Friday June 11, 10-11:30
Felicia A. Smith, University of Notre Dame
A Day in the Second Life of Students of the Pirate Librarian
Felicia Smith’s interactive presentation will allow participants to experience the wonders of her Pirate Teacher classes at the University of Notre Dame. This presentation will include her Citation Cop YouTube video which has gone viral. Her leprechaun avatar, IRIS Maximus will teleport participants to the virtual world of Second Life so they can manoeuver through her library maze. Fun search examples and active learning exercises from her scholarly articles will be used. Participants will be able to use the Kindle e-readers used in her Freedom Readers classes for juvenile inmates. It’s not just all fun and games, it is Edu-tainment!
Nancy Goebel, University of Alberta, Augustana Campus
augustana living library: helping students understand people as information sources
The augustana living library is an initiative through which people (called “Readers”) who want to learn about a specific topic meet people (called “Living Books”) whose life experiences embody that topic. Readers “check out” Living Books for an hour of conversation regarding that Living Book’s particular topic. The readings” detail lived experiences of prejudice, stereotypes and/or unique life stories — all which offer the Readers insight into the Living Books’ lives. Readers are encouraged to experience the “Living Books” as information sources for undergraduate research and the development of critical thinking skills. Where permitted by teaching faculty, students cite the Living Books in their undergraduate research in the same way that they would books and journal articles — as valid information sources thereby challenging the “norm” of the established bibliographic comfort zone. The new Augustana library building has constructed new walls; the augustana living library is opening doors and windows to achieve its moto “growing with people, growing in community, growing our world”. In this session I will present the augustana living library project and how it is contributing to opportunities for students at the Augustana Campus of the University of Alberta to develop information literacy and critical thinking skills
Kristin Henrich, Diane Prorak, University of Idaho
A School Mascot Walks into a Library: Transcending Borders to Integrate School Spirit into Information Literacy
What sounds like a joke in the making resulted in an unlikely alliance at the University of Idaho Library. We experienced great success in producing three instructional library videos, all starring the school mascot, Joe Vandal. Our goal was to deliver formerly in-person instruction– concepts such as physically finding a book on the shelf, or how to use microfilm— using video format to teach familiar concepts in a new technological space, thereby reaching a more diverse audience. Featuring the school mascot in the videos, rather than a librarian, increased student buy-in for information literacy concepts, and introduced an element of humor. We will discuss the making of the videos, their use in courses across the curriculum, and the results and feedback gained from students. Challenges and obstacles will be discussed, with an eye towards best practices for participants wishing to explore a similar program at their university.
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Nancy Fawley, Virginia Commonwealth University
Border Crossings: Collaborating with faculty and administration to integrate reading activities into freshmen orientation
Information literacy instruction and life-long learning does not need to take place in the classroom or library, nor does it need to be confined to the semester calendar. Collaborating across academic and administrative departments engages faculty, librarians, staff and students in the first-year experience. The library at Virginia Commonwealth University worked with student affairs and first-year faculty to integrate reading into freshmen orientation activities. The goal was to introduce international students, who have little experience with libraries, to the habit of reading. Research shows that individuals who read, particularly for pleasure, have better reading comprehension, writing skills, vocabulary and grammar than those who do not read on a regular basis. By providing opportunities for reading and reflection, plus activities with peers, freshmen were introduced to key library and administrative staff, plus the material and pedagogy that will form the base of their next four years at university.
Julie A. Petr, University of Kansas
Building Partnerships: Collaborations that Work!
Academic libraries, facing ever-growing budgetary constraints, are developing strategies for expanding and strengthening their roles within University communities. This presentation focuses on two examples of library services that expand partnerships within the University of Kansas community. The first is a summer student-athlete class offered by the KU Libraries, “Research Methods and Information Literacy.” The instructors of this class collaborate closely with the Athletics department and the University Writing Center to create a de facto ‘learning community.’ The second example discusses the unique opportunities provided to academic librarians through class service learning projects. The presenter plans to use these examples as a jumping off point for audience participants to discuss innovative services within their libraries.
Karen Bordonaro, Brock University
Language Learning through Database Searching
Do non-native speakers of English engage in English language learning while they search for information in library databases? The answer appears to be yes. This study identifies a number of vocabulary strategies and library learning strategies identified by the international students themselves that support this claim. And what might these results mean for practicing librarians? Librarians may be in a unique position to help international students whose first language is not English to become more proficient in both arenas: English language learning and library database searching.
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Jen Hoyer, Edmonton Social Planning
Youth Internships: finding new avenues for information literacy mentorship in a special library
Expanding awareness of the library of a non-profit research group is difficult; opportunities for teaching information use best practices in non-profit and research environments to new audiences are rare. Within this setting, a youth internship program was created to mentor young people as they seek to develop research skills in the context of social justice projects. This has provided an opportunity for the library to reach out into the community, pursue its mission of social justice, and share resources and expertise with a new group of clients. Working with a student over the course of a four to six month project allows for extended research and information literacy mentorship in whatever form is most relevant to the project. This presentation will describe the process of creating such a program and will discuss the information behaviour that can be modelled in this context.
Tatiana Usova, University of Alberta
Optimizing our teaching and learning: hybrid mode of instruction
Hybrid learning is an emerging educational model that aims to blend the best of online and face-to-face learning. In the face of pervasive student use of new technologies, this presentation will look at endeavors to employ electronic tools in teaching university library courses. A live demonstration of our learning environment, which includes a variety of media and interactive teaching materials, will be provided. Presenter will also address a strong partnership developed between a librarian and faculty to increase student engagement in the learning process. Discussion and questions from the audience will be encouraged..
Connie Ury, Lori Mardis, and Sarah G. Park, Northwest Missouri State University
I’ve Lost My Identity – Oh, There It Is . . . in a Style Manual: Teaching Citation Styles and Academic Honesty
Have you ever ended the day feeling that instead of helping students locate information, you’ve become a citation vending machine? With the recent publication of new editions of two style manuals in the past year, many of our citation question statistics have risen. Come to this presentation prepared to participate in a survey about citation instruction and reference. You’ll have a chance to compare your answers with the results of a survey implemented with academic librarians in a nine state area of the Midwest. You’ll also have a chance to view citation style guides, academic honesty and plagiarism tutorials, online movies, and interactive learning objects that teach citing. Each of these resources can be adapted for use at your site. Don’t miss this opportunity to learn about the models the presenters employ to help unique student populations, including international students, to learn to format notes and bibliographies for research papers.
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Eileen Bosch, Khue Duong, California State University, Long Beach
Expanding Library Playground: The Academic Acculturation of International Students at the Beach
At California State University Long Beach (CSULB), librarians are partnering with the Center for International Education (CIE) and the Learning Assistance Center (LAC) to offer a series of four workshops focusing on the adjustment of international students to the CSULB academic culture. In these workshops, international students learn about cultural differences that may affect exam taking, classroom communication, and academic research, including plagiarism and bibliographic management. Librarians will discuss the challenges in developing, planning, and implementing this series and their collaboration with other campus-wide academic units to improve academic success and retention of international students. The presenters will engage the audience with hands-on activities, including cultural sensitive explanation of library concepts and the use of humor to pique international students’ information literacy. This presentation will provide some concrete ideas to implement this collaborative process at other libraries.
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Robert Monge, Western Oregon University
Adding Accessibility to Multimedia Library Instruction
Multimedia library instruction includes the use of images, video, sound, and text. These instructions can be used in a blended library session or function as stand-alone web based content. Librarians can apply dual coding, cognitive load, and working memory theory to maximize learning potential. Applying cognitive learning theory to multimedia instruction makes the learning experience more meaningful for students, but it also makes them less accessible to students with a disability (disability equaling a learner difference and not a separate category of student). Librarians often compromise and make multimedia instructions that are accessible but not optimal. However, we can design both accessible and meaningful multimedia library instructions for all students. In this hands-on workshop, participants will create a multimedia presentation based on cognitive learning theory, create an alternate text version, create an assistive technology readable PDF version and create an audio version.
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Friday June 11, 1-2
2nd Concurrent sessions
G.I.F.T.S. Session 1
Michelle Sinotte, Mount Royal University
Visualization of Citation
This method was initially developed in the classroom on the fly as an attempt to give students a different perspective on how citation works. It has since been captured as a short video tutorial, that can be integrated into classroom presentation or BlackBoard sites, or viewed by students needing help or review.
Jacqueline Courtney Klentzin, Robert Morris University
Do you like research? Why or why not?: Understanding freshmen attitudes towards research.
This GIFT session explains the genesis, methodology, and preliminary results of a simple qualitative survey, which asked the presentation title questions. The instrument was given to first semester freshmen at Robert Morris University in Pittsburgh, PA USA who have recently received library instruction as part of their participation in a required communications course. Based on the findings of the study, the RMU information literacy librarian will be able to better shape her research instruction for the audience at hand. Please note that this study does not investigate student research behaviors. Instead, it tries to capture general thoughts and feelings in regard to the research process and take the affective pulse of new college students as the begin their careers in higher education.
Tara Coleman, Kansas State University Libraries
What you won’t learn in library school…everything you need to know about planning an awesome subject specific library class
Librarians are not generally taught how to design and teach subject specific library classes in library school or on the job. When they do have theoretical training, it is often framed in perfect world conditions. The instructor gives you an assignment, the students are well versed in their subject, they have been to numerous other library classes, and everyone is really interested in what you have to say. After I started teaching as a subject librarian, I learned that in most cases, this doesn’t happen. In the real world, there may be no assignment, the students don’t know what the instructor expects them to know, and they have never been in the library before, let alone attended a library class. In this G.I.F.T, I will talk about the challenges I encountered after teaching for the first time, the changes I made to my instruction to meet the needs I saw in my students, and tips on how to plan an awesome library class under real world conditions.
Betty Braaksma, >Ganga Dakshinamurti, Nick Turner, University of Manitoba
Testing Conventional Wisdom with Evidence-based Management: The Role of Information Literacy
We describe a project conducted in an introductory human resource management course that required students to test conventional wisdom of managers against findings from the research literature on human resource management. We first describe the importance of evidence-based management in teaching business courses. An analysis of 91 student’ post-project written reflections suggests that they learned much about the nature of evidence and reconciling managers’ conventional wisdom with the best evidence derived from the social science literature. The importance of information literacy, however, was also demonstrated in the observations about perceived inability to read and interpret social scientific research and the pragmatic (often technically-related) difficulties in accessing high-quality sources of social scientific research.
Sara K. Kearns, Kansas State University
And we didn’t even have to pay them! Library Days for Faculty and Graduate Students
Faculty and graduate students may see the value in learning how to use library resources and tools more effectively, but they can rarely carve out the time. Kansas State University Libraries responded by developing Library Days. Library Days are scheduled like conferences, with many concurrent sessions offered throughout the day. Faculty and graduate students can then attend a line-up of classes according to their needs. Stop by and learn about the logistics and benefits of creating your own Library Day.
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Caitlin Young, Janet Waye, Darcy Mammel, Brenna Herbert, Kim Gray, Leanne Laverick
Moderated by Barb Macleod Mount Royal University
Student perspectives on information literacy
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Sonya Betz, MacEwan University, Karen Hering, MacEwan University, Virginia Pow, University of Alberta, Jody Nelson, MacEwan University
Bridge-Building and Border-Crossing: The Collaborative Story of an Online Information Literacy Tutorial
Since implementing an online tutorial as the foundation of our IL program, MacEwan University Library has been working towards breaking down borders within our institution and building bridges with institutions to create several dynamic partnerships. Although we started our journey alone, we’ve picked up valuable travelling companions along the way, including the University of Alberta Library . Using the ongoing evolution of our IL tutorial as a touchstone, librarians from MacEwan and the University of Alberta will describe how we identified potential travel companions, how our tutorial has provided new opportunities for crossing borders, and where we want to venture next. Throughout this interactive session, participants will have many opportunities to share their perspectives, brainstorm ideas for cooperative projects, and identify potential collaborators. We hope participants will leave this session inspired to identify their own travel companions and begin to venture across borders in their home libraries.
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Teague Orblych, University of Michigan, Dearborn
Pre-Library Instruction Exercises, In-Class Quizzes, and Instruction on the Fly, Oh, My!
If librarians knew student’s research weaknesses before instruction they could make instruction more practical. Also, if librarians had a method of making instruction more engaging they would include that method. This presentation will discuss the usage of a pre-library instruction exercise, which allows us to know research weaknesses. Next, our recent incorporation of an in-class quiz utilizing Clickers now makes instruction more engaging and consequently more on the fly. Attendees will do the pre-library instruction exercise that will lead to an in depth discussion about the exercise, attendees will take the in-class Clicker quiz, and to further orient the attendees with the Clickers the discussion portions will be designed so that attendees can “click in” on issues listed that they think need to be developed. Attendees will learn that carefully crafted exercises and the usage of Clicker quizzes can make instruction more practical and engaging.
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Susan Cooperstein, Loyola University, Maryland
Why? And Nine (or so) Other Questions to Enhance Critical Thinking in Even Brief Instruction Sessions
Critical thinking is an often stated goal of colleges and universities, academic departments, and information literacy programs. But is it really a deliberate goal in a library instruction session? Do we just voice this goal? Or do we specifically address critical thinking in our classrooms? And if so, how do we do it? The purpose of this session is to promote more critical thinking activities in library sessions. Through presenter examples, audience activities, and participant suggestions, we will explore and devise ways to enhance critical thinking skills even in brief one-shot sessions.
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Friday June 11, 2:30-4
3rd Concurrent sessions
Peggy Lynn MacIsaac, Athabasca University
Boole Hoops: An interactive classroom game.
The concept of using Boolean operators can be introduced into the classroom by building on the student’s knowledge of Venn diagramming. This presentation will demonstrate a game developed by the presenter, which uses hula hoops and a collection of toys. It simulates developing a good search phrase to increase relevancy.
Diane Mizrachi, University of California, Los Angeles
Undergraduates’ academic information management behaviors: Preliminary results and an interactive discussion of an ethnographic study.
This presentation will discuss an ongoing doctoral study on the academic information behaviors of undergraduate students. Data was collected using ethnographic techniques to answer the question: How do undergraduate students manage their academic information environments in their dormitory rooms? Building on studies in Personal Information Management, the goal is to describe and understand how digital natives gather, integrate, and manage academic information in their role as students. After sharing preliminary findings of this work in progress, the audience will be asked for input and suggestions to help drive the focus of the analysis. Participants will form smaller groups to discuss ideas on how these findings could impact interactions with their own students, and impact information literacy outreach and instruction in their institutions in general. Groups will share their ideas with the rest of the audience in order to further dialog and foster creative approaches to student interactions and instruction.
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Jenny Sweeney, National Archives, Lea Worcester, University of Texas at Arlington, Evelyn Barker, University of Texas at Arlington
Primary Sources: Not Just for Archivists! Promoting Archival Resources and Optimizing Outreach to the K-12 Community
Join the University of Texas at Arlington Library and the National Archives at Fort Worth for a discussion of promoting the use of archival collections to K-12 schools. Projects discussed include web sites, publications, exhibits, distance learning, and class visits. The presentation will include information about the planning and maintenance of these projects, response to our efforts, and lessons learned. A hands-on segment of the session will show librarians and archivists how they can encourage educators to incorporate primary sources into the curriculum with activities that encourage students’ critical thinking. Discussion at the end will encourage participants to share their projects and success stories and explore partnerships within their community.
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Russell Palmer, LYRASIS
Crazy Vids, Clips, Bits, and Toons: Simple, Fun Ways to Engage Students with Popular Media Students are Watching.
Jenny Oleen, Kansas State University
Bio-What? Collaborating to create subject guides for our campus and beyond!
Traditional library instruction involves bringing current university students to a library classroom and showing them how to use the physical and online resources. As land-grant institution, Kansas State University (K-State) goes beyond that by reaching out not just to current students, but to the citizens of Kansas as well. As any academic librarian knows, members of the broader community are life long learners with a variety of technology requirements and education levels. One way we do this is by collaborating with our campus partners to create online pathfinders or subject guides to deliver relevant and accessible information to this atypical university audience.
Tim Donahue, Montana State University
Reaching Their Point of Need – Examining the State of Digital Library Instruction in 2010
During 2009, Montana State University Libraries conducted an online survey of digital library instruction. 100 library websites were examined for their library instruction content. Data was collected in various categories including location, linkage, pathways into instruction, terminologies, formats, and technologies utilized. The results illuminate the current state of digital library instruction in higher education and point toward a set of best practices for developing online tutorials, instructional videos, and information literacy learning modules. This presentation summarizes our findings, identifies the most successful examples we found, and highlights our own digital instruction efforts as informed by the study. A brief demonstration of MSU’s MediaHub (library video repository) and a quick look at our core set of newly created information literacy tutorials will lead us into questions and discussion.
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Peter L. Krause, University of Utah
A Course in Scholarly Publishing for Undergraduates at the University of Utah
A new avenue of outreach for the J. Willard Marriott Library at the University of Utah that addresses the undergraduate teaching mission of the university is the development of a new course for undergraduates in the area of scholarly publishing. Upon completion of this course, students have the basic tools to pursue publishing a journal article. A unique feature of the course is that students not only study the craft of creating an article, but also develop sound and efficient research strategies that they can apply in graduate and professional schools. As competition for graduate school admissions and funding becomes more competitive, motivated undergraduates who publish in peer-reviewed journals increase their chances for graduate admissions and graduate funding and reflect positively on the institutions that have prepared them. These undergraduates bring not only prestige to themselves and the university, but positive attention the library. This session will focus on how such a course was implemented and promoted at the University of Utah.
Sara Seely, Tom Peele, Melissa Keith, Boise State University
Beyond the one-shot workshop: The Library/First-Year Writing collaboration at Boise State University – Presentation
In this presentation, a librarian and an English composition professor will describe their collaborative efforts to improve the research practices of undergraduate students by linking two courses, English 102: Introduction to College Writing and Research (3 credits), and University 106: Library Research (1 credit, a fully online course). The presenters will describe how the pairing of these courses has provided sustained and tailored research instruction and has been delivered in student-centered online formats. We will also report the results of our assessment of student research and writing practices.
Ann Medaille, Amy Shannon, University of Nevada, Reno
Techies and Librarians CAN Work Together: A Team Approach to Integrating Research Instruction with Technology Training
Today’s successful researcher requires a complex set of research, technology, and production skills. Traditional research instruction is no longer sufficient. The University of Nevada , Reno’s ” Knowledge Center a la Carte” program consists of a three-day workshop event that integrates traditional research training with instruction in software, equipment, instructional technology, and production skills. Learn how this collaborative approach to training faculty, staff, and graduate students can generate excitement and enthusiasm for library and information services.
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Mindy Thuna, University of Toronto, Mississauga, Don MacMillan, University of Calgary
Scouting new territory – exploring science through free data sources
Explore rich data resources that take instruction beyond books and articles to where scientific discoveries are often first disseminated – patents and e-science data collections that host new information before it arrives in the journals. Experiment with patent searching through Google and other interfaces, travel through the National Center for Biotechnology Information (NCBI) gateway into the world of genomic and biomedical information, and venture through physics and mathematics via arXiv.org. These are the resources your faculty and graduate students are using now to create new knowledge, the resources that can excite undergraduate students about research at the cutting edge of understanding. Student and faculty feedback to the introduction of these resources shows how valuable they are to current and future researchers. In this session you will gain first-hand experience of advanced information resources, learn how they have been integrated into instruction at the graduate and undergraduate level, and brainstorm ways of introducing them to your students.
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