
As with many colleges and universities, academic program assessment has risen to the top of Auburn University's educational agenda. Departments across campus are adapting curricula to meet student learning outcomes, the first of which is information literacy (IL). To support this this learning outcome, subject specialist librarians are partnering with departments to scaffold IL instruction into each program. While the idea of systematically integrating IL into the curriculum is often met with enthusiasm by department administrators, the logistics of effecting such change can be challenging. Implementation requires buy-in and collaboration with course instructors, who may not be willing to sacrifice time normally devoted to content. As the Biological Sciences Librarian, I reviewed the revised curriculum and created a sample plan, which was approved by the program coordinator. Since then, I have successfully integrated IL into upper division classes, but the freshman core Biology course eluded me until recently. Freshman Biology is taught by two different instructors and differs in course content, so a “one-size-fits-all” approach was not an option. In this presentation, I will describe two successful strategies for getting a foot in the door, neither of which took away from class time. Though my IL sessions with students did not conform to my original plan and I violated several “rules of instruction” (e.g., instructors mush be present in class), this flexibility ultimately created an opening for more one-on-one interactions with students and more open, fruitful, and collaborative relationships with faculty.
Presenters
avatar for Patricia Hartman

Patricia Hartman

Biological Sciences and Forestry & Wildlife Librarian, Auburn University

Friday July 20, 2018 2:00pm - 2:30pm MDT
University Center 221
  20-min Presentation

2:30pm MDT

Becoming A Critically Reflective Teacher
Have you ever been curious about critical reflection or wondered what it was? Critical reflection is a process designed to promote the examination and interpretation of experience and the promotion of cognitive learning. It requires us to consider our practices, methods and selves. Research has shown how deliberate and critical reflection on teaching practices contributes to excellence in teaching, and improved educational outcomes for students. Critically reflective teaching practices encourage teaching librarians to regularly evaluate our approaches to teaching and learning and provides a place to improve and evaluate our practice. Through a deep examination of how our personal assumptions, values, beliefs, and biases may affect decisions we make inside, and outside, the classroom, critical reflection involves teachers making observations, asking questions, and putting facts, ideas, and experiences together to derive new meaning. Becoming a critically reflective teacher will allow you the opportunity to improve your teaching and promotes a deeper understanding of teaching and learning. This session will allow participants to practice hunting assumptions, spend time engaging in critically reflective practices through looking at ourselves, our colleagues and our students, and provide you with an opportunity to get on the road to being a critically reflective teacher.
Presenters
avatar for Benjamin Oberdick

Benjamin Oberdick

Head, Teaching & Learning, Michigan State University

Friday July 20, 2018 2:30pm - 3:30pm MDT
University Center Ballroom East
  45-min Presentation

2:30pm MDT

Building a Culture of Assessment, One Instruction Librarian at a Time
Student learning assessment in library instruction has taken many as many forms as teaching itself in academic libraries. Library instructional services staff and faculty at one public four-year university had experienced top-down assessment approaches, including evaluations based on peer observations, summative quizzes testing students’ skills, and mandated universal tools for measuring student learning. When a new-to-academia librarian joined this team, tasked with a new position coordinating instructional assessment, they jumped at the opportunity to revamp colleagues’ perceptions of assessment and integrate evidence-based decision-making into their instruction. This presentation will outline the two-year project during which the reference department took a deep dive into assessment and instructional techniques to refresh and renew each instructor’s approaches to their teaching. Content will include updated findings from the project, including assessment results from instruction sessions, assessment techniques shared during mini-workshops, and insights shared by library faculty and staff about the process. Asking instructors to shift from an output to outcomes-focused approach to their instruction was a challenge, and the project included a mix of successes and failures. The presenter will highlight meaningful aha moments shared by library instructors as well as those efforts that were most definitely duds. Attendees will learn techniques and strategies for coaching colleagues, encouraging growth, and fostering an atmosphere of experimentation—all from a position without organizational authority. Along the way, attendees will gain insight into their own instructional assessment approaches and take away new ideas for how to integrate those efforts intentionally and meaningfully into their lesson plans.
Presenters
avatar for Meghan Wanucha Smith

Meghan Wanucha Smith

Health & Human Services Librarian, University of North Carolina Wilmington

Building a Culture of Assessment slides pdf
Building a Culture of Assessment handout pdf
Friday July 20, 2018 2:30pm - 3:30pm MDT
University Center 221
  45-min Presentation

2:30pm MDT

Research as Inquiry in First-Year Composition
In an ever-evolving information ecosystem, the majority of students are saying that research is more difficult for them than ever before (Project Information Literacy). At Sonoma State University, we believed that students’ struggle came from assigning a “research paper.” A research paper frequently teaches students to find the right answer, rather than asking the right questions. This session will detail how, in collaboration with first-year composition instructors, the library is moving away from teaching one-shot sessions for the “research paper” and towards participatory and collaborative instruction surrounding the frame Research as Inquiry. The session will highlight how a research paper assignment departs from the information literacy framework, and the means one library took to teach the frames.
Presenters
KS

Kaitlin Springmier

Instruction & Learning Assessment Librarian, Sonoma State University

LIW pptx
Friday July 20, 2018 2:30pm - 3:30pm MDT
University Center Ballroom West
  45-min Presentation

2:30pm MDT

Using Gamification in the One-Shot Instruction Session
Can gamification of active learning exercises for the library one-shot successfully increase student engagement and learning? By “gamification,” we mean the use of game design elements and techniques to create playful experiences in a non-game environment that will engage users and support both learning and value creation. Our non-game environment is the typical one-shot library instruction session at the UNM Valencia Campus consisting of a one-time, instructor-requested, 80-minute class period. The users are primarily first-year and sometimes sophomore students with an average age of 27 at a rural majority-minority Hispanic serving community college. Presentation participants will playtest some of the game experiences developed during 2016-2017 including parts of a board game, an online poll game, a physical cube game, and an evaluation game. After a brief review of elements of gamification theory and mechanics, and the use of games in libraries, participants will identify the elements of gamification such as motivation, narrative or story, completion, points, levels, challenges, rewards, badges, progress, and feedback that are used within the various activities. We will also identify how each game might fit into the ACRL Framework, stimulate critical thinking, problem solving, skill acquisition, and reflection as assessment. We will highlight challenges to the development and use of these games, and provide information on student and instructor feedback. Participants will leave equipped with the tools to integrate gamification into their own teaching via web-based resources of posted lesson plans, a bibliography, and game activities.
Presenters
avatar for Katherine Kelley

Katherine Kelley

Faculty Librarian, Lake Washington Institute of Technology
I earned master's degrees in Library and Information Studies and Art History from University of Wisconsin-Madison in 2011 and 2013. I have worked in a variety of library settings, from a county bookmobile to an art museum library, but I have found a home in community and technical... Read More →
avatar for LeAnn Weller

LeAnn Weller

Public Services Librarian, University of New Mexico-Valencia
I’m the Public Services Librarian at the Campus Library where I provide information literacy instruction, manage the Library’s website and social media presence, provide reference services, and work with assessment of library services. My undergraduate degree is in biology and... Read More →

Friday July 20, 2018 2:30pm - 3:30pm MDT
University Center 213
  Workshop

3:30pm MDT

Brewilery Tour
BREWILERY Tour attendees will visit:
  • Sage Creations Lavender Farm
  • Colorado Cellars
  • Palisade Brewery + Peach Street Distillery
…in lovely Palisade, Colorado – just a short, 20-minute drive from campus! We will have you shuttled to each stop along the way, so no worries!

Bus Departs: 3:30PM 
Bus Returns: 7:30PM

Travel Charcuterie Menu: Seasoned and Toasted Crostini, Seedless Grapes, Dried Fruit, Hard Salami, Pepperoni, Brie + Cheddar + Swiss Cheeses. Bottled Water Provided.

Feel free to munch your travel charcuterie on the bus, but please try and eat neatly so our busses stay in nice condition. 

Want to join in the fun? There may be seats left - see our registration page for more info!
Friday July 20, 2018 3:30pm - 7:30pm MDT
Palisade, CO
  Conference Excursion
 
Saturday, July 21
 

7:00am MDT

Morning Hike in the Monument
Our Outdoor Club shuttles will be ready with hot to-go breakfasts for hike attendees. Shuttles will drive into the Colorado National Monument, take attendees on a low-impact hike with tremendous natural beauty during the coolest times of the day.

We suggest bringing appropriate footwear – sneakers, hiking shoes, socks – and extra water if you like (inspect your swag!).

Breakfast Menu: Assorted Breakfast Burritos (including Vegetarian Option), Fruit + Yogurt + Granola Parfaits, Assorted Whole Fruits; Assorted Bottled Juice

Want to join in the fun? There may be spots left - see our registration page for more info!
Saturday July 21, 2018 7:00am - 10:00am MDT
Colorado National Monument
  Conference Excursion
 

Twitter Feed