Friday, July 8, 2022 9:30 a.m. - 3:00 p.m.
(all listed times are in PDT)
FREE Online via Zoom
#LILiConf2022
9:30 am - 10:00 am
Padlet Self-Introduction; Tai Chi exercises: Shannon Rohrer, Pierce College, Department of Kinesiology
10:00 am - 10:15 am
LILi Conference Welcome, Logistics & Land Acknowledgement, Liz Cheney, LILi Chair & John Renaud, Associate University Librarian for Research Resources, University of California Irvine
PRESENTATIONS
10:15 am - 10:35 am
Virtually (Im)possible: Building an Instruction Program through Faculty Partnerships (Recording)
Presented by Amber Eakin (Strayer University, Washington, DC) (Pronouns: she/her)
Two years ago, Amber Eakin joined the university library as the primary information literacy instructor. The library had limited interaction with faculty and no formalized process for accepting requests for classroom visits. Because of these constraints, they had about twenty sessions a year: 80% of those sessions originated with the library team, and only 20% came as instructor requests. Now, the 80/20 split has flipped! They have increased our reach from a few hundred students a year to engaging over 1000 students across more than 100 sessions each term. They reached this milestone by collaborating with faculty to meet their students' needs. In doing so, the library operates using a "just-in-time" rather than a "just-in-case" pedagogical strategy, which resonates with the unique needs of adult learners. This session will explore developing lasting faculty partnerships, implementing an intake system for faculty requests, and supporting accessibility measures along the way. While our instruction services are entirely virtual, these lessons can apply to hybrid or in-person instruction in college or university libraries.
10:40 am - 11:05 am
Integrating Google Arts and Cultures Using PlayPosit within Information Literacy Courses (Recording)
Presented by Amy Dye-Reeves (Texas Tech University) (Pronouns: she/her/hers)
Due to COVID 19 restrictions within a one-credit information literacy course, Amy Dye-Reeves had students create asynchronous videos using PlayPosit for a course assignment. Each student group had to visit the Google Arts & Culture website and self-select one virtual museum or archives for the assignment. The goal was to create more student-to-student interaction that involved collaboration and peer interaction within the course ( Cho & Cho, 2014; Sadik & Reisman, 2009; Zheng & Smaldino, 2009). Each group of students also needed to create a series of class discussions (Helms et al., 2011) to spark conversations. The students had a month to complete the assignment and upload it to Blackboard. After the upload date, students watched the videos and interactions using the Playposit interactive elements of short answers, multiple-choice, and more. Finally, the students had two weeks to make and leave meaningful comments on each group's videos. (Sorensen & Baylen, 2011; Bonk, 2013, Ghardirian, Ayub, Baker, & Hassanzadeh, 2016). The presentation will provide information on creating this type of digital field trip assignment for lower-level information literacy courses.
11:10am - 11:55 am: Lightning Talks
Adapting the Recipe: Baking Sourdough as a Metaphor for Teaching Online (Recording)
Presented by Kara Blizzard (University of Alberta’s Augustana Campus in Camrose, Alberta, Canada) (Pronouns: she/her/hers)
In March 2020, Kara Blizzard began two unexpected journeys: adapting her information literacy teaching practice for an online environment, and adopting the new-to-me practice of baking sourdough. Blizzard will describe ways these two journeys intersect and what they have taught her about teaching. For example, she will reflect on adapting her skills for different contexts, learning new techniques and taking risks, and bringing a new perspective back to a more familiar environment.
Student Research Workshops – Successes, Failures, And Our Next Steps In Teaching Information Literacy Outside Of One-Shot Instruction (Recording) (Slides)
Presented by Cassandra L. Nieves (Northampton Community College, Monroe Campus, PA) (Pronouns: she/her)
Since Fall 2020, Northampton Community College (NCC) librarians have seen a decline in the number of one-shot library instructions sessions being requested by faculty and the number of students seeking help with their research assignments. With the limited number of one-shot instruction requests, the librarians wanted to find a way to provide opportunities outside of the classroom setting for students to receive that same level of structured learning that one-shot instructions provide, and hopefully earn some extra credit from their professors in the process. As a team, they worked together to identify key research and information literacy concepts commonly taught. They broke the topics into manageable portions and created a series of research workshops to cover all the different topics. They also centered some workshops around the common assignments used across similar courses. When NCC switched to a 14-week semester, our initial hope was that the research workshops could help fill the gap of the week lost and help faculty who decided there was not enough time to dedicate to research during class time. They are constantly striving to offer information literacy instruction at the students' point of need, and the workshops opened another avenue for us. Some students found the librarians through their professors (and extra credit) while others found them on their own. They have seen some success with our research workshops but continue to grapple with logistics. They are learning what works and what needs to be adjusted moving forward, as well as routinely evaluating how to improve our offerings, including considering which topics might be better suited to a self-paced tutorial. They are optimistic that with the right adjustments going forward we will gain momentum.
Must-Know Tips for Educating Professionals (Recording)
Presented by Jessica Hoffman (Brooklyn Public Library) (Pronouns: No preference)
In 2021 and 2022, the Brooklyn Public Library created and launched a continuing education course for library workers of all titles in New York State. The course focused on information literacy and instructional strategies so as both to hone students’ information literacy and to give students the tools and confidence to disseminate good information literacy skills to their patrons.
Instructing information professionals in information literacy and instruction provided unique opportunities as well as unique challenges. Jess Hoffman therefore has three main points of advice for anyone aiming to instruct information or education professionals in information literacy instruction.
• Help information professionals realize that they still have plenty to learn
• Manage goals and expectations
• Cater to diverse learners in varied situations instructing in different contexts
12:00pm - 12:40pm: Poster Presentations + Q&A / Networking Break
Book a Librarian Appointments - Meeting Students For Research Help Where They Are & When They Need You (Poster)
Presented by Diane Hahn (Northampton Community College, Bethlehem Campus, PA) (Pronouns: she/her), and Cassandra Nieves (Northampton Community College, Monroe Campus, PA) (Pronouns: she/her)
Faced with staffing changes and concerned about being able to continue meeting demand for drop-in research help and requests for library, research, and information classes during the Spring 2019 semester, the Northampton Community College (NCC) Information Services Librarians launched a new Book a Librarian research consultation appointment service for students across the college, regardless of course or research assignment. The process involved little more than utilizing the pre-existing shared research help email account, creating an online form, and establishing a few scheduling procedures yet produced almost immediate engagement and impact. The service allowed librarians to better accommodate students needing in-depth and extended research help, assist students at a time convenient for their schedule, and build relationships with students. Unexpectedly, this service was also the least impacted by COVID-19’s campus and library shutdowns and the easiest to transition from an in-person to an online format. Appointments saw a growth in usage at a time when other service access points experienced reduced volume. In the time since its initial launch, the service has also provided a formal referral option to faculty and instructors who may not be able to fit a library session into their course schedule, or whose students need differentiated or personalized instruction and guidance. As the Book a Librarian service enters its 4th academic year, the NCC librarians are turning their attention to making the process more efficient for both librarians and students, assessing its relationship to student learning, and growing its reach even further.
Embedded Librarianship for Academic and Public Groups (Poster)
Presented by Kayla Kuni (Pasco-Hernando State College's Spring Hill campus, FL) (Pronouns: she/her/hers)
In this session, Kayla Kuni will describe benefits of embedding librarians in either classes or community organizations. As an academic librarian, she has embedded in classes; however, when Kuni was a public librarian, she was embedded in her city's environmental committee and other community organizations. In both of these positions, she was able to see the role that the library had in information services needs. Kuni will share the challenges of this process as well. It was not uncommon for those in leadership to not see the value in this embedding process and instead see it as a waste of resources (primarily, time). She will highlight some ways to talk about embedding that might make it more appealing to both leaders as well as those that would potentially be doing the embedding work. Finally, she will address the stress related to adding potentially more work to any staff member. Embedding sounds like another task getting piled on top of already overworked information professionals who could be close to burnout. She will share tips and tricks to make the embedding process a bit more efficient as far as time management is concerned.
Building Your IL Toolkit: The Nuts & Bolts of OER (Poster)
Presented by Carleigh Hill (Whitworth University, Spokane, WA) (Pronouns: she/her)
Carleigh Hill will outline the basic principles of open education and what it means to choose open educational resources. She will share quick tips for finding OER and using OER in instruction, including the basics of Creative Commons licensing as well as the difference between subscribed library resources and OER. She will also share some of the research on OER use in higher education, including faculty perceptions, student learning assessments, cost savings, and more.
Rise to the Occasion! Using Rise 360 for Improved Information Literacy (Poster)
Presented by Mercedes Rutherford-Patten (California Polytechnic State University in San Luis Obispo) (Pronouns: she/her)
The Foundational Experiences Program at the Robert E. Kennedy Library at California Polytechnic State University, San Luis Obispo uses Articulate Rise 360 to provide online asynchronous information literacy instruction primarily to students in lower division English and Communication Studies courses; disciplines across campus can also benefit from the foundational information literacy skills taught in these tutorials. Articulate Rise 360 is a web-based eLearning software that allows for easy creation of dynamic, responsive courses. The software offers a variety of options essential for creating inclusive and equitable information literacy lessons including modular design, multimodal formats for content (text, image, videos), interactivity, assessment, and easy LMS integration and grading options. This poster will highlight the process of creating a Research Ethics tutorial using Rise 360; Mercedes Rutherford-Patten will highlight how she created the tutorial with Universal Design for Learning principles in mind, how Rise 360 integrates easily with Learning Management Systems, and student experience and feedback using this software.
The three main takeaways from this poster include:
Learn By Doing: Creating Faculty-Student Partnerships (Poster)
Presented by Jennifer Bidwell (Cal Poly Pomona) (Pronouns: she/her/hers) and Brinna Pam Anan (Cal Poly Pomona) (Pronouns: she/her/hers)
This project, aimed at supporting student success, began as an undergraduate class assignment with hands-on experience involving collaboration between librarians and undergraduate students to improve library services, such as information literacy workshops. A psychology professor required his students to assess a current, on-campus program for their Program Evaluation class, and asked librarian colleagues if the University Library would participate.
The librarians happily agreed to collaborate with the students to evaluate library workshops designed to assist students with their research. As a result, the librarians created a safe environment of innovation and active idea exchange, thus empowering the students to apply the research methods they have been taught and to share their findings and suggestions on a professional level. The students were deeply invested in the project because they now had the invaluable opportunity to develop an assessment tool that would directly impact services that would contribute to their and their peers' academic success.
The librarians believe interdisciplinary collaborations like this project can set a precedent for other faculty-student partnerships. The students offered meaningful solutions through assessment tools and acted as consultants as they applied theories, research methods, and communication strategies to an existing yet underutilized library resource. They also raised awareness of library programming across campus and developed transferable, professional skills applicable to their future projects and endeavors.
Jennifer Bidwell and Brinna Pam Anan will create a clear and informative research poster highlighting their experiences, observations, and lessons learned from this collaborative project. The poster will include an outline of the challenges and benefits of this cross-campus collaboration and present our model for initiating, realizing, and sustaining other collaborations.
While present at their poster, they plan on interacting with the audience by presenting questions on a slide that ask others about their experiences with faculty-student collaboration and to share their best practices and research methods.
PRESENTATIONS
12:45 pm - 1:10 pm
Practices of Indigenous Information Gathering at Xwi7xwa Library (Recording)
Presented by Karleen Delaurier-Lyle (University of British Columbia) (Pronouns: she/her)
One of the common questions we encounter at the reference desk or during instructional sessions is, “can you direct me to the section on [insert topic here]?” Topics range from education, language learning, animals, traditional knowledge, and more. However, the information that can support students in their research is often in various sections of the library rather than a single dedicated location; especially in the context of Indigenous Knowledges (IK) where information is understood more as relational than compartmentalized. In this session, Karleen Delaurier-Lyle, will demonstrate to participants how she facilitates instructional sessions that complicate the discovery process using Xwi7xwa Library’s current organization scheme, catalogue descriptions, and subject headings. She will also explain how she was able to adapt these sessions from in-person stacks exploration and discovery to an online environment.
1:15 pm - 1:40 pm
Student Library Orientation: Pivoting from In-Person to Hybrid for Maximum Library Literacy (Recording)
Presented by Kelly Marie Wilson (Soka University of America) (Pronouns: she/her) and Jennifer Tirrell (Soka University of America) (Pronouns: she/her)
The library tour has always been the traditional introduction to the library for incoming students, however, it did not offer the opportunity for students to learn about and experience all of the online materials and services available to them. In this presentation, Kelly Wilson & Jenn Tirrell will explain how we pivoted our in-person library orientation to a hybrid system in response to the COVID-19 pandemic in order to maximize the students’ library literacy. To do this, they will discuss the key players involved (Library Staff & Student Services); how they created an online library tutorial using Springshare’s LibWizard; the implementation of socially-distanced in-person tours; the perceived impact of these changes, including participation data; and the potential considerations for future library orientation formats. They plan to start this presentation with a PollEverywhere question to gauge what other libraries did for their library orientations during the Fall 2021 semester. They also plan to provide a quick interactive example of our online tutorial for attendees to experience for themselves. They will discuss all of the above topics in an MS PowerPoint presentation.
1:45pm - 2:00 pm: BREAK
2:00pm - 2:40pm Lightning Talks
Critical Analysis in a Hybrid Environment: Using Google Jamboards and the CRAAP Test to Foster Collaboration and Critical Thinking (Recording)
Presented by Ariana Varela (University of Southern California) (Pronouns: she/her)
In this presentation Ariana Varela will demonstrate how she utilizes critical pedagogy and inclusive design to create a collaborative activity for information literacy sessions. Her university is currently in a hybrid environment where a majority of the students attend classes in-person, but there is a remote option for those who aren’t feeling well or prefer to attend remotely. She have conducted most of the information literacy sessions in person. Since she does not know if or how many students will be attending the class remotely, Varela designed an activity that incorporates multiple modalities at the beginning so as not to have to redesign my presentation last minute. she utilizes the CRAAP framework for critically analyzing multiple source types. The framework asks students to consider the currency, relevance, authority, accuracy, and purpose of a source. She then locates multiple source types that relate to the class topic and ask the students to work in groups to analyze the sources using CRAAP on Google Jamboard. Jamboard allows for visual annotations of the sources and provides a means for the students to share their ideas with their classmates. She makes sure to include sources written by folks of color, and ones that discuss critical topics as they relate to the class.
Learning Through Teaching: Increasing Our Knowledge of Data Literacy
Presented by Cynthia Henry (Texas Tech University) (Pronouns: she/her/hers) and Jingjing Wu (Texas Tech University) (Pronouns: she/her/hers) (Recording)
The University’s Currently Enrolled Survey results show that students were looking for workshops on Python, Tableau, R, and other data manipulation, analysis, and presentation tools. The Carpentries offers outstanding continuing education and self-education opportunities for library workers. The Carpentries teaches workshops on the foundational skills to work effectively and reproducibly with data and code. Libraries are perfect places to teach these cross-disciplinary skills on campus. Jingjing Wu and Cynthia Henry attended Carpentries workshops on Python and R to develop competency in data processing and visualization. Later, they participated in instructor training to sharpen their teaching skills by learning Carpentries pedagogy. After months of preparation, they started to deliver Carpentries-style workshops on R and Tableau. During the sessions, we focused on live coding, hands-on experiences, and engaging attendees with classroom interactions and formative evaluations. We have kept updating our coursework to respond to this feedback. Surveys and evaluations from the participants have shown that they came from various academic backgrounds in natural sciences, engineering, social sciences, and humanities. These workshops enable the participants to get started with data manipulation, analysis, and visualization and connect data skills with their research projects in the real world. The workshops engage students and faculty to utilize their research data in a more comprehensive way and help build the skills that will enable them to take their research to the next level. Through these continuing education opportunities, these two librarians were able to develop skills themselves that allowed them to educate faculty and students in an area that was missing from the library.
Breaking Down Barriers: Communication Between Faculty and Staff During COVID (Recording)
Presented by Jenni Jacobs (Texas Tech) (Pronouns: she/her/hers)
During the COVID-19 pandemic library workers became isolated not only from students and faculty/staff outside of the library but also those within the library. Working from home came with many benefits, but it also further isolated people from one another. During this presentation Jenni Jacobs will talk about how, at her previous position, she instituted a digital get-together for our library workers (both faculty and staff) to boost morale and keep communication open. Attendees should expect to learn about how they can adapt the technology she used to connect faculty and staff to their own libraries and own situations to help with boosting morale and continuing communication.
2:40pm - 2:55pm: General Q&A
by Travelin’ Librarian, August 24, 2006.
http://flickr.com/photos/travelinlibrarian/223839049/
CC:Attribution-NonCommercial-ShareAlike
Angela Boyd, Matthew Chase, Elizabeth Cheney, Elizabeth Dawson, Yi Ding, Joe Fox, Lauren Fox, Esther Grassian, Michael Habata, Marcia Henry, Claire LaPolt, Jonathan Lee, Natalie Marquez, Michelle Price, Stephanie Robertson, Shaimaa Sakr, April Sheppard
