tilc 2016 program

BringingBalancetoOurSuccessMay11-12,2016RadfordUniversity

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.



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.


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.



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.


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.



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.


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.



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.


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.



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.


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.



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.


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/



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


Thankyouforattendingthe3rdAnnualInnovativeLibrary

ClassroomConference.Wehopetoseeyouin2017!