TILC 2016 Program
Transcript of TILC 2016 Program
TILC2016ScheduleataGlance
Wednesday,May11,20166:00to8:00pm PreconferenceSocialandPosterSession
McConnellLibrary,RadfordUniversity
PosterSessions CaraBarker|WesternCarolinaUniversity
InformationLiteracytoOrder:CreatingOpportunitiesforInstruction
MikeCourtney&LeanneMobley|IndianaUniversity
SeeingWhatStudentsSee:BringingVirtualRealitytotheLibraryClassroomwithGoogleCardboard
WendyDoucette|EastTennesseeStateUniversity
BalancingTheoryandPractice:UsingtheACRLFrameworktoTeachHowAcademicResearchWorks
JennieGoforth|UniversityofNorthCarolina–ChapelHill
TheMore,theMedia-er:FindingPartnerstoExpandMediaInstructionCapability
PaulaS.Kiser|MaryBaldwinCollege
WritingontheWalls:UsingWhiteboardWallstoEngageStudentLearning
LucretiaMcCulley|UniversityofRichmond
GenderandScholarlyPublishing:WhatDoStudentsNeedtoKnow?
JonathanMcMichael&LauraDimmit|UniversityofNorthCarolina–
ChapelHill
BecomingLegit:ReimaginingInstructorSupportthroughCommunitiesofPractice
AbbyMoore|UniversityofNorthCarolina–Charlotte
WhatHasTwitterDoneforYouLately?EncouragingStudentstoBuildaPLN
MaggieNunley&PaulaRoy|UniversityofVirginia
LettingGo:HowStudentsCanFindTheirOwnWay
TimSchlak|RobertMorrisUniversity
BalancingRelationships–Librarians,Instruction,andSocialCapital
TheInnovativeLibraryClassroom2016:BringingBalancetoOurSuccess
RadfordUniversity,Radford,VA
Thursday,May12,2016 Davis151 Young305 Young311
9:00–
9:15amOpeningRemarks
9:15–
10:00am
Keynote:DonnaLanclos,
UNC–Charlotte
WhentheActiveLearningAgendaComestoTown
10:10–
11:00am
MarykeBarber
HollinsUniversity
BalanceThroughMindfulness:TheArtofNowintheLibraryClassroom
AlexHarrington&
GarrisonLibby
TidewaterCommunity
College
ChasingtheWhiteWHALE:iPad-BasedLibrary
Instruction
HollyMabry&Natalie
Bishop
Gardner-WebbUniversity
FindingaBalance:UsingQualitativeDatatoIdentifyStudentLearningBarriersandAlleviateInstructorBurnoutinanOnlineInformationLiteracy
Course
11:10am
–
12:00pm
PatrickRudd&PaulaPatch
ElonUniversity
Co-OwnersinEngagedLearning:Reimaginingthe
Library-FirstYearPartnershipasaCommunity
ofPractice
JuliaFeerrar&
RebeccaK.Miller
VirginiaTech&
PennStateUniversity
BuildingaBalancedPortfolio:InvestinginTAsandOtherContingent
Faculty
MeridithWolnick&
PaulaRoy
UniversityofVirginia
EmbracingtheHulk:MaintainingYour
InstructionProgram'sSmashingSuccess
12:00–
1:10pmLunch
1:10–
2:00pm
JillMarkgraf
UniversityofWisconsin–
EauClaire
FlippedandFloundering?StrategiesforFacilitatingAuthenticLearner-CenteredInquiryintheActiveLibrary
Classroom
AnnaSandelli
TheUniversityofTennessee,
Knoxville
InPerson,Online,andInBetween:FindingBalanceas
InstructionIncreases
KatelynTuckerBurton&
AlyssaArcher
RadfordUniversity
Scale-UpStrategiesforSelfieScavengering
**MeetatYoungPatioDoors
–sessionwillbein
McConnellLibrary
2:10–
3:00pm
LizThompson,Howard
Carrier&BethanyMickel
JamesMadisonUniversity
TakingtheFirstSteptoDevelopScalable
AsynchronousLibraryInstruction
ErinVonnahme
MiamiUniversity
"Animalsinhumansituations,"OR"Forest&Forestry--Menstruation":UsingSubjectHeadingsandControlledVocabulariesinBeginningInformationLiteracyInstruction
JennyDale&LyndaKellam
UNC–Greensboro
ReframingaGeneralEducationCourse:ACase
StudyoftheACRLFrameworkinAction
3:00–
3:30pmAfternoonBreak
3:30–
4:15pmLightningTalks
4:15–
4:30pmClosingRemarks
3 #TILC2016–Winnerofthe2016BetaPhiMuConferenceSupportAward
Keynote|Thursday,May12,2016,9:00am,Davis151WhentheActiveLearningAgendaComestoTownDonnaLanclos|UniversityofNorthCarolina–Charlotte
Iwanttogetatthesensethatactivelearningmanifestsasarangeofpracticesandspaces,
andtheimportanceofinstitutionalcultureinhelping(orgettinginthewayof)these
initiatives.Howcanleadershipworktoprovidethespacefortheseunrulyyeteffective
practices?Howcanwemovebeyondjustifyingthepractices,andinsteadintegratingthem
intooureverydaynotionsofwhatteachingandlearningare?Whatcantheroleofthe
librarybe,campus-wide,inmakingthesepracticespossible,effective,visible,and
sustainable?IwilltalkabouttheworkI'vebeendoinginourownactivelearning
classroomsatUNCCharlotte,andalsodrawonrecentworkI'vebeenengaginginaround
leadershipandinstitutionalchange.
DonnaLanclosisananthropologistworkingwith
ethnographicmethodsandanalysistoinform
andchangepolicyinhighereducation,in
particularinandaroundlibraries,learning
spaces,andteachingandlearningpractices.She
isAssociateProfessorforAnthropological
ResearchattheJ.MurreyAtkinsLibraryatUNC
Charlotte.Donnahasconductedanthropological
researchinlibrariesatUniversityCollege
LondonaswellasatUNCCharlotte,andregularly
presentsworkshopsandtalksintheUSandthe
UK.Shehasworkedwithvariousinstitutions,
includingCarnegieMellon,ParsonstheNewSchool,theWellcomeTrust,ImperialCollege
(London),KingstonUniversity(London),andtheUniversityofSouthCarolina(Upstate),on
issuesofdigitalpracticesandinstitutionalchange.Sheblogsabouttheseandotherprojects
atwww.donnalanclos.com,andyoucanalsofindheronTwitter@DonnaLanclos.
TheInnovativeLibraryClassroom2016:BringingBalancetoOurSuccess
RadfordUniversity,Radford,VA
Posters|Wednesday,May11,2016,6:00–8:00p.m.,McConnellLibraryInformationLiteracytoOrder:CreatingOpportunitiesforInstruction CaraBarker|WesternCarolinaUniversity
FacultyinthestudioartdepartmentatWesternCarolinaUniversitydonotregularlyaskfor
instructionfortheirstudentsbutoftenmentiontheirfrustrationwithstudents’inabilityto
locateappropriateinformationforassignments.Instructionmenus,whichofferfacultya
selectionofinformationliteracy(IL)options,helpacademiclibrariansandteachingfaculty
tocollaborativelybuildacustomizedinformationliteracyprogram.Groundedin
ARLIS/NA’sInformationCompetenciesforStudentsinDesignDisciplinesandtheresultsof
afacultysurvey,thisprojectproducedacontentrichonlinemenuthatintroducesfacultyto
instructionoptionsdesignedforstudioartstudents.EachILmodulefocusesonaconcept
andoffersfacultyoptionsforutilizingthecontentinasessionwiththelibrarian;
embeddingthematerialintoBlackboard;orworkingwiththelibrariantoincorporatethe
materialintoaneworexistingclassassignment.Theposterdocumentsthecreationofthe
instructionmenuincludingexamplesofcontent.
SeeingWhatStudentsSee:BringingVirtualRealitytotheLibraryClassroomwithGoogleCardboardMikeCourtney&LeanneMobley|IndianaUniversity
Thetruepowerofvirtualrealityreallyrestsinitsapplicationtotheclassroom:asa
learningtool,ithaslimitlesspotentialforcreatingasharedgroupexperience,facilitatedby
ateacher,totraveltoandthinkcriticallyaboutcomplexplacesandconcepts.Being
virtuallyanywhere,seeingthroughothers’eyes,andengagingwithallofthesenseshave
profoundeffectsonthelearningexperience.Twolibrariansengagedinapeer-assisted
learningvirtualrealityprojectwithateamofstudentstocreateamoreinclusiveand
engagingtourofthelibrarysystemfortheirpeers.Studentscreatedavirtualtourofthe
librariesusingGoogleStreetView,capturingandsharingPhotoSpheres(360-degree
panoramicimages)withsmartphones.Thisposterdiscussesthepeer-assistedlearning
virtualrealityprojectandhowthismodelcanbeadaptedtothelibraryclassroom,
featuringimageryfromthevirtualtour,andprovidinganopportunitytouseGoogle
Cardboard.
5 #TILC2016–Winnerofthe2016BetaPhiMuConferenceSupportAward
BalancingTheoryandPractice:UsingtheACRLFrameworktoTeachHowAcademicResearchWorksDr.WendyDoucette|EastTennesseeStateUniversity
TheACRLInformationLiteracyFrameworkcondensestheresearchprocessintosimple
thresholdconcepts.Thisposteroffersstraightforward,classroom-testedadviceon
introducingtheseconceptstoanacademicaudience.Thesestrategiesareappropriatefor
high-levelundergraduates,participantsinhonorsprograms,andthoseinterestedin
graduateschool.
InFall2015,EastTennesseeStateUniversitybeganacomprehensiveworkshopseries
providinggraduate-levelresearchsupport.DirectlybasedontheFramework,thefirst
offering,“HowAcademicResearchWorks,”isahigh-leveloverviewofthescholarly
researchprocess.Whilestudentreactionwaspositive,theFrameworkconceptsarenot
whatthenewgraduatestudentneedsmost.
TheMore,theMedia-er:FindingPartnerstoExpandMediaInstructionCapability JennieGoforth|UniversityofNorthCarolinaatChapelHill
TheSkillfULTechWorkshopserieshasbeenanincreasinglysuccessfulprogramforthe
UndergraduateLibraryatUNC-ChapelHill.Thesedrop-inworkshopsfocusonvarious
digitaldesignprojectsthatmanystudents,staff,andfacultymembersarecreating:
websites,academicposters,resumes,infographics,etc.Inthefallof2015,wewantedto
expandthisprogramandoffermoreclasses,butwesimplydidn’thavetheresources(both
intermsoftimeandtalent).Mostofoursessionshavefocusedprimarilyonhowtouse
varioustechnologytools(Wordpress,Photoshop,etc.),buttheseskillswouldbemost
usefultoourpatronsifpairedwithmoreconceptualknowledge(suchaswebsiteusability
anddigitalphotographytechniques).
Tobuildonourcurrentsuccessandcontinuetogrowourprogram,wearepartneringwith
variousfacultymembersandstudentsupportdepartmentstoco-teachclassesthatwill
coverboththetechnologyandtheconcepts.Forexample,anartfacultymemberwillteach
photographytechniques,whichwillbefollowedbyasessiononmanipulatingthosephotos
inPhotoshop.Ourpotentialpartnersinclude:theartdepartment,themakerspace,career
services,thecommunicationsdepartment,campusIT,andlibraryUX.
Thisposterpresentationwilldiscusshowwemadethesepartnerships,whattopicswe
decidedtoincludeinourspringworkshops,andanassessmentoftheprogram.
TheInnovativeLibraryClassroom2016:BringingBalancetoOurSuccess
RadfordUniversity,Radford,VA
WritingontheWalls:UsingWhiteboardWallstoEngageStudentLearning PaulaS.Kiser|MaryBaldwinCollege
Duringthesummerof2015,MaryBaldwinCollegelibrariansremodeledtheirinstruction
classroomasaflexiblelearningspacewithwhiteboardwalls.Theyredesignedinformation
literacyclasses(INT103)andone-shotsessionstoincorporateactivelearningbeyond
databasesearches,gettingstudentstostandupandstartwritingonthewalls.Students
usedthewhiteboardwallsforavarietyofactivitiessuchasdevelopingconceptmapsand
brainstormingsourcetypes,generatingtheirownideasandhelpingeachother.Beyond
theenjoymentofwritingonaformerlyforbiddensurface,anaddedgoalwastoimprove
retentionofthecontent.Wemeasuredthesuccessoftheseactivitiesbysurveyingthe
studentsabouthowmuchtheyrememberfromthoseactivities,askingthemtoprovide
examplesofthecontent.
GenderandScholarlyPublishing:WhatDoStudentsNeedtoKnow?LucretiaMcCulley|UniversityofRichmond
Aswomenandgenderstudiesstudentsemergeascitizensoftheworld,howcanwe
educatethemonscholarlycommunicationissues?Whatrole,ifany,doesgenderplayin
successfulscholarlypublishing?Howisopenaccesspublishingaffectingglobalaccessto
scholarshipongender?Howdostudents’livesontheWebinfluencetheirunderstanding
ofcopyright?
Womenandgenderstudiesstudentsneedtounderstandtheeconomicsandlegalaspectsof
scholarship,bothasconsumersandcontentcreators.Theyneedtobeabletothoughtfully
discusswhoownsinformation,whocontrolsitandwhohasaccesstoit.Studentsalsoneed
tounderstandrecentresearchanddiscussionsaboutthe“gendergap”inscholarly
publishing.Theposterwillexaminetheabovequestionsandissuesandofferexamplesand
ideasofhowlibrarianscaneffectivelyteachandleaddiscussionsaboutscholarly
publishing,copyrightandopenaccessinformation.
BecomingLegit:ReimaginingInstructorSupportthroughCommunitiesofPractice JonathanMcMichael&LauraDimmit|UniversityofNorthCarolinaatChapelHill
Tosupportstudentlearning,wemuststartbysupportingourselvesaseducators.This
pedagogicaldevelopmentisespeciallykeyfornoviceinstructors,whoarebuildingboth
confidenceandskillintheirfirstyearsaslibrarians.InformedbyLaveandWenger'smodel
ofthecommunityofpractice,wehavereimaginedinstructorsupportanddevelopmentat
UNC-ChapelHill.Inthissession,wewillsharehowwehaveengineeredanenvironment
thatenablescontinuedprogresstowardlegitimateperipheralparticipation.By
understandingUNC-ChapelHillasacasestudy,participantswillbeabletoapplythese
principlesintheirowninstitutionstosupportinstructorsatalllevels.
7 #TILC2016–Winnerofthe2016BetaPhiMuConferenceSupportAward
WhatHasTwitterDoneforYouLately?EncouragingStudentstoBuildaPLN AbbyMoore|UniversityofNorthCarolinaatCharlotte
Twitter,Instagram,SnapChat,Facebook,Pinterest.Ourstudentsareconnected!Butwhat
aretheygettingoutofthetimeandefforttheyputintostayingconnected?EachsemesterI
teachmyfirst-yeareducationstudentshowandwhytobuildaProfessionalLearning
Network.Ichallengethemtomakesocialmediaworkforthem.Inwhatwaysdoyou
challengeyourstudents?Thepurposeofthisposteristostartaconversationabout
innovativewaysliaisonlibrarianscanconnectwiththeirstudents,promotelibrary
resources,andchangetheconceptionofwhattheirlibrarianshavetooffertheminthe
classroomandinthe"realworld."
LettingGo:HowStudentsCanFindTheirOwnWay MaggieNunley&PaulaRoy|UniversityofVirginia
First-yearstudentsarrivetocollegeeagertolearnabouteverything,butsomewhere
amidstthechaosofschoolworkandnavigatinganewcommunity,thatenthusiasmfades.
Facedwiththeproblemofhowtoengagestudentsstillnewtocampusbutnolonger
enthusiasticaboutparticipatinginalibraryclass,wecreatedanexercisethatprovidesan
opportunitytoexplorethelibrarywithoutthephysicalpresenceofthelibrarian.Theresult
isascavengerhuntthatavoidsthepitfallsofmanytraditionalversions,providesstudents
withachallenge,andgivesthemopportunitiestoinvestigatespacestheyotherwisemay
neverhaveexplored.
BalancingRelationships–Librarians,Instruction,andSocialCapital TimSchlak|RobertMorrisUniversity
Instructionlibrarianshaveneverbeenbusier.Withinstructioncountsincreasing,liaison
dutiesandprogramsexpandingandgrowing,andacademiclibrariesmovingtothe
intellectualheartoftheircampuses,theabilitytobalanceandprioritizehasneverbeen
moreimportanttotoday’slibrarians.Thisposterpresentssocialcapitalasaninnovative
conceptthatcanserveasausefullensforoverworkedlibrarianstoframetheirall-
importantfacultyrelationshipsandinstructioninasociallyproductivecontext.Presenting
theresultsofoneoftheonlyresearchstudiesevertocollectqualitativedataonactual
faculty-librarianrelationships,theposterexplainsandadvocatesfortheroleoftrust,
trustworthiness,networking,andcommunicationasfundamentaltenetsinthefaculty-
librariandynamicwhereinstructionincreasinglythrivesin21stcenturyacademiclibraries.
TheInnovativeLibraryClassroom2016:BringingBalancetoOurSuccess
RadfordUniversity,Radford,VA
Presentations|Thursday,May12,2016,Davis&YoungHallsBalanceThroughMindfulness:TheArtofNowintheLibraryClassroom MarykeBarber|HollinsUniversity
Stress,anxiety,anddistractioncankeepstudentsfromlearning.Theyalsokeepyoufrom
beinganeffectiveteacher.Mindfulnessandothercontemplativepracticesoffertoolsto
counteractthesechallenges.
Thissessioncombinesanoverviewofcurrentapplicationsofmindfulnessinhigher
educationwithdirectexperienceofmindfulnessasalearningtool.Youwillbeinvitedto
participateinseveralcontemplativeexercisessuchasbreathingmeditationandreflective
writing.
Thepresenterwillshareexperienceofmindfulnessinone-shotsessionsandafullcourse;
attendeeswillalsobeinvitedtoshare.Areviewoftheliteraturewillfocusonpractical
examplesfromavarietyofclassrooms.Wewillalsoreviewtheresearchintocognitiveand
emotionalbenefitssuchasincreasedfocusandretention,anabilitytoattendwithout
judgment,andlessstress.
Scale-upStrategiesforSelfieScavengering KatelynTuckerBurton&AlyssaArcher|RadfordUniversity
Thisinteractiveworkshopinvitesattendeestotakeontheroleofafirst-yearstudentand
playthroughourselfiescavengerhunt.Thisgamedoublesasaself-guidedtourthroughthe
hostlibrary’sphysicalspaceandservicepoints.Itistailoredtoincreasestudents’comfort
inusingthelibraryasaphysicalspaceinlessthan50minuteswithhelpfromusingiPods
andEvernote.Prizesawait!
Presenterswilldiscusshowtheyremixedthegame(createdatLongwoodUniversity)to
theirenvironmentandtherequirementsoftheirhomeinstitution,assessments.Wewill
alsoexplorethestrengthsanddrawbacksofthisorientationapproach,particularlyin
regardstoscalability.
9 #TILC2016–Winnerofthe2016BetaPhiMuConferenceSupportAward
ReframingaGeneralEducationCourse:ACaseStudyoftheACRLFrameworkinAction JennyDale&LyndaKellam|UniversityofNorthCarolina–Greensboro
In2011,UNCG’sPoliticalScienceLibrarianbeganteachingageneraleducationcoursein
thePoliticalSciencedepartment.Inordertomaximizeinformationliteracycourse
integration,shepartneredwiththeFirst-YearInstructionLibrarian.Asinstructional
partners,wehaveusedthiscourseforinformationliteracyinnovationand
experimentation,workingcollaborativelytodevelopassignmentsandtodesignlibrary
instructionexperiences.
Duringthispartnership,ACRLdevelopedtheirnewFramework,whichhasbegunto
influenceourcollaboration.Thisyearwemadesignificantchangestotheresearch
assignmentandthelibraryinstructionsession,focusingontwooftheACRLframes:
authorityisconstructedandcontextual,andresearchasinquiry.Inthispresentation,we
willdescribetheevolutionofourpartnership,withafocusonchangestolibrary
instructionandtotheresearchassignment.Participantsinthesessionwillleavewithideas
forfacultycollaborationaswellasassignmentandinstructionredesignbasedontheACRL
Framework.
BuildingaBalancedPortfolio:InvestinginTAsandOtherContingentFaculty JuliaFeerrar&RebeccaK.Miller|VirginiaTech&PennStateUniversity
Thissessionexploresapproachesforcollaboratingwithcourseinstructorstomovebeyond
theone-shotworkshop,usinglibraryengagementwithfirstyearwritingatalarge
universityasacasestudy.Withincreasingenrollment,growinginstructionrequests,and
highinstructorturnover,integrationwithcoreandfirstyearcoursesoftenteststhe
scalabilityofourinformationliteracyprogramsandtheenergyofourlibraryteaching
teams.Toaddresstheseconcerns,ourteamhasdevelopedaportfolioofexperimental
teachingoptions,includingflippedclasses,drop-instudios,integrationwithdepartmental
training,andateachingtoolkit.Withthesenewmodels,westepbeyondwhatwe
traditionallythinkofasthelibraryclassroom,buildonpartnershipswithteaching
assistants,andbringbalancetoourprogram.Participantswillleavethissessionwith
samplestrategiesforthinkingcreativelyaboutinstructionalrolesinordertoscaleand
reenergizetheirprograms.
ChasingtheWhiteWHALE:iPad-BasedLibraryInstruction AlexHarrington&GarrisonLibby|TidewaterCommunityCollege
TidewaterCommunityCollegelibrarianswillsharetheirexperiencesfromtheirfirsttwo
semestersusinganiPad-basedlibraryclassroom(affectionatelyknownastheWHALE:the
WirelessHubofActiveLibraryEducation).Discussiontopicswillinclude:thechallenges
andsuccessesofimplementingsuchaclassroom;howtheprojecthasincreasedactive
learningintheirlibraryinstructionsessions;andhowtoapplytheconceptsofaniPad-
basedclassroomtoatraditionalclassroomaswell.
TheInnovativeLibraryClassroom2016:BringingBalancetoOurSuccess
RadfordUniversity,Radford,VA
FindingaBalance:UsingQualitativeDatatoIdentifyStudentLearningBarriersandAlleviateInstructorBurnoutinanOnlineInformationLiteracyCourse HollyMabry&NatalieBishop|Gardner-WebbUniversity
For-creditinformationliteracyinstructionisstartingtogainmomentuminacademic
librariesbecausetheyprovidestudentswithmoreopportunitiestoengageinlibrary
resourcesandservices.Theyalsoequipstudentswithmorein-depthresearchskillstouse
throughouttheiracademiccareer.Inthissession,presenterswillgiveanoverviewoftheir
library’sfor-creditonlineresearchskillscoursefornon-traditionalstudents.Theywill
identifystudentlearningbarriers,describequalitativemeasuressuchasQualityMatters
anddocumentanalysisassignmentsareusedtoimprovethecourseovertime,anddiscuss
innovativelong-rangetoolsandobjectives.
Thissessionwillalsodiscusshowtominimizeinstructorburnoutinanenvironmentwitha
smallnumberofinstructorsandahighcoursevolume.Consistentcourseassessmentand
improvement,agoodinstructorfeedbackandsupportsystem,andopportunitiestoshare
excitingnewtoolsandideasarejustafewexamplesofwhatwillbecovered.
FlippedandFloundering?StrategiesforFacilitatingAuthenticLearner-CenteredInquiryintheActiveLibraryClassroomJillMarkgraf|UniversityofWisconsin–EauClaire
Nowthatwe’vegoneandflippedtheclassroom,librariansareabletospendtheirvaluable
face-to-facetimewithstudentsengaginginhigher-orderlearningthroughexploration,
inquiry,anddiscussion.Doingsoeffectivelyrequiresthatlibrarianshoneskillsinleading
meaningfuldiscussions,lettingstudentinquirydrivethesession,promotingpeerlearning
andbeingcomfortablewithoutascript.Thissessiondrawsupontheliteratureon
classroomdiscussionandtheartofimprovandappliesthemtotheuniquechallenges
librariansfaceinteachingsituations.Attendeesshouldexpecttoactivelyparticipateinthis
session,buildingconfidenceandexercisingskillsinlistening,responding,andadaptingto
anunscriptedteachingandlearningenvironment.
Co-OwnersinEngagedLearning:ReimaginingtheLibrary-FirstYearWritingPartnershipasaCommunityofPracticePatrickRudd&PaulaPatch|ElonUniversity
Presenterswilldescribetheevolutionofamodeloflibraryinstructionforfirst-yearwriting
studentsthatsimultaneouslyreflectsandhighlightsthechangingrolesoffacultylibrarians
andtheirrelationshiptofaculty.Throughtheprocessofrevisinglibraryinstruction,faculty
librariansandwritingfacultymovedfromcollaboratorstoco-ownersofthecurriculum,
resultinginthedevelopmentofacommunityofpracticeinwhichneitherlibrariansnor
facultyfeeladjuncttotheinstructiontakingplace.Instead,thisrobustrelationship
positionslibraryandwritingfacultyasco-teachersandco-developers,equallyresponsible
forthesuccessoffirst-yearstudents.
11 #TILC2016–Winnerofthe2016BetaPhiMuConferenceSupportAward
InPerson,OnlineandInBetween:FindingBalanceasInstructionIncreases AnnaSandelli|TheUniversityofTennessee,Knoxville
One-shotsessions.Larger-scaleauditoriumassemblies.Anassignment-embedded
LibGuide.Overthespanofthreeyears,libraryinstructionforPublicSpeaking,oneofour
university’slargestenrollmentgeneraleducationcourses,hasshiftedfromtheclassroom
tothecomputerscreen.Thisshifthaspresentednewopportunitiesforassessmentwhile
promotingscalabilityandflexibility.Atthesametime,ithaslimitedopportunitiesfor
enrolledstudentstoseelibrariansaspartnersin,andresourcesfor,theirresearchprocess.
Thissessionwillhighlightlearningsinvolvedintransitioningtoanonlineinformation
literacyapproachandlibrarians’explorationofsupplementaryofferingstosupportboth
studentsandinstructors.Inadditiontodiscussingtakeawaysapplicabletoavarietyof
instructionalsettings,participantswillbeencouragedtojoininanongoingconversation
aboutfindingequilibriumbetweenfosteringstudentconnectionsandprovidingscalable,
sustainableinstruction.
TakingtheFirstSteptoDevelopScalableAsynchronousLibraryInstruction LizThompson,HowardCarrier,&BethanyMickel|JamesMadisonUniversity
Scalableequalsasynchronous.Andasynchronousequalsboring.Ordoesit?TheFirstYear
WritingprogramatJMUoffersmorethan60sectionsofthefoundationalfirst-yearwriting
courseeachsemestertomorethanonethousandstudentsandissupportedbyone
librarian.Inanefforttoreachmorethantheusual20one-shotsessionseachsemester,a
smallteamfromthelibraryplannedandbuiltanasynchronous,modulartutorialseries.
Now,informationliteracyinstructionisprovidedusingatoolcalledGuideontheSide
(GotS)andusesshortscenariovideosandadditionalcontentfollowedbyactivitiesand
assessmenttoimprovestudentoutcomesandengagement.Inthisfoundationalprogram,
thenewandengagingasynchronousmaterialsarethefirststepofalibraryinstruction
modelthataimstoreachasmanystudentsaspossiblewhilestillbeingsustainedbyone
librarian.
“Animalsinhumansituations”OR“Forest&forestry--Menstruation”:UsingSubjectHeadingsandControlledVocabulariesinBeginningInformationLiteracyInstruction ErinVonnahme|MiamiUniversity
Skillfulsearchsavvycanbeintimidatingtobeginningresearchers,and,muchtomy
chagrin,mostofmystudentsdon’tprefertowaxphilosophicalaboutcontrolled
vocabularies.How,then,canIstayexcitedaboutmyworkinthefaceofmyownnecessary
repetitionandofmystudents’skepticism,anxiety,orboredom?
Byre-toolingmyapproachtointroductoryinformationliteracysessions,Icandemonstrate
moresophisticatedsearchtechniquetonewaudienceswithoutbecomingabrokenrecord
(goodforme)ormiredintechnicaljargon(goodforthem).Studentsbenefitbylearning
howtobeginresearchbeyondthekeyword,andIremainjazzedabouthowfunresearch
canbeinthebizarreandesotericrabbitholesofanacademicdatabase.
TheInnovativeLibraryClassroom2016:BringingBalancetoOurSuccess
RadfordUniversity,Radford,VA
EmbracingtheHulk:MaintainingYourInstructionProgram’sSmashingSuccessMeridithWolnick&PaulaRoy|UniversityofVirginia
Whathappenswhenyourmild-manneredinstructionprogrammorphsintoTheHulk?In
thiscasestudy,wewilltakea360-degreeviewofhowasuccessfulinstructionprogramat
theUniversityofVirginiagrewbeyondourexistingcapabilities.Duringthissession,wewill
describeoursuccessfuleffortstoreachasmanystudentsaspossibleandtheunforeseen
factorsthatcausedtheprogramtoexpandbeyondourcurrentcapacity.Wewilluseour
accountasaframeworkforrecognizingindicatorsthatyourinstructionprogrammaybe
growingbiggerthanyourpresentresourcesallow,andwewillshareorganizationaland
personalstrategiesformanaginganincreasedworkloadwhilemaintainingstaffenergyand
commitment.Bytheendofthesession,youwillhavethetoolsyouneedtoreininyourown
beautifulbeast.
13 #TILC2016–Winnerofthe2016BetaPhiMuConferenceSupportAward
LightningTalks|Thursday,May12,2016,3:30–4:15p.m.,Davis151MakeThemGetTheirHeadsintheClouds:IsitWorthTeachingDigitalNativestheImportanceofCloudBasedTechnology? JoannaAnderson|EastTennesseeStateUniversity
Thislightningtalkwilldiscusstheprospectsofofferingstudentworkshopsonhowtouse
GoogleEducationAppsandMicrosoft365.GoogleEducationAppsandMicrosoft365are
twoplatformsthatmanycollegesusetoday.StudentemailsaretypicallyOutlookorGmail
products,whichallowsstudentsaccesstoawholesuiteofcloudbasedproducts,including
storage,thatwillmaketheirliveseasier.
MarcPrenskycoinedtheterm“DigitalNative”in2001,stating“studentstodayareall
‘nativespeakers’ofthedigitallanguageofcomputers,videogamesandtheInternet”.When
mosttheseDigitalNativesgettocollege,theybelievetheyaretechnologicallyproficient,
yetwhenwegetthemininstructionsessionsandworkwiththemone-on-one,many
studentsarecluelessaboutcloudtechnology.Howcanweaslibrariansillustrateto
studentshowimportantitistoknowthistechnology?Librariansshouldbringideas,
benefits,challenges,andlessonslearned.
StartedwithAnti-PlagiarismWorkshopsNowWe’reHere:DrakeMeetsLibraryInstruction CraigArthur|RadfordUniversity
Youloveitwhenyouremailblings.Thatcanmeanmanythings;oneofthemisthe
opportunitytoco-teachaclasswitheveryone’sfavoriteCanadianrapper.Ofallthepossible
teachingpartners,theMCwithbothanowlashismascotandthemostnumberonehitsisa
solidchoiceforconnectingwithstudentsaswellastheResearchasaConversationframe
oftheACRLframework.Wewillanalyzemusicasanentrypointtoamoreinspiring
discussionofplagiarism,exploredifferingconventions,andreconsiderpopularcultureasa
conversation.Thisdiscussionwillprovidebestpracticesthatwillallowyoutobringboth
yourstudents’andyourownpersonalinterestsintotheclassroom.Ifallgoeswell,this
conversationwillleadtoincreasedstudentengagementatyourinstitution.Andifitdoes
notgowell?Wewilllearnfromourmistakesandtryharder.
TheInnovativeLibraryClassroom2016:BringingBalancetoOurSuccess
RadfordUniversity,Radford,VA
CreatingLearnerPersonasfortheLibraryClassroomAmandaFoster|WakeForestUniversity
Personasareoftenusedbyuserexperiencedesignersandwebdeveloperstocreate
realisticprofilesoftheirintendedusers.Thesepersonasallowthemtoanticipatetheneeds
oftheirusersandultimatelybuildbetterwebsitesandsystems.Likewise,developing
learnerpersonasofourstudentsincreasesourawarenessofourstudents’needs,
experiences,andmotivationsaswedevelopinstructionalcontent–particularlyonline
learningcontent.Learnerpersonasareevidence-based(createdbyconductingquantitative
andqualitativestudentresearch)andincludebasicdemographicinformationlikeyearin
schoolandintendedmajor,aswellaspreviouslibraryexperience.Theyalsoinclude
informationaboutexternalfactorsthatinfluencelearningintheclassroom,suchas
whetherthestudentisanathlete,aninternationalstudent,acommuter,orrequires
learningassistance,etc.Thislightningtalkwillbrieflytouchononelibrarian’sexperience
conductingstudentresearchtocreatelearnerpersonas,howtheywereused,andhow
othersmightdothesame.
StudentsasKnowledgeCreators:MetacognitionandDiscussion RobertMiller|UniversityofMaryland,UniversityCollege
Iteachanonlinelibrary-researchclassthatisprimarilyskills-based:howtosearcha
database,howtociteanarticle,andsoon.Wantingtoincorporateelementsofthe
Frameworkintotheclass,Iassignedadiscussiontopicencouragingmetacognition:Iasked
studentstowriteaboutthemselvesasknowledgecreators.Indesigningtheassignment,I
soughtfeedbackfromlibrariansontheACRLFrameworklistserv.Theresulting
assignmentofferedstudentsbackgroundontheconceptofknowledgecreation,then
promptedthemtodiscusshowtheyfindandevaluateinformationandbuildonthat
informationtocreateknowledgeandshareitwithothers.Studentswroteabouttheirjobs,
hobbies,andothercontextsinwhichtheycreateandshareknowledge.Iwillpresentan
overviewoftheassignmentanditsresultsaswellasplanstoextendtheassignmentinto
relatedactivitiesincorporatingtheFrameworkintotheclass.
TheBiggestLiesontheInternet:UsingRealLifeExamplestoHelpStudentsMastertheInformationLiteracyConcepts LucindaRush|OldDominionUniversity
Teachingstudentshowtheinformationcycleworksisacommoninstructionalgoalfor
academiclibrarians.Oftentimeswedothisbyshowingthemexamplesofhowthingswork
underidealcircumstances.Bysharingcasestudiesininformationcyclesthathaveshort-
circuited,eitherduetomoralpanicsabouttheimpactofnewtechnologiesorduetopoor
reportinggonebadonsocialmedia,wecanteachstudentshowtobecriticalreadersof
empiricalresearch-basedclaims.Inthislighteningtalk,thepresenterwillprovide
examplesofincorporatingthesecasestudiesintolibraryinstructionsettingsandshare
ideasthatwillhelptobridgethegapbetweenreal-lifeexperiencesoftheinformationcycle
andstudentresearchassignments.
15 #TILC2016–Winnerofthe2016BetaPhiMuConferenceSupportAward
TILCThanksits2016ConferenceSponsors
BarrowsFurniturehttp://www.barrowsinc.com/
BetaPhiMuhttp://beta-phi-mu.org/
EBSCOhttps://www.ebscohost.com/
HollinsUniversity’sWyndhamRobertsonLibraryhttp://www.hollins.edu/library/
RadfordUniversity’sMcConnellLibraryhttp://library.radford.edu/
RoanokeCollege’sFintelLibraryhttp://libguides.roanoke.edu/library
VirginiaLibraryAssociationhttp://www.vla.org/
VirginiaTech’sNewmanLibraryhttp://www.lib.vt.edu/
TheInnovativeLibraryClassroom2016:BringingBalancetoOurSuccess
RadfordUniversity,Radford,VA
TILCConferenceCommittee2016
CandiceBenjes-Small(ConferenceCo-Chair)RadfordUniversity
JenniferResor-Whicker(ConferenceCo-Chair)RadfordUniversity
RebeccaSeipp(ConferenceCo-Chair)HollinsUniversity
AlyssaArcherRadfordUniversity
CraigArthurRadfordUniversity
MarykeBarberHollinsUniversity
KatelynTuckerBurtonRadfordUniversity
EmilyCookWashington&LeeUniversity
PiperCumboRoanokeCollege
JuliaFeerrarVirginiaTech
KiriDeBoseGoldbeckVirginiaTech
KerriHuffVirginiaTech
RebeccaK.Miller(Ex-Officio)PennStateUniversity
BrandiPorterFerrumCollege
ElizabethTeaffWashington&LeeUniversity