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.

Workshop [clear filter]
Wednesday, July 18


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
Library Event Space (L 139)
Thursday, July 19


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!


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

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.

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 →

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
University Center Ballroom West


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.

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
University Center 213


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.

avatar for William Cuthbertson

William Cuthbertson

Instruction Coordinator / Undergraduate Engagement Librarian, Meriam Library, CSU Chico
William is Instruction Coordinator and Undergraduate Engagement Librarian at California State University Chico, and is Meriam Library's liaison to Undergraduate Education and to the Department of English. William’s work focuses on increasing students’ investment in their academic... Read More →
avatar for Brianne Markowski

Brianne Markowski

Information Literacy Librarian, University of Northern Colorado

Thursday July 19, 2018 2:30pm - 3:30pm
University Center 213
Friday, July 20


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.

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

Integrated Media & Design Librarian, Carnegie Mellon University Libraries
Jill Chisnell, Integrated Media and Design Librarian at Carnegie Mellon University, serves as the librarian for design, IDeATe, film studies, and the Entertainment Technology Center. An artist and crafter who uses reclaimed materials and found objects in her work, Jill is also a co-founder... Read More →
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 →

Friday July 20, 2018 9:30am - 10:30am
University Center Ballroom East


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.

avatar for Brianne Markowski

Brianne Markowski

Information Literacy Librarian, University of Northern Colorado

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


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.

avatar for Dominique Turnbow

Dominique Turnbow

Instructional Design Librarian, UC San Diego

Friday July 20, 2018 10:30am - 11:30am
University Center Ballroom East


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.

avatar for Katherine Kelley

Katherine Kelley

Library Technician II, 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
University Center 213

Twitter Feed