LOEX 2024: Full Schedule

10:15am CDT

Counting Words: Harnessing Text Mining for Information Literacy Purposes

We will use Voyant, a web-based text reading and analysis tool to explore some of the ways that librarians can use text mining as a means of increasing information literacy for undergraduates. We will explore three uses: analyzing an article to identify key terms and topics; effectively reading a scholarly article; making data sets out of non-traditional sources. While each approach reflects a key tenet of the ACRL Framework, they also all allow for the development of what might be termed AI literacy since text mining is the building block of many contemporary AI tools.

Attendees bringing a laptop would be helpful, though not required, for this session

Participants will:

be able to effectively use Voyant to do simple text analysis
reflect on the ways in which text analysis can increase key information literacy dispositions and practices
consider ways to use textual analysis instruction to open up lager discussions of effective and knowledgeable use of AI

Speakers

Abigail Mann

Illinois Wesleyan University

Friday May 3, 2024 10:15am - 11:05am CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Climate Change: Adapting to New Technologies

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

10:15am CDT

Control Your Own Burn: Developing Personal or Programmatic Instruction Policies

Do I teach a session when the professor is absent? What if I haven't seen the assignment? Instruction policy can answer these questions. A recent study found that only about 20% of library instruction programs surveyed have a policy about how library instruction will--and will not--take place, though the majority of respondents felt that such a policy would make them more confident in setting instruction boundaries. Policies can outline reasonable, clear expectations for instruction librarians and disciplinary faculty. In this session, you will create policy-like language you can use on your own or with your instruction program.

Participants will:

develop language for a personal or programmatic instruction policy.
identify appropriate situations in their own instruction work for a policy.

Speakers

Anna White

Liaison Librarian, Grand Valley State University

Samantha Minnis

Information Literacy and Outreach Librarian, Grand Rapids Community College

Friday May 3, 2024 10:15am - 11:05am CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Controlled Burns: Revitalize and Renew

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

10:15am CDT

Assessing College Students' Everyday Information Seeking: Implications for IL Instruction

As teacher librarians we hope students transfer what they learn during IL instruction to their lives outside college. Yet what evidence do we have that they do so? To find out, we asked students who had previously had IL instruction to describe their thinking as they completed information-seeking tasks and selected information sources. Findings from the study will help us revise our teaching to increase the transferability of learning to everyday contexts. Attendees will participate in interactive polls about their own teaching and brainstorm ideas for revising an activity or lesson plan to encourage IL knowledge transfer.

Participants will:

identify factors that contribute to students transferring IL skills and knowledge to everyday contexts
brainstorm ideas for revising an activity or lesson plan to encourage IL knowledge transfer to non-academic contexts

Speakers

Stephanie Ward

Teaching & Learning Librarian, University of Northern Colorado

Rachel Dineen

Teaching & Learning Librarian, University of Northern Colorado

Friday May 3, 2024 10:15am - 11:05am CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Field Notes: Using Research to Inform Practice

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

10:15am CDT

Your Story, My Story, Our Story: Collaborative Autoethnography for Librarians

Can researchers study themselves? Is autoethnography ethical? What will our IRB say? These are some of the questions we grappled with as we embarked on a collaborative autoethnography (https://doi.org/10.33137/cjal-rcbu.v9.40956) to deepen our understanding of our teaching identities and practices.

This presentation will unpack the process of collaborative autoethnography, providing attendees with a holistic view of our approach in a way that demystifies some of the more opaque aspects of this qualitative methodology. In turn, attendees will come away with the practical steps for conducting this type of research, as well as an understanding of its benefits, possibilities, and ethical considerations.

Participants will:

Define collaborative autoethnography and describe its purpose and significance as a qualitative research method
Identify the steps and techniques for conducting collaborative ethnographic research, including logistical and ethical considerations
Recognize the value of autoethnographic research as a method for deepening their understanding of their own teaching practice

Speakers

Dawn Cadogan

Librarian for Education and Human Development, New York University

Stephen Maher

Librarian for Social Work and Psychology, New York University

Brynne Campbell Rice

Librarian for Health Sciences, New York University

Friday May 3, 2024 10:15am - 11:05am CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Field Notes: Using Research to Inform Practice

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

10:15am CDT

Implementing UDL Using an Interactive Libwizard Tutorial to Reach the Needs of Community College Students

The interactive tutorial format, provided by Springshare's LibWizard, achieves Universal Design for Learning (UDL) through multiple means of engagement and representation. The literature points to UDL principles for best practices in online interactive tutorial development. Interactive tutorials can be chunked and made available throughout the teaching period, in contrast with passive video tutorials. LibWizard has the ability to engage students of various learning abilities by offering autonomy, options, and immediate formative assessment. Participants will be introduced to the implementation of UDL checkpoints in my intentional design of a tutorial for teaching students how to find and read a scientific article.

Participants will:

Identify aspects of the tutorial design that can align with UDL guidelines, (the three high level points underneath each principle.)
Assess which UDL checkpoints to use when designing an interactive tutorial.
Be able to apply UDL checkpoints to the intentional design of an interactive tutorial.

Speakers

Madeline Ruggiero

Assistant Professor, Queensborough Community College

Friday May 3, 2024 10:15am - 11:05am CDT
Conference Room C 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

10:15am CDT

The Simple Solution: Socially Engaging Library Orientations that Fulfill Their Exact Purpose

When it comes to complex problems like designing library orientations, less means more. Fewer words, simpler storylines, and commonplace activities are often what the job calls for.

We have created a self-guided library orientation for freshman students with an engaging story, team-building activities, and a convenient web app. We will share our experience designing, building, and testing this activity with students. This design process has taught us lots of design principles, such as:
- Individuals engage more with group activities that are easy to interact with
- A simple, well-written narrative can add value to an orientation experience
- Designers lose sight of their end goal when they are inflexible in the design process and develop personal attachments to specific solutions

Participants will:

Learn to apply the learning experience design principles of self-expression and individual involvement to stimulate positive social interaction effectively.
Learn how to effectively introduce library resources using simplicity and narrative to prompt future visits to the library and usage of its resources.
Be able to adopt the principle of separating design from technology in the experience design process to create learning experiences that fulfill their exact purpose.

Speakers

Alex Snow

Instructional Designer, Brigham Young University

Matt Armstrong

Online Learning Supervisor, Brigham Young University

Alden Atkinson

Graphic Designer/Animator, Brigham Young University

Friday May 3, 2024 10:15am - 11:05am CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience At least some experience with the topic
Breakout Session Format Presentation

10:15am CDT

Growing the Canopy: Inosculation and Grafting Archival Projects to Create New Opportunities for Students and the Community

As a tree grows, it puts down roots, not only for nourishment but also to anchor it. When two individual trees grow so close to each other that they become organically merged, a phenomenon called inosculation, the individual trees become stronger. This session presents a digital project developed when a local historical society and a university history professor planted saplings of opportunity next to each other, encouraging strong roots to form from the partnership. By purposefully joining the two entities together, new opportunities for outreach, education, and community partnerships grew. After grafting on the strengths of a university archivist and librarian, the resulting project allowed primary documents held by the historical society to find new life and use in an online digital exhibit curated by students in HIST 391.

Participants will be able to:

Identify potential project partnerships
Create opportunities for High-Impact Practices (HIPs), skill-building, and improving career-readiness for students.
Assess and Evaluate the outcomes of the partnerships / projects for their institution and students as well as the community partner.

Speakers

Ann Merryman

Coordinator of Archives and Special Collections, University of South Carolina Upstate

Laura Karas

Senior Instructor Librarian, University of South Carolina Upstate

Friday May 3, 2024 10:15am - 11:05am CDT
Conference Room F 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

11:20am CDT

Taking Control: Preparing students for information realities beyond the classroom

As liaison librarians at a regional comprehensive university in a state currently challenging the importance of higher education and libraries, the last few years have caused us to zoom out and reflect on our work. We have felt some disconnect between our value systems as librarians and the work our liaison faculty invites us to do. In this presentation, we identify ways to support students in being information-literate global citizens beyond our classrooms. By making small choices within our circle of control, we are setting a controlled burn before we find ourselves as collateral damage.

Participants will:

Identify their goals for their students as information literate global citizens.
Analyze their current information literacy instruction and whether it meets the challenges of the present moment.
Explore ways to prioritize goals for creating information literate global citizens in current library instruction and possibilities for the future.

Speakers

Amandajean F. Nolte

Arts and Humanities Librarian, University of Northern Iowa

Amandajean (Aj) Freking Nolte earned a BA in Communication/Theatre Arts Education (2005) and a MA (2007) in Communication Studies from the University of Northern Iowa. After almost ten years as a Communication Studies instructor and a peer theatre troupe director, she juggled work... Read More →

Angie Cox

Health Sciences Librarian, University of Northern Iowa

Angie Cox (she/her) is an Instruction and Liaison Librarian for the health sciences and Associate Professor of Library Services at the University of Northern Iowa. Her primary research interests are information literacy, pedagogy, and sustainable library practices.

Friday May 3, 2024 11:20am - 12:10pm CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Controlled Burns: Revitalize and Renew

Intended Audience Brand new to the topic
Breakout Session Format Presentation

11:20am CDT

Transplanting Cultural Capital and Community Cultural Wealth from the Education Field to the LIS Field: Harvesting Its Library Instruction Potential

Cultural capital, a theory grown out of the education field, could be considered a seedling of a theory in LIS. Attendees will observe the roots of cultural capital in LIS literature as well as potential branching connections between cultural capital and information literacy skills resulting from the authors' own data analysis project. Participants will discover how this theory has evolved and the speakers will cultivate the utility of one particular bough of cultural capital, Community Cultural Wealth, which applies a critical lens and demonstrates a strengths-based approach which can inform library instruction pedagogy.

Participants will:

Plant the cultural capital sapling by learning the history of Cultural Capital Theory Literature in LIS
Closely examine one particular branch of the cultural capital sapling by defining and describing Community Cultural Wealth
Water the cultural capital sapling by identifying potential applications of Community Cultural Wealth in library instruction

Speakers

Brendan Johnson

Outreach and Engagement Librarian, Penn State Abington

Emily Reed

Reference and Instruction Librarian, Penn State Harrisburg

I'm a Reference and Instruction Librarian at Penn State Harrisburg. I am the liaison librarian to the School of Public Affairs and to Harrisburg's International Students Office. I currently research and publish about cultural capital, information literacy, international students... Read More →

Friday May 3, 2024 11:20am - 12:10pm CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Field Notes: Using Research to Inform Practice

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

11:20am CDT

Cultivating Engagement and Planting Seeds of Knowledge: Adapting IL Instruction for a Fun Flipped Classroom

Help students grow into their potential by planting the seeds of play into their research! This session will discuss the benefits of the flipped classroom model, how we use asynchronous Canvas modules to supplement instruction, and discuss two of our IL in-class exercises. Our "Scandalous Celebrity Background Check" and "Don't Stop There! Working with Primary Sources" exercises encourage critical thinking, classroom discussion, exploring new information, and transferring these skills to their research assignments. These exercises accomplish this with a blend of fun, scandalous, and topical academic and popular topics. Together we'll discuss, brainstorm, and share how these exercises can be adapted to your libraries.

Participants will:

be able to understand, reproduce, and adapt the Celebrity Background Check and Don't Stop There! Working with Primary Sources exercises for their own schools.
be able to recognize the value in the flipped classroom method in allowing a more engaging one-shot IL session.
understand how creating a playful learning environment will help students retain the information and encourage students to continue using the library.

Speakers

Breeann Austin

Instruction & Assessment Librarian, California State University Channel Islands

Allison Williams (co-author)

Public Services & Outreach Librarian, California State University Channel Islands

Friday May 3, 2024 11:20am - 12:10pm CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

11:20am CDT

Tackling the Nitty-Gritty in Teaching Search Strategies: A Visualized Approach from a Human Cognition Perspective

Students often struggle with constructing effective search strategies for databases, resulting in disappointing search results. This frustration can push them towards AI-powered search engines like Google. Even after receiving search training from librarians through various methods, these skills seem to fade quickly, causing recurring search difficulties in subsequent research assignments. Such challenges have prompted a reevaluation of current library instruction practices, aiming to enhance students' search skills through a human cognition perspective. In this session, we discuss how to and why integrating visual elements into instructional materials can bolster students' ability to construct search strategies from a theoretical lens.

Participants will:

gain an understanding of human cognition theories and their relevance to designing instructional materials that enhance students' search skills.
critically assess their current library instruction practices in teaching search strategies and identify ideas that may benefit from reevaluation.

Speakers

Yuqi He

Engineering and Data Services Librarian, San Jose State University

Friday May 3, 2024 11:20am - 12:10pm CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

11:20am CDT

The Incarcerated One-Shot: Applying critical pedagogy to support information literacy skill development in higher education prison programs

Accessing, analyzing, and engaging with information resources is fundamental to supporting students as they grow and nurture information literacy and critical thinking skills in higher education, however, not all students have the ability to freely access available resources or develop information literacy skills as a result of their confinement status as incarcerated students. This presentation compares pedagogical decisions within non-incarcerated and incarcerated classrooms in order to demonstrate how librarians may address concepts of information literacy instruction by going back to our roots as pedagogues and effectively teaching without relying on computer technology or internet access, and instead, focusing on human connection, communication, and information needs.

Participants will:

Recognize the pedagogical challenges instructors teaching within incarcerated classrooms must negotiate in order to provide critical instruction that is equitable for students regardless of their carceral status
Reflect on the (im)possibility of deploying critical pedagogical approaches within the incarcerated information literacy classroom as a result of carceral restrictions in order to demonstrate subtle forms of liberation through information access and engagement.
Identify opportunities to incorporate critical, equitable information literacy practices through instructional design applicable for both incarcerated and non-incarcerated learning spaces.

Speakers

Rebecca Blunk

Reference & Instruction Librarian, College of Southern Nevada

Friday May 3, 2024 11:20am - 12:10pm CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic
Breakout Session Format Presentation

11:20am CDT

Re-imagining Information Literacy Curricular Integration: A Faculty Information Literacy Fellows Collaboration Program.

An incentivized faculty Information Literacy (IL) fellows program was initiated to encourage IL integration and assessment across disciplines. This presentation will showcase the three cohorts of the faculty IL fellows program, with a focus on the deliberate scaffolding of the Library's IL outcomes into their syllabi, lessons and assignments. Spotlight will be on examples of "source evaluation" incorporated into the syllabi, lessons and assignments by faculty in two different disciplines, juxtaposed with the librarian's take on the same subject in a one-shot session. We will reflect on the benefits and challenges, and seek suggestions for improvement from the audience.

Participants will:

examine the plan for scaffolding the Information Literacy outcomes into multidisciplinary courses in order to predict student success in an Information Literacy integrated course.
review the differences between "source evaluation" in the redesigned sample courses and "source evaluation" in a one-shot lesson in order to be able to assess the most appropriate design for student success

Speakers

Evelyn Ugwu-George

Information Literacy & Assessment Librarian, Curry College

I'm the Information Literacy and Assessment librarian at Curry college. I work with first year students, and I would like to seize this opportunity to learn how to help students understand the challenges of finding and using information in the post truth era.

Friday May 3, 2024 11:20am - 12:10pm CDT
Conference Room C 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

1:45pm CDT

Immersive Technology Needs Pedagogy

There is growing strategic interest and investment in utilizing immersive technologies within classrooms and libraries. Immersive technologies require intentional pedagogical practices in order to positively impact teaching and learning. In this session, librarians working in the Cyma Rubin Visualization Gallery, a 360-degree immersive space, at NC State University will share examples that illustrate the potential of immersive technology to improve the learning experience. Using the Cognitive Affective Model of Immersive Learning (Makransky & Petersen, 2021) as a framework, attendees will discuss the challenges and benefits of integrating immersive technology in instruction. While the examples are specific to the resources available at NC State, the discussion will extend beyond any specific technology.

Participants will:

Reflect on the role of immersive technologies in student learning and success
Discuss pedagogical considerations when integrating immersive technology into library instruction
Explore service model considerations for immersive teaching and learning spaces in libraries

Speakers

Hiva Kadivar

Libraries Fellow, North Carolina State University

Hannah Rainey

Associate Head, Research Engagement, North Carolina State University

Friday May 3, 2024 1:45pm - 2:35pm CDT
Conference Room C 1801 N Naper Blvd, Naperville, IL 60563

Climate Change: Adapting to New Technologies

Intended Audience At least some experience with the topic
Breakout Session Format Presentation

1:45pm CDT

Let's ChatGPT: Incorporating Generative AI in Information Literacy Instruction

Generative AI has taken the academic world by storm. Libraries have responded with everything from research guides to information literacy sessions to provide cover from the torrent. Yet, some of us are still left out in the rain.

Have you wondered what generative AI is, want to see it in action, or had thoughts about how to add it to your instruction toolbox? Learn how one librarian integrated ChatGPT with the SIFT method in support of business information literacy! We'll examine ChatGPT, assess its effectiveness, and explore ideas on how to include it in information literacy instruction.

Attendees bringing a laptop would be helpful to participate in this session

Participants will be able to:

Evaluate results created by ChatGPT in order to recognize benefits and limitations for using generative AI in information literacy instruction.
Develop ideas on how to integrate generative AI into their instruction in order to expand their instructional methods.

Speakers

Melissa Johnson

Instructional Design & Educational Technologies Librarian, Southern Methodist University

Nerd by nature; librarian by choice

Friday May 3, 2024 1:45pm - 2:35pm CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Climate Change: Adapting to New Technologies

Intended Audience Brand new to the topic
Breakout Session Format Presentation

1:45pm CDT

Growing Critical Information Literacy in our General Education Program by Grounding Ourselves in an Ethic of Care

Montclair State University Libraries is seeing years of collaborative conversations come to fruition with the mapping of Engaged Citizenry and Critical Information Literacy (CIL) across the new general education curriculum. The newfound structural gateway into the curriculum presents challenges and opportunities for our already under-resourced team. In order to be successful, we are prioritizing our professional well-being and grounding our instruction program in a foundation of caring, both for our students and ourselves. This presentation will cover the initial planning stages, restructuring our program, creating a community around teaching amongst librarians, and introducing the concept of CIL to faculty.

Drew Wallace, Montclair State University, co-created this presentation.

Participants will:

Identify opportunities to guide faculty in incorporating Critical Information Literacy within their course
Recognize the elements of a library instruction program that focus on the value of self-care and collaboration.

Speakers

Perri Moreno

Student Success Librarian, Montclair State University

Catherine Baird

Online and Outreach Services Librarian, Montclair State University

Friday May 3, 2024 1:45pm - 2:35pm CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Controlled Burns: Revitalize and Renew

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

1:45pm CDT

Picture This: Mapping and Visualizing Research Strategies to Support Developing Researchers

As instructors we often don't allow students the time or space for metacognition surrounding their research process. By including intentional avenues in class to think about the steps needed for successful research, students develop a clearer plan and identify both strengths and opportunities in their own research practice. This is the true sense of the research cycle in action, where researchers move through a fluid back and forth to accomplish their task.

In this session we will lead participants through the process of mapping their own research process, analyzing their steps and making necessary changes after discussing and learning from our peers. Along the way, we will share insights developed from our experience implementing this in a live classroom setting. Get ready for a colorful and lively discussion. Now pass the markers!

Participants will:

construct a personal research map and analyze for strengths and opportunities for growth
explore pedagogical applications for similar mapping and visualization exercises in the classroom

Speakers

Amy Odwarka

First Year Experience Librarian, Eastern Illinois University

Dr. Trevor Burrows

Digital Initiatives Coordinator; Instructor of History, Eastern Illinois University

Friday May 3, 2024 1:45pm - 2:35pm CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

1:45pm CDT

Planting Breaths, Weeding Doubts: Restorative Practices and Contemplative Pedagogy for Classroom Practice and Teaching Library Research Skills

In this interactive workshop, attendees will learn about and experience contemplative pedagogy practices to transform the library instruction experience. Whether in the capacity of embedded or "one-shot" teachers, librarians often encounter stress as a "guest" in the classroom, and a guest who bears the anxiety -producing research process as their content. With the support of a campus-wide contemplative community, librarians at the Community College of Baltimore County are developing contemplative practices to cultivate presence in class or find fresh and creative approaches to teaching research. Contemplative practices are wide-ranging in expression; participants may be inspired to develop their own!

Participants will:

develop a knowledge bank of types of contemplative practices as well as some leaders and pioneers in the field
Attendees will perform practices to understand their value
Attendees will be able to adapt or design a contemplative practice to complement their instruction

Speakers

Jean Boggs

Reference and Instruction Librarian, Community College of Baltimore County

Friday May 3, 2024 1:45pm - 2:35pm CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

1:45pm CDT

Uprooting the Research Process: Partnering with First-Year Writing to Cultivate Critical Source Evaluation

The University of Wyoming Libraries and the First-Year Writing Program partnered to create a pathway from source evaluation to a thoughtful, synthesized approach for annotated bibliographies. The First-Year Writing Program houses the university's College Composition and Rhetoric (English 1010) course and is taught primarily by graduate student instructors. This presentation will narrate the library's adaptation of the source evaluation tool "IF I APPLY" into our information literacy practices and how we partnered with the First-Year Writing Program to bridge annotated bibliography development with critical research skills. Learn how we teach first-year students to implement these resources in their writing process and our plans to bring this approach to other academic disciplines!

Participants will be able to:

Critically assess information literacy practices to better address student research needs
Create more integrated curriculum and partnership that moves beyond the one-shot connection to the First-Year Writing Program
Incorporate "IF I APPLY" and other source evaluation tools into Annotated Bibliography assignments and instruction

Speakers

Jessica Rardin

Learning & Engagement Librarian, University of Wyoming

Ashley Burchett

Associate Director of FYW; Assistant Lecturer, University of Wyoming

she/they

Friday May 3, 2024 1:45pm - 2:35pm CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

1:45pm CDT

We Don't Take Summers Off: Nurturing Undergraduate Summer Research at a Liberal Arts College

Each year, Occidental College hosts the Summer Research Program, a competitive, fully-funded, faculty-mentored program open to all students and hosted by the campus' Undergraduate Research Center (URC). In previous years, students struggled with the proposal writing process, particularly supporting their ideas with scholarly resources. In 2023, subject librarians at the Oxy Library partnered with faculty in the URC to address these gaps through workshops, consultations, mentorships, and other opportunities to strengthen students' research skills before, during, and after the program. This session details the steps taken to foster this collaboration and some key takeaways from the first year of this ongoing partnership.

Participants will be able to:

identify potential campus stakeholders for enhancing library visibility and interaction with student researchers.
apply strategies to their own development and assessment of library/faculty collaborations.

Speakers

Erin Sulla

Arts & Humanities Librarian, Occidental College

ESulla LOEX 2024 Breakout 3 Session F pdf

Friday May 3, 2024 1:45pm - 2:35pm CDT
Conference Room F 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

2:50pm CDT

Embracing Failure: A Path to Growth and Learning in Libraries

From teaching to researching, our responsibilities as librarians are vast. Since we are surrounded by subject specialists it's easy to doubt our work and worth. This presentation challenges the negative perception of failure and promotes its role in learning. Failures in reference consultations, one-shot instruction, and course instruction will be shared, and discussion on how reframing setbacks as opportunities are important for growth in librarianship. The role of the Imposter Phenomenon and its negative impact on future growth will be addressed.

Participants will:

Recognize that failure is part of the information literacy teaching process.
Explore failure across three different library scenarios and discuss actionable strategies to reframe failure positively.
Gain insights into the root causes and implications of the imposter phenomenon within the context of librarianship.

Speakers

Margarita Shawcross

University of Northern Colorado, Teaching and Learning Librarian

Stacey Brown

Instruction and Outreach Librarian, Eckerd College

Paloma Barraza

History, Iberian, and Latin American Studies Librarian, University of Minnesota

Friday May 3, 2024 2:50pm - 3:40pm CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Controlled Burns: Revitalize and Renew

Intended Audience Brand new to the topic
Breakout Session Format Presentation

2:50pm CDT

Changing Librarian Roles in the Emerging Digital and Open Education Landscape: An Environmental Scan Research Study

COVID-19 accelerated change and pivoted librarian instructional priorities toward online learning modalities with a focus on using digital resources. Increased awareness and use of these digital Open Education Resources (OERs) has continued to rise post-pandemic. This session will introduce the intersection of the concepts of OERs, Open Pedagogy (OP), and Universal Design for Learning (UDL) and provide a short description of a sabbatical research project around these topics. Using the research study findings, participants will discuss and reflect on strategies to integrate these open resources, tools, and concepts into their own teaching practice. This student-focused approach that uses OERs and OP to engage students in the sharing of power in learning communities has been reported in the literature to result in transforming teaching practice.

Participants will be able to:

Take away a richer understanding of the opportunities and challenges and the 'why' behind OERS and integrating open pedagogy into current teaching practice.
Reflect on their own institutional instructional context for OERs and open pedagogy
Identify areas of open learning that they would like to explore and align to their broader campus initiatives.

Speakers

Donna Harp Ziegenfuss

Librarian in Faculty Services, University of Utah

Dr. Donna Harp Ziegenfuss, is a Librarian in the Faculty Services department in the J. Willard Marriott Library at the University of Utah. She earned an Ed.D. in Academic Leadership/Higher Education and an MS degree in Applied Technology/Instructional Design. Dr. Ziegenfuss has over... Read More →

Friday May 3, 2024 2:50pm - 3:40pm CDT
Conference Room C 1801 N Naper Blvd, Naperville, IL 60563

Field Notes: Using Research to Inform Practice

Intended Audience Brand new to the topic
Breakout Session Format Presentation

2:50pm CDT

Information Ecosystems and Research Conversations: Rethinking Information Literacy in the Modern Media Landscape

A concept that is likely quite familiar to instruction librarians is the idea that "research is a conversation." But the information ecosystems we all inhabit involve, and even promote, different kinds of conversations, with different players, communication norms, methods, approaches, and audiences. How can information literacy instruction be utilized to not only equip students with valuable research and critical thinking skills but to also empower students to navigate complicated and often contentious online information ecosystems? This interactive workshop will provide a space to explore and discuss these questions through large and small group discussion, brainstorming, and independent work time.

Participants will:

define information ecosystems and will explore trends that shape these ecosystems
critically analyze information literacy library instruction in light of current information ecosystems
develop ideas for new approaches to library instruction that address unique aspects of our current information ecosystems

Speakers

Sarah Morris

Media Literacy Consultant, The Carter Center

Friday May 3, 2024 2:50pm - 3:40pm CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic
Breakout Session Format Interactive Workshop

2:50pm CDT

Old and New Growth: Augmenting library instruction with gamification and game-based learning

Many librarians face the same dilemma: the number of students we seek to interact with outstrips the hours librarians have to work with students. While maintaining our roots through course-integrated library instruction sessions, we grew our capacity through play, gamification, and game-based learning as ways to encourage students to spend their own time learning about library skills and spaces. We will share three examples of gamified library instruction that successfully augmented traditional library instruction sessions, and we will discuss the challenges of gaining buy-in from the academic support community, partnerships with design courses to leverage student time for play testing, and piloting and promoting the activities.

Laura Barrett, Dartmouth University, co-created this presentation.

Participants will:

Examine play as an alternative path to teaching basic library skills (aside from the traditional instruction session)
Explore place-based possibilities for incorporating play at their institutions, tied to local lore, traditions, and opportunities.

Speakers

Alexis Gomez

Evening Circulation and Reserves Supervisor, Dartmouth University

Yolanda Hood

First-Year Experience and Instruction Coordinator, UMass Lowell

Friday May 3, 2024 2:50pm - 3:40pm CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

2:50pm CDT

Empowering Student Employees: Integrating Information Literacy with Practical Training

The Oxford College Library's Student Employee Team (SET) hires and supervises over 50 student employees a year. This presentation will detail how library staff develop and instruct student employees to meet the needs of the library. Instruction includes library values, technology, and tasks, and is designed so that every staff employee is equipped to train students. Participants will take away strategies for improving instruction for student employees, outreach techniques for increasing student engagement, ideas for student leadership development, and suggestions for how to collaborate with other campus groups to foster community among student groups.

Participants will:

learn new and innovative ways to provide information literacy instruction and practical training for student employees
learn strategies to collaborate with external departments to strengthen their student employment program and campus relationships.
learn valuable outreach techniques to collaborate with student employees in library instruction and special projects.

Speakers

Jacob Lackner

Teaching and Learning Librarian, Oxford College of Emory University

S. Paige Crowl

Teaching and Learning Librarian, Oxford College of Emory University

Alexandrea Kord

Teaching and Learning Librarian, Oxford College of Emory University

Friday May 3, 2024 2:50pm - 3:40pm CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

2:50pm CDT

"I wish I knew this earlier!": A Qualitative Analysis of Student Instruction Feedback

This presentation will discuss a qualitative analysis of the two free-response questions from the ACRL Project Outcome Instruction survey: "What did you like most about this session?" and "What else could the library do to help you succeed in your classes?" Librarians on the Student Success & Engagement Team had noticed recurring themes in responses but undertook a systematic analysis to see how this student feedback could inform instruction practices as well as library operations as a whole. This presentation will share our methodology and findings and discuss implications for our library instruction program and library operations.

Participants will be able to:

describe and adapt the codebooks and coding process used in this study
interpret insights gained from student feedback

Speakers

Faith Rusk

Lower Division Research Assistance and Instruction Coordinator, San Francisco State University

Melanie Smith

First-Year Experience Librarian, San Francisco State University

Lizzy Borges

Teaching and Learning Librarian

Zia Davidian

Online Learning Librarian, San Francisco State University

Friday May 3, 2024 2:50pm - 3:40pm CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Seeing the Forest: Assessment and Evaluation

Intended Audience Brand new to the topic
Breakout Session Format Presentation

4:10pm CDT

ChatGPT in Higher Ed: Student Use, Misuse, and AI Literacy Interventions

During the Fall 2023 semester, TCC librarian, Marianne Myers, teamed up with TCC Sociology professor, Shaun Peevsasser, to study student use and misuse of ChatGPT and to introduce a librarian-led AI literacy intervention to students. The session will provide an overview of the content included in the AI literacy session and present the findings of the student survey about their ChatGPT use along with their assessment of the AI literacy intervention. We will also discuss recent changes made to the Spring 2024 AI literacy session and its outcomes.

Participants will:

learn about skills to include in their own AI literacy instruction sessions in order to teach their students the appropriate and ethical uses of ChatGPT.
leave with insights into how a sample of community college students are using ChatGPT and their opinions on the ethics of its use in academic work in order to understand their own student populations.

Speakers

Marianne Myers

Reference & Instruction Librarian, Tulsa Community College

Shaun Peevsasser

Professor of Sociology, Tulsa Community College

Friday May 3, 2024 4:10pm - 5:00pm CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Climate Change: Adapting to New Technologies

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

4:10pm CDT

Growing Our Practice: Developing a mentorship and community-building program for instruction librarians

A program of support for instruction librarians is essential to foster ongoing engagement with teaching and student learning. This session will detail the development, assessment, and growth of a mentorship and community building program within a large R1 research library. This program addresses the needs of new-to-the-field, newly hired, and experienced instruction librarians as well as the coordinator of library instruction. The goal of this program is to provide opportunities, community, and resources for librarians to grow in their teaching practices. Attendees will leave the session with ideas and strategies for implementing a similar program of support within their library.

Participants will:

explore mentorship and support systems in order to create a strong community of practice in a library instruction program.
apply elements from an instruction mentorship and support program to identify needs and strategies for implementation at their home institution.
reflect on their experiences throughout their career in order to identify additional areas for support and community building in library instruction programs.

Speakers

Karleigh Riesen

Head of Information Services and Creative Media, University of Alabama

Sarah Sahn

Coordinator of Library Instruction, University of Alabama

Friday May 3, 2024 4:10pm - 5:00pm CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Controlled Burns: Revitalize and Renew

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

4:10pm CDT

Using the "Humble Inquiry" Approach to Cultivate Flourishing Librarian-Learner Relationships

Teaching librarians often nurture budding learners through helping interactions. As unseen forces of nature, social and power dynamics significantly impact how help is given and received. Drawn from the field of social psychology, Edgar Schein's "humble inquiry" approach to helping relationships merits attention from librarians. Humble inquiry requires the librarian to ask the patron open-ended questions while cultivating a relationship rooted in curiosity and genuine interest. This workshop will examine the benefits of asking and listening over knowing and telling, especially as a means of effectively supporting patrons from marginalized communities.

Participants will:

Recognize the role of social dynamics in patron-librarian learning interactions.
Describe how the humble inquiry approach equalizes this social dynamic, particularly benefitting marginalized patrons.
Apply strategies from the humble inquiry approach in order to provide a patron-centered learning experience.

Speakers

Katie Odhner

Penn State University, Penn State Abington

Emily Reed

Reference and Instruction Librarian, Penn State Harrisburg

Friday May 3, 2024 4:10pm - 5:00pm CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Field Notes: Using Research to Inform Practice

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

4:10pm CDT

Tilling the Soil: Reinvigorating our learning objects landscape

Learning objects such as LibGuides and video tutorials are common across academic libraries. However, the strategies and pedagogies used to create, maintain, assess, and sustain these objects vary. This presentation will share a multi-year process to consider and build upon the learning object landscape at a regional university library. This work resulted in a suite of new instructional videos and an LTI integration of LibGuides with Canvas. The presentation will share the process, challenges, opportunities, and lesson learned. Audience members will walk away with practical tips and ideas for how to do this kind of work in their own libraries.

Participants will:

Discuss strategies for growing, aligning, and sustaining learning objects created by teaching and learning teams.
Reflect on their own learning object landscape in order to strategize ways to connect and sustain this work.

Speakers

Hailley Fargo

Head of Education & Outreach Services, Northern Kentucky University

Friday May 3, 2024 4:10pm - 5:00pm CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

4:10pm CDT

Sustainable Support for Dual Credit: Connecting High School Students with Your Library

As dual credit programs grow in popularity, creative solutions are needed to connect high school students with university academic support services. At Nevada State University, we have developed an innovative professional development program designed to empower dual credit instructors with tools and support to craft research assignments and engage students with library resources. This approach offers a sustainable way for librarians to assist instructors with developing information literacy learning opportunities customized for their classes.

Participants will:

Understand the role of librarians in supporting dual credit instructors and students
Identify stakeholders who can benefit from and contribute to dual credit support initiatives
Apply strategies for working effectively with high school instructors to integrate university library services and resources into the dual credit curriculum

Speakers

Yvonne Tran

Teaching and Learning Librarian, Nevada State University

Alena Manjuck

Outreach and Engagement Librarian, Nevada State University

Friday May 3, 2024 4:10pm - 5:00pm CDT
Conference Room C 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

4:10pm CDT

Fertilizing the Social and Emotional Roots: Assessing Belonging, Confidence, and Connectedness in Academic Library Programming

What is flourishing and how do academic libraries contribute to student flourishing? What are the assessable skills and attitudes that indicate flourishing? This session presents the Framework for Flourishing, an assessment toolkit that defines and measures flourishing in academic librarianship. The three frames 1. belonging develops purpose, 2. confidence develops resiliency, and 3. connectedness develops potential will be discussed and applied to academic library programming. The Framework for Flourishing complements the ACRL Framework, provides shared language to help practitioners communicate the value we add to student flourishing. Participants will be given a copy of Framework for Flourishing along with a rubric to apply to their own work.

Participants will be able to:

define flourishing and summarize the value added through the three frames of belonging, confidence, and connectedness as they relate to academic library work
identify and evaluate ways in which the frames of belonging, confidence, and connectedness appear in their own work.
apply the Framework for Flourishing as a tool to help them assess and discuss the value added of belonging, confidence, and connectedness in library programming

Speakers

Kate Langan

Engagement Librarian, Western Michigan University

Kate Langan is professor and Engagement Librarian at Western Michigan University (WMU) Libraries. She earned her Ph.D. from WMU, a Master of Arts in Library and Information Studies from the University of Wisconsin-Madison and a Master of Arts in French Literature from the University... Read More →

Friday May 3, 2024 4:10pm - 5:00pm CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Seeing the Forest: Assessment and Evaluation

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

8:50am CDT

Artificial Intelligence in Information Literacy? The Green Critique

Many librarians and information professionals have seen conversations around artificial intelligence (AI) and its uses quickly expand alongside assumptions that it has significant staying power, that as information literacy instructors we need to jump on the train of teaching and using it to keep up to date with the latest technology, and that its proliferation and widespread adoption in society is inevitable. This presentation will challenge these assumptions by drawing attention to AI's significant and oft overlooked environmental impacts through a critical information literacy framework and Ecoliteracy. We cannot talk about 'ethical' AI use without considering its environmental impact.

Participants will:

be able to recognize the impact of AI on the environment
be able to articulate what ecoliteracy is and why AI's environmental impact must be included in any conversation about AI in ethical/critical information literacy
be encouraged to identify how can we implement this perspective into their work, and how to expand this critique beyond AI to any other emerging tools and technology

Speakers

Amber Dierking

Arts & Humanities Liaison Librarian, Grand Valley State University

Saturday May 4, 2024 8:50am - 9:40am CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Climate Change: Adapting to New Technologies

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

8:50am CDT

Beyond Misinformation: Strategies and Tactics for Addressing the Growing and Pernicious Problem of the Misrepresentation and Misappropriation of Research

In today's information environment, researchers must prepare for the possibility that their research could go viral-but in a way that misunderstands, misrepresents, or misappropriates their research to support an ideological agenda, or that makes them the target of politically motivated harassment. This presentation discusses a workshop that educates faculty and students about the contemporary issues surrounding the misrepresentation and misappropriation of research and how researchers can prepare for and respond to situations in which their research becomes a political target.

Participants will:

Recognize the growing problem of ideologically motivated individuals and groups misrepresenting and misappropriating research, or politicizing it in other ways.
Evaluate suggested strategies and tactics and devise new strategies and tactics for proactively developing responses to the misrepresentation and misappropriation of research.
Assess how they can advise students and faculty at their own campuses on how to prepare for and respond to mischaracterizations and misappropriations of those individuals' research.

Speakers

Winn W. Wasson

Social Science Librarian, Syracuse University

Saturday May 4, 2024 8:50am - 9:40am CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

8:50am CDT

Reimagining Creativity-focused Library Instruction

Participants in this high-participation interactive workshop will share perspectives on the question of how libraries and library instruction can more effectively support creativity. We will consider whether a creativity-first instructional framework would be of value to libraries and, if so, what its “frames” for creativity-oriented instruction might look like.

What are the guiding instructional norms and service models that can sustain individual, social, and civic creativity, even in these days of AI tools, influencers, and misinformation? Attendees will engage in ideation and conversation to share ideas and experiences to envision new practices for supporting creativity in libraries.

Participants will:

be able to describe and evaluate perspectives shared during the session about the dispositions and skills that could define a framework for supporting creativity in libraries.
assess ideas that have been shared about library creativity infrastructure and tools, and how library resources can better support creativity.
be able to compare existing and proposed approaches to information or library creativity in connection with individual user needs and larger questions of civic values and social justice.

Speakers

Mark Dahlquist

Humanities and Social Sciences Librarian, Miami University

Mark Dahlquist is a Humanities and Social Sciences Librarian at Miami University in Ohio, where is a liaison librarian for the departments of English and Media, Journalism & Film. He has a PhD and MLIS from the University of Illinois. He has research interests in information literacy... Read More →

Saturday May 4, 2024 8:50am - 9:40am CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

8:50am CDT

Cultivating an Inclusive Garden: DEI Engagement and Outreach on Display in Academic Libraries

Engagement is the key to student success and student support, and diversity and inclusion lead the way to reaching new students and meeting current students where they are. Spicing up and revisiting new and old methods of engagement with students can build an environment where they feel supported, involved, and seen. In this presentation, you will be introduced to how three academic libraries are using traditional orientation events and presentations, innovative transfer programs, and diverse book displays to reach minoritized groups and solidify the library as a welcoming environment on campus. Suggestions on how this approach can be used at other institutions will be presented.

Molly Olney-Zide, University of Delaware, co-created this presentation.

Participants will be able to:

Identify how outreach can promote a diversity, equity and inclusion agenda.
Evaluate how outreach activities fit into their institution's mission, values, or strategic plan.
Design an outreach activity that meets their institution's goals.

Speakers

Alex Boris

Commons Librarian, University of Tennessee, Knoxville

Amanda Breu

Head of Access Services & Media Librarian, University of St. Thomas (MN)

Amanda is the Head of Access Services & Media Librarian at the University of St. Thomas. She is responsible for the streaming and physical media, as well as the operations at the Circulation Desk. Amanda was previously the Library Services Manager at St. Cloud State University. She... Read More →

Saturday May 4, 2024 8:50am - 9:40am CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

8:50am CDT

Fruitful Collaborations: Preparing Underserved High School Students for College and Beyond

Librarians have long noted that the wide range of student competencies in research skills reflects significant gaps and inequities in information literacy instruction in K-16 education. How can postsecondary librarians address this perennial problem? In this presentation, Stony Brook University librarians will share their experience with the "Ready for Success" information literacy project. Leveraging the expertise of university librarians, high school librarians, teachers, and administrators, the project aims to strengthen collaboration between high school teachers and librarians, and also promote equitable readiness for life beyond high school. The project team will discuss key aspects of this program, from recruitment of the high school cohort and curriculum for a teacher retreat to subsequent classroom integration, feedback from stakeholders, and the potential for new collaborations and partnerships.

Participants will:

reflect on their role in collaborating with high school librarians and other secondary educators to strengthen student research skills.
recognize the impact of implementing small but targeted learning activities into pre-existing curricula.

Speakers

Janet Clarke

Associate Dean, Research & User Engagement, Stony Brook University

Christine Fena

Undergraduate Success Librarian, Stony Brook University

Chris Kretz

Head of Academic Engagements, Stony Brook University

Saturday May 4, 2024 8:50am - 9:40am CDT
Conference Room C 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

8:50am CDT

Diversify the Forest: Applying the ACRL Framework Companion Documents to Information Literacy Program Assessment and Development

This presentation discusses the value of the ACRL Framework Companion Documents to an information literacy program through the lens of the STEM, Gender Studies, and Sociology Framework companions and how these documents inform assessment and development of IL programs. The presenter will describe how the ACRL Companions add needed dimensions, such as information issues related to DEI, to the assessment of a suite of information literacy learning workshops at the University of South Florida. The project provides insights into the limitations of the ACRL Framework and how the companion documents strengthen the original work.

Susan Ariew, University of South Florida, co-created this presentation.

Participants will be able to:

Identify general gaps (such as diversity) in the ACRL Framework that are better addressed in the companion documents
Identify discipline specific concepts not available through the ACRL Framework
Assess their own IL programs by using the ACRL Companion Documents to improve instruction.

Speakers

Carl O. DiNardo

Assistant Librarian - Research and Instruction, University of South Florida

Saturday May 4, 2024 8:50am - 9:40am CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Seeing the Forest: Assessment and Evaluation

Intended Audience At least some experience with the topic
Breakout Session Format Presentation

9:55am CDT

Generative AI: Teaching Students the Applications, Risks, Best Practices, and Alternatives

Students and faculty are grappling with questions about generative artificial intelligence (e.g., ChatGPT, Dall-E, Bard): Is everyone else using it? Does my instructor use it? Can I use it for course assignments? Is it considered cheating? What are any drawbacks to using it? In this session, a trio of librarians will describe how they created a session for students to inform them about the risks and limitations of using generative AI (GAI), while showing how adapting it for use with existing library resources can result in better content for their assignments.

Jeannette Moss, Northwestern University, co-created this presentation.

Participants will:

Understand the basics of what GAI is, how it works, the risks and limitations to students for using it for course assignments, and how library resources may provide better content;
Know best practices for students to follow when using GAI effectively and responsibly;
Hear the presenters' reflections and takeaways from the instruction event.

Speakers

Tracy Coyne

Distance Learning and Professional Studies Librarian, Northwestern University

Distance Learning; Academic Integrity

Frank Sweis

User Experience Librarian, Northwestern University

Saturday May 4, 2024 9:55am - 10:45am CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Climate Change: Adapting to New Technologies

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

9:55am CDT

Past the Aha!: Teaching for Serendipity in Primary Source Research

This workshop invites attendees to explore how we might design instruction for what happens before and after serendipitous discovery. Participants will try out, as students, the pedagogical interventions suggested by a 2021 exploratory study which weighed the relevance to library instruction of Björneborn's 2017 framework for serendipity. After trying the student exercises, attendees will respond to two case studies from the project and share what might work best for themselves, as teachers.

Participants will:

sketch scholar profiles in order to successfully prepare themselves for primary source exploration.
conduct shared reflection on primary source encounters in order to situate themselves in relation to the sources and to propose future research actions.
respond to relevant learner case studies in order to brainstorm teaching interventions to support their students before and after source discovery.

Speakers

Jason Ezell

Head of Learning & Engagement, Miami University

Saturday May 4, 2024 9:55am - 10:45am CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Field Notes: Using Research to Inform Practice

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

9:55am CDT

Cultivating Information Literacy Pedagogy with Student-Instructor Partnership

In traditional approaches to teaching, instructors make decisions about what should be learned and how. In contrast, Students as Partners (SaP) pedagogy recognizes that students have unique contributions to offer in their learning journeys. In this 50-minute session, learn about two novel information literacy programs in which students worked with instructors to co-develop meaningful educational experiences exploring today's information ecosystem. We will provide an overview of the SaP approach, its benefits, and recommended practices. We will also highlight how SaP aligns with core librarianship values. Throughout the session, attendees will envision opportunities for growing relationships with students in their contexts.

Samantha LeGrand, Purdue University, co-created this presentation.

Participants will be able to:

Describe elements of SaP and various ways in which a it may be applied to libraries contexts (i.e. teaching, research, programming, services)
Explain how SaP can be applied as an inclusive teaching and learning approach
Identify opportunities for integrating SaP practices into new or ongoing initiatives in their context

Speakers

Rachel Fundator

Clinical Assistant Professor, Purdue University Libraries & School of Information Studies

Clarence Maybee

Associate Dean for Learning; W. Wayne Booker Chair for Information Literacy, Purdue University Libraries & School of Information Studies

Dr. Clarence Maybee is the Associate Dean for Learning and the W. Wayne Booker Endowed Chair in Information Literacy at Purdue University Libraries and School of Information Studies. He is a leading researcher whose work explores teaching and learning of information literacy in higher... Read More →

Saturday May 4, 2024 9:55am - 10:45am CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

9:55am CDT

Strengthening our Roots: Cultivating Belonging in the Library Instruction Classroom through an Inclusive Pedagogy Teacher Training Program

Grow your teaching practices to new heights! Learn how a librarian training program sprouted from an inclusive pedagogies project and bloomed into library instruction workshops for teaching librarians. Using a LibGuide on inclusive pedagogies as the focus, attendees will be shown tools to develop best practices in library instruction sessions for incorporating multiple inclusive pedagogies, as well as how these practices work in tandem with active learning strategies. Learn how to strengthen your own instructional design practices and grow a librarian training program that applies inclusive pedagogies to foster engagement and belonging in the classroom.

Participants will:

learn how to develop and conduct a teacher training program for instruction librarians.
learn about a variety of inclusive pedagogies and how to apply them to library instruction lesson plans.
learn how active learning techniques promote belonging in the library instruction classroom.

Speakers

Christine Mueller

Instruction & Reference Librarian, Xavier University

Higher education professional with a background in curriculum & instruction and literacy, including ESL and first year English. I have combined my love for teaching at the university level with academic librarianship and landed my dream job at Xavier University! I am exploring ways... Read More →

Saturday May 4, 2024 9:55am - 10:45am CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

9:55am CDT

Empowering Students Wherever Learning Takes Place: On-demand East Asian Information Literacy Tutorials

Amid a surge in technological innovation and an increasing need for librarian expertise in area studies, there arises a critical need for discipline-specific Information Literacy skills. Originating from a grass-root initiative to empower diverse students in East Asian studies, this presentation introduces the East Asian Information Literacy Tutorial project, a user-centered video series that facilitates autonomous and self-directed learning to improve information literacy skills. It is noteworthy that this collaborative project is supported by a wide range of East Asian studies librarians from both public and private US R1 institutions. Through introducing the creation, collaboration, application, and reflection of this pioneering project, we explore discipline-specific pedagogical content knowledge, invite discourse on adapting to new technologies, and reflect on fostering cross-institutional collaboration and measuring educational impact.

Participants will:

will gain an understanding of how to create subject librarian-driven tutorials to introduce subject-specific information literacy concepts.
will discuss and identify strategies for successful cross-institutional librarian-librarian collaboration, librarian-faculty collaboration, and librarian-student collaboration.
will compare content knowledge and pedagogical knowledge and assess the best practices for synthesizing the two to achieve desired results.

Speakers

Qian Liu

Arts, Humanities, and Social Sciences Librarian, Arizona State University

Yao Chen

Director of East Asian Collection, University of Chicago

Saturday May 4, 2024 9:55am - 10:45am CDT
Conference Room C 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

9:55am CDT

How We Created a Research Rubric Meant for Everyone: Making the Library and Its University Partners More Student-Ready

The Student Research Learning Outcomes (SRLO) rubric utilizes concepts and frameworks of the AACU VALUE rubrics. Unlike the VALUE rubrics, the SRLO rubric is discipline-neutral, serving as an evaluation tool that indicates progressive benchmarks and implements research-focused pedagogies. The rubric is flexible. Instructors can readily amend it to add discipline-specific language and emphasis on research. It achieves the goal of identifying where students are in their research journeys to support their advancement.

A brief discussion of the process for creating, norming, and piloting the rubric will be followed by the audience engaged in using the SRLO rubric to score and evaluate some student work. A discussion will follow with participants sharing thoughts on how this type of rubric might be used at their institutions.

Participants will be able to:

Identify their libraries' needs around research library instruction, and develop a strategy to meet students' learning needs
Define and use an analytic research rubric that identifies students' formative research growth and gaps in the curriculum and instruction
Identify potential active stakeholders who want to have a common language around developmental research pedagogy and to collaborate with the library to support its consistent integration into programs and their courses.

Speakers

Barbara Anderson

Head of Instruction and Learning, Roosevelt University

Saturday May 4, 2024 9:55am - 10:45am CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Seeing the Forest: Assessment and Evaluation

Intended Audience At least some experience with the topic
Breakout Session Format Interactive Workshop

11:15am CDT

Unmasking the Hidden Curriculum: How It Negatively Impacts the One-Shot Model and First-Generation Low-Income Students

A critical analysis of librarianship literature suggests that the traditional one-shot model of librarian instruction reinforces the hidden curriculum, impeding the academic advancement of first-generation low-income (FGLI) and underrepresented students. This approach hinders their academic progress and exacerbates existing disparities in librarian pedagogy. To address these shortcomings, Culturally Responsive Teaching (CRT) should be adopted as a pedagogical framework, and librarians must prioritize cultural competency to effectively serve the diverse student populations they care for. This proposal advocates for a paradigm shift in librarian instruction, calling for a thorough examination of the hidden curriculum and the one-shot model.

Participants will:

identify the Hidden Curriculum and the ways in which it impacts first-generation and low income (FGLI) students
identify shortcomings in the one-shot instruction model, particularly in relation to FGLI students.
recognize and apply innovative ideas to improve their information literacy instruction, creating a more equitable learning environment for all students.

Speakers

Katie Albright

Student Success Librarian, Otterbein University

Don Simmons, Jr.

Information Literacy and Student Engagement Librarian, SUNY Westchester Community College

Saturday May 4, 2024 11:15am - 12:05pm CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Field Notes: Using Research to Inform Practice

Intended Audience Brand new to the topic
Breakout Session Format Presentation

11:15am CDT

Digging Deeper Into Evaluating Children's Literature: Cultivating Students' Critical Consciousness

Children's books perpetuate stereotypes and dominant worldviews, requiring education students to practice digging deeper into evaluating children's literature. This session will sow the seeds of critical consciousness, focusing on revamped lesson plans informed by critical information literacy. Revamped lessons were created to help students evaluate representations of BIPOC characters in children's literature. In this interactive workshop, attendees will discuss and participate in lesson activities, including identifying types of representation for BIPOC characters to avoid single story narratives and using demographic surveys and children's literature diversity statistics to recognize and critique power structures in the publishing industry.

Participants will be able to:

Teach critical information literacy concepts when working with children's literature
Adapt this model of information literacy instruction to their own work with children's literature in order to cultivate critical consciousness in their students

Speakers

Kayleen Jones

Education & Human Service Professions Librarian, University of Minnesota Duluth

Kayleen Jones is Education & Human Service Professions Librarian at the Kathryn A. Martin Library at UMD. She is responsible for the Children's Literature Collection at UMD.

Saturday May 4, 2024 11:15am - 12:05pm CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

11:15am CDT

Seeding Success: Growing Information Literacy through Curriculum Integration

As information creation and dissemination continues to evolve, librarians must find strategic ways to equip students with the tools they need to be ethical and efficient researchers. This session will explore the experience of two librarians who proposed and designed credit-bearing courses focused on responsible digital citizenship and ethical use of artificial intelligence, offering the first for-credit library courses at Austin Peay State University. The presenters will discuss course design, learning outcomes, and teaching strategies, emphasizing practical applications. Attendees will gain an understanding of the courses' development along with insights into how to adapt these courses at their own institutions.

Participants will:

Recognize the challenges of establishing for-credit library instruction, even when no such instruction is present at the institution, and develop a plan for implementing such courses despite these challenges.
Identify strategies to develop their own curriculum for their courses centered on the library's strengths in information literacy and centered on the ACRL Framework for Information Literacy.

Speakers

Scott Shumate

Coordinator of Resource Management and Digital Services, Austin Peay State University

Jenny Harris

Assessment and Information Literacy Librarian, Austin Peay State University

SeedingSuccess HarrisShumate LOEX2024 pdf

Saturday May 4, 2024 11:15am - 12:05pm CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience At least some experience with the topic
Breakout Session Format Presentation

11:15am CDT

Blueprint for Success(ful) Library Instruction: Blossoming New Relationships Across Campus

Libraries can showcase their campus value through collaborations with individual departments & faculty but even more so with a first-year curricular program. This presentation describes and explains how library faculty collaborated, designed, implemented, and assessed a program to introduce & teach all the first-year students about the library’s resources, spaces, and expertise in information literacy. The presenters will share their experiences in this unique program, what they learned from its implementation, the relationships they built across campus, and how they plan to adapt it for future cohorts of students.

Carrie Dunham-LaGree, Drake University, co-created this presentation.

Participants will:
1. Learn how to design, implement, & assess a program to teach first-year students about their campus library
2. Examine areas within their libraries’ curriculum/outreach for development of a larger campus program
3. Identify potential campus partners to collaborate with on first-year programs

Speakers

Dan Chibnall

STEM Librarian, Drake University

Dan Chibnall is the STEM Librarian & Associate Professor of Librarianship at Drake University in Des Moines, Iowa. He has taught one-shots, embedded courses, & five of his own courses over the past seven years at Drake. Dan teaches & researches the role of misinformation in our culture... Read More →

Priya Shenoy

Graduate Health Professions Librarian, Drake University

Priya Shenoy is an Associate Professor of Librarianship at Drake University. Her official title is "Graduate Health Professions Librarian" at Cowles Library. Her academic liaison areas are Pharmacy, Occupational Therapy, Athletic Training, and Nursing in the College of Pharmacy... Read More →

Saturday May 4, 2024 11:15am - 12:05pm CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

11:15am CDT

Stepping into the old growth forest to appreciate a legacy of collaboration and outreach from Conference LOEX (1971-1981)

Drawing on the presenter's historical analysis of the first ten years of LOEX conference proceedings (1971-1981), this presentation will highlight the perspectives of our LOEX predecessors as they built instruction programs from the ground up. Through primary documents, we will explore the complex dynamics involved with outreach during this era, as librarians sought to connect with reluctant faculty and convince skeptical library administration of the value of their work. Conference LOEX's role in fostering collaboration through its programming and clearinghouse will be highlighted. Session attendees will walk away with an appreciation for how the "first generation" of bibliographic instruction librarians confronted the stereotype of passivity and set in motion a new type of public service librarianship defined by collaboration, innovation, and outreach.

Participants will be able to:

identify the obstacles faced by instruction librarians in the 1970s as they advocated for their programs both internally and externally.
assess the role of LOEX and the broader bibliographic instruction movement in professionalizing academic librarianship.
demonstrate how our work today builds on the legacy of librarians at LOEX during its first decade.

Speakers

Kelly Hangauer

Education & Psychology Librarian, University of Iowa

Saturday May 4, 2024 11:15am - 12:05pm CDT
Conference Room C 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

11:15am CDT

An Apple A Day: Daily Actioner Assessment within Asynchronous Video Instruction

Have you ever been frustrated by having to create, implement, and ultimately digest a large amount of assessment information from either a one-shot or course-bearing session? Have you ever stayed up at night wondering if your hard work within assessment makes sense to the respondent and presented to an administrator? This session will help you (the participant) create an evaluation with a partner in the room and learn how to implement various assessment points quickly. The session allows participants to know and feel anyone in the process and help achieve one's overall assessment goals. The session involves identifying real-life problems and quickly developing a solution for the lengthy assessment data. The session aims to streamline assessment questions, analyze soon without length charts, and feel refreshed and relaxed while working with assessment data for asynchronous video instruction.

Each participant will:

identify and learn how to implement new instructional technologies, including but not limited to Panopto and Kaltura.
design diverse assessments constructed through the data held within asynchronous instructional videos.
construct and organize the daily data collected from asynchronous video platforms to ensure that all learning concepts are represented through diversity, equity, and inclusion.

Speakers

Amy Dye-Reeves

Head of the Library of Architecture, Design, and Construction (LADC), Auburn University

Saturday May 4, 2024 11:15am - 12:05pm CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Seeing the Forest: Assessment and Evaluation

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

1:50pm CDT

Sprouting Anew: Using Canvas to revitalize novice library instructor training

Effectively training novice instructors how to teach in the classroom and in one-on-one settings is a perennial challenge in librarianship. Four librarians at the University of Illinois Urbana-Champaign collaborated to develop a series of online Canvas tutorials to reconceptualize and revitalize teaching graduate assistants about library instruction fundamentals in the areas of lesson plan review, classroom management, instruction practice and reflection, and research consultations. This presentation will explore the process of creating tutorials, the reasoning behind the tutorial topics chosen, assessment data from participating graduate assistants, and benefits, lessons learned, and applying this process to a variety of training contexts.

Participants will identify the benefits and challenges of creating and utilizing online library instruction tutorials in order to create online training tutorials for their own libraries and teaching contexts.

Participants will:

Recognize foundational tutorial topics for novice library instruction learners in order to incorporate topics into training practices at their own institution and context.
Identify the benefits and challenges of creating and utilizing online library instruction tutorials in order to create online training tutorials for their own libraries and teaching contexts.
Recognize foundational tutorial topics for novice library instruction learners in order to incorporate topics into training practices at their own institution and context.

Speakers

Kirsten Feist

Undergraduate Instruction and Engagement Strategist, University of Illinois Urbana-Champaign

Alexander Deeke

Undergraduate Teaching & Learning Librarian, University of Illinois Urbana-Champaign

María Emerson

Student Success Librarian, University of Illinois Urbana-Champaign

Piper Martin

Reference Services & Instruction Librarian, University of Illinois Urbana-Champaign

Saturday May 4, 2024 1:50pm - 2:40pm CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Controlled Burns: Revitalize and Renew

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

1:50pm CDT

You Can't Grow Carrots without Seeds: Developing and delivering an open, no-code data literacy course for undergraduates

This presentation will serve as an introduction to the open, no-code, half-semester data literacy course which I developed and delivered at Kenyon College, a small liberal arts institution in central Ohio. I'll discuss the somewhat unique circumstances that led to the course proposal, along with the research and planning that went into that proposal. Aside from a brief sketch of the course's planning process, the rest of the session will focus on its implementation and on the materials available for those wishing to replicate or adapt the course.

Participants will:

Identify the theoretical underpinnings of the course's approach to "data literacy"
Contextualize the open materials on which the course was built
Implement their own data literacy course using the shared materials

Speakers

Clayton Hayes

Data Services Librarian, Kenyon College

Saturday May 4, 2024 1:50pm - 2:40pm CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Field Notes: Using Research to Inform Practice

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

1:50pm CDT

Out on a Limb: Integrating Library Information Literacy Micro-courses in First-Year Courses

First-year classes typically generate high demand for one-shot instruction sessions, challenging institutions with fewer instructional librarians. At Texas A&M University-Corpus Christi, a team of three librarians went out on a limb and collaborated with First-Year faculty to develop two micro-course suites based on the ACRL Information Literacy Framework for use in University Seminar classes. The micro-courses contained video, narrative content, activities, and assessments built in Articulate/Rise 360 and delivered through Blackboard in the most current iteration. The result has blossomed into an exciting new approach to First-Year information literacy instruction, with aspirations to develop micro-courses for other purposes.

Emily Murphy, Texas A&M University - Corpus Christi, co-created this presentation.

Participants will:

define microlearning and micro-courses and understand their benefits
identify successful strategies for micro-course implementation for high-volume classes
identify existing instructional tools and resources that can be used in the rapid implementation of micro-courses housed both outside and integrated within a learning management system

Speakers

Lorin Flores

Instructional Services Librarian, Texas A&M University - Corpus Christi

Patricia Hernandez

Student Success Librarian, Texas A&M University - Corpus Christi

I have technically worked in libraries since I was 13. I worked in my school libraries at 13 and again at 17. When it was time to find a job while attending college, where did I turn? The library of course!! I was employed as a student assistant in the Technical Services department... Read More →

LOEX 2024 Out on a Limb Integrating Library Information Literacy Micro courses in First Year Courses pdf

Saturday May 4, 2024 1:50pm - 2:40pm CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

1:50pm CDT

Workshop Simulation: Teaching graduate students how to read and critically consume systematic reviews

In this interactive workshop, participants will experience our workshop on systematic reviews as students themselves. They can simultaneously learn about systematic reviews, how to evaluate them, and reflect on how they might teach something similar. Our introduction will reflect on workshops that we have run at our institution introducing graduate students to systematic reviews. Attendees will assess a systematic review for its team composition, research question, and search methods. Finally, attendees will reflect on how they might adapt the workshop to their own needs.

Participants will:

Differentiate a systematic review from other types of literature reviews and primary studies
Assess a systematic review for its team composition, research question, and search methods

Speakers

Elizabeth Sterner

Health Sciences & Science Librarian, Northern Illinois University

Alissa Droog

Education & Social Sciences Librarian, Northern Illinois University

Saturday May 4, 2024 1:50pm - 2:40pm CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic
Breakout Session Format Interactive Workshop

1:50pm CDT

Seeing the Forest and the Trees: Integrating Curriculum-Integrated Learning Outcome Development and Assessment with an Academic Review Process

Learn about an effort to connect the development of curriculum-integrated information fluency learning outcomes with programs' self-studies in our campus' program review.

Discover how librarian and faculty collaboration informed an effort to strengthen the library's role in the overall self-study and academic review process.

Find out about the series of four summer workshops in which paired subject librarians and program faculty members jointly developed information fluency learning outcomes mapped to the curriculum.

Hear from subject librarians about their experiences with the workshops.

Hear what lessons have been learned after the first two years of the effort and what's planned next.

Participants will:

compare subject librarians' experiences in order to identify potential for developing tiered learning outcomes with their own subject/liaison areas.
be able to describe how the development of curriculum-integrated information fluency learning outcomes was integrated into a Midwestern comprehensive university program review process in order to consider using and adapting these practices to their own reviews.

Speakers

Chad Kahl

Data Services Librarian, Illinois State University

Heather Koopmans

Fine Arts Librarian, Illinois State University

Heather Koopmans is Assistant Professor and Fine Arts Librarian at Milner Library, Illinois State University. In this role she liaises with the Wonsook Kim School of Art, the School of Theatre and Dance, the Creative Technologies Program, and University Galleries and is the library's... Read More →

Chris Worland

Instruction and Subject Librarian, Illinois State University

Saturday May 4, 2024 1:50pm - 2:40pm CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Seeing the Forest: Assessment and Evaluation

Intended Audience At least some experience with the topic
Breakout Session Format Presentation

2:55pm CDT

Planting Seeds for Graduate Student Success!: A Summer-Long Intensive to Support Dissertation Proposal Writing and Research

This presentation focuses on the collaboration between an English Studies research librarian and an English education university professor to create an online summer-long writing- and research-intensive workshop to support doctoral students in writing their dissertation proposals. This presentation will share the way the research librarian and professor created a structured and scaffolded approach to support doctoral research and writing using weekly meetings, one-on-one research consultations, tangible and customized writing and research goals, and continuous feedback. This session shares an adaptable model for collaboration between librarians and professors to mentor and support graduate students with high-stakes writing and research projects.

Participants will:

learn about designing pre- and post-surveys designed to gauge student workload expectations and writing efficacy.
develop an understanding of how to teach high-stakes written genres by breaking them into their component parts.
learn how to create digital file and folder systems for the support of doctoral student research consultations.

Speakers

Joe Buenker

Associate Librarian, Arizona State University

Jessica Early

Associate Department Chair & Professor, Arizona State University

Jessica Early, Professor of English at Arizona State University, is a scholar of English education and secondary literacy. She is the director of the English education and the Central Arizona Writing Project, a local site of the National Writing Project, at ASU.

Saturday May 4, 2024 2:55pm - 3:45pm CDT
Conference Room A 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic
Breakout Session Format Presentation

2:55pm CDT

Weeds or Seeds? Finding Viewpoints and Voices on Social Media

In library instruction, we talk a lot about the scholarly conversation, but it's also helpful for students to find other conversations, even on social media. Investigating the conversation on social media might seem unconventional and even dangerous, but there are many applications for this information seeking. Students can understand the nuance in conversations on controversial issues and trace the information cycle. They can find marginalized voices and activists from and advocating for underrepresented groups.

This workshop will show how we can help students find and use these conversations. We will practice activities that help students think critically about how conversations affect the kinds of information (and misinformation) shared and how these conversations fit into the process of information creation.

Participants will:

understand how examining conversations on social media can benefit students in a range of disciplines.
develop and practice search methods they can use to help students find the conversation on social media.

Speakers

Linnea Minich

Information Literacy Librarian, University of the South

Information Literacy Librarian at The University of the SouthI'm an early career librarian who has worked for years teaching First-Year English. I would love to talk to others in similar situations. I'm interested in critical information literacy and bringing fantasy and sci-fi into... Read More →

Saturday May 4, 2024 2:55pm - 3:45pm CDT
Naper 2&3 1801 N Naper Blvd, Naperville, IL 60563

Planting Seeds: Pedagogy and Instructional Design

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Interactive Workshop

2:55pm CDT

Building a Shared Vision for Information Literacy in the General Education Curriculum

This session examines how the instruction librarians at Brandel Library of North Park University transformed their information literacy vision for incoming undergraduate students into a robust program by identifying and communicating with campus collaborators, carefully constructing student learning outcomes, and designing assessments with a student-centered approach. It will highlight challenges related to faculty buy-in and striking a balance between information literacy instruction that is both broad enough to impact all students, and specific enough to prepare them for upper level courses in their majors.

Participants will be able to:

identify key stakeholders and potential collaborators on their campus for promoting information literacy as a learning outcome for their institution's core curriculum or first year experience program.
articulate how their library's information literacy learning outcomes relate to their institution's core curriculum or first year experience program.
link these shared learning outcomes to creative library instruction methods for use in their institution's core curriculum or first year experience program.

Speakers

Evan Kuehn

Assistant Professor of Information Literacy, North Park University

Jayde Rose

Assistant Professor of Information Literacy, North Park University

Brittany Poku

Reference Librarian, North Park University

LOEX 2024 Building A Shared Vision for Information Literacy pptx

LOEX 2024 Building A Shared Vision for Information Literacy Handout (1) docx

LOEX 2024 Building A Shared Vision QR codes docx

Saturday May 4, 2024 2:55pm - 3:45pm CDT
Naper 1 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

2:55pm CDT

Layers of Instructional Outreach: Strategies for Grafting New Growth in the First Year of Liaison Librarianship

Two new Science & Math Liaison Librarians developed an encompassing outreach strategy. The presenters put down roots in the College of Science & Math and a peer tutoring center to cultivate strong foundations for growing intentional cross-campus relationships beyond the library.

Embedded office hours, creative communication, new instruction strategies, and collaborating with first-year students all played a role in this work.

The presenters will share outreach successes and roadblocks and plans for moving these partnerships forward in year two. Participants will generate ideas for creatively expanding outreach efforts to academic departments and other student support offices on their own campuses.

Participants will be able to:

recognize the successes and challenges of developing an instructional liaison librarian outreach program in order to inform their own programming.
reflect on their own outreach strategies in order to develop new instructional partnerships across campus.

Speakers

Liana Bayne-Lin

Science & Math Librarian, James Madison University

Kathryn Eckler

Science & Math Librarian, James Madison University

Saturday May 4, 2024 2:55pm - 3:45pm CDT
Bailey / Hobson 1801 N Naper Blvd, Naperville, IL 60563

Putting Down Roots: Collaboration and Outreach

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation

2:55pm CDT

Sowing Seeds for Success: Equitable Grading in the Information Literacy Classroom

What impact does your grading and assessment have on student success and retention? Research has shown that traditional grading can have a negative impact on student learning by placing students who come to the classroom with less knowledge or experience with class content at a disadvantage. This session will introduce the practice of ungrading, an umbrella term that encompasses a wide range of equitable grading strategies and practices like specifications and contract grading. Together, attendees will question how library and LIS educators can rethink their grading on a spectrum that ranges from redesigning a single assignment to overhauling an entire course to better support student learning.

Participants will be able to

differentiate between traditional grading scales and ungrading, understanding the benefits and challenges of integrating ungrading into their classrooms.
describe different ungrading models and assess which models might align most closely with the needs of their information literacy classrooms.

Speakers

Alicia G. Vaandering

Student Success Librarian, University of Rhode Island

Hi! I'm Alicia Vaandering, and I'm an Assistant Professor and the Student Success Librarian at the University of Rhode Island. As part of my work, I teach a 3-credit course, LIB 150: Search Strategies for the Information Age, and oversee our programmatic outreach to first-year... Read More →

Saturday May 4, 2024 2:55pm - 3:45pm CDT
Conference Room B 1801 N Naper Blvd, Naperville, IL 60563

Seeing the Forest: Assessment and Evaluation

Intended Audience Brand new to the topic, At least some experience with the topic
Breakout Session Format Presentation