Thursday July 27, 2023, 12:30pm - 3:30pm (Recording)
Friday, July 28, 2023, 9:30am - 1:30pm (Recording)
(all listed times are in PDT)
#LILiConf2023
Presentations - 12:45 pm - 1:40 pm PDTClick on session titles to view abstracts.
Presented by Lorin Flores (Texas A&M University, Corpus Christ) (Pronouns: she/ella), Emily Sartorius (Texas A&M University, Corpus Christ) (Pronouns: she/her/hers), and Patricia Hernandez (Texas A&M University, Corpus Christ) (Pronouns: she, her, hers, ella)
At Texas A&M University-Corpus Christi (TAMU-CC), librarians traditionally taught one-shot information literacy instruction sessions in many University Seminar (UNIV 1102) sections. University Seminar is a required course that students take in their first semester at TAMU-CC. As the number of sections increased, and the number of instruction librarians decreased, librarians attempted to revisit how we deliver instruction to our first year students.
With TikTok as our model, we were inspired to create a series of micro-course videos and activities that UNIV 1102 instructors could plug into their instruction without having to have a librarian come into the classroom. We called this micro-course series Research Skills 102.
When developing Research Skills 102, we focused on two main ideas - the Research Mindset and the Scholarly Conversation. The Research Mindset is knowing what to do if your searches aren't getting results. It is also about being persistent, refining your search keywords, being creative with your searching, and knowing how to use alternative search methods to make your searching more productive. In the final micro video, students were encouraged to enter the scholarly conversation by submitting a proposal to present at different university events.
In only 6 short weeks, a team of 3 librarians curriculum mapped, storyboarded, scripted, filmed, and edited 5 different videos, and created multiple assessments for UNIV 1102 faculty to plug in to their current course work. In this presentation we will talk about our experience with the micro-course model, including the challenges, small victories, and future plans for Research Skills 102.
Presented by Darren Sweeper (Montclair State University) (Pronouns: he/his/him)
According to a recent Pew Research Center Survey, Librarians are among the most trusted public employees in America. In contrast, and according to Pew, Government officials and by extension government employees are among the least trusted public employees. And here is the inherent paradox, we have some of the least trusted entities producing the most reliable Health Statistics and information. How can we reconcile this conundrum?
In this presentation, I will address the issue of Health Misinformation and Social Media and examine why Health Literacy should be re-imagined as Health Information Fluency. I will discuss the importance of establishing a more robust term that will capture the complexities and nuisances of conducting Health research in the digital age during a time of deep mistrust in government. By addressing the prevalence of Health Misinformation on Social Media and the central role librarians can play in the fight against it, I will direct users to trustworthy Government Statistics and Information. I will also demonstrate how reliable government information can be accessed, analyzed and used to address a far-reaching societal challenge and how Statistics can be interpreted by seekers of Health Information to inform their Health decisions.
The following issues will be highlighted: How can librarians leverage the trust we have established to assist information seekers separate the information from the producers of the information? How can we help Health Information seekers develop a deep, informed and complex research consciousness that is needed to wade through the torrent of Health Misinformation?
Finally, I will discuss why librarians should lead the charge to combat Health Misinformation and share my experiences using government information to promote lifelong learning by focusing on the importance of Health Information Fluency as an emerging concept in Health research.
Posters Q&A - 1:45 pm - 2:10 pm PDTPresented by Courtney Drysdale (Regis University) (Pronouns: she/her)
Orientation to the library is an important part of introducing students to our campus community and what libraries can offer them, but traditional building or website tours can be… well, boring for students. Instead of introducing our first year students to the library with a traditional tour or lecture, the author started offering different orientation activities to classes beginning in Fall 2018 and adding to them over time: a breakout/escape game in the library classroom, an online breakout/escape game through Zoom and Google forms, and a jigsaw activity. We’ve found that these activities are more engaging and enjoyable for both students and librarians. In this poster, I will share how and why these activities were created and used with first year students and how you could use something similar to orient users to the library or teach information literacy concepts in an active learning environment.
Presented by Carli Spina (Fashion Institute of Technology) (Pronouns: she/her) and Maria Rothenberg (Fashion Institute of Technology) (Pronouns: she/her)
For many librarians working in higher education, contact with students is limited to instruction sessions scheduled at the request of individual instructors. This approach can leave some students without any information literacy instruction while their peers in the same department have benefited from information literacy instruction that is integrated into their courses. In the fall of 2021, we had an opportunity to ensure that all students in our Fashion Business Management program had the same background foundation in information literacy topics as they start their academic careers. To achieve this goal, we worked closely with the team coordinating the new First Year Experience within the Fashion Business Management program so that information literacy instruction and support materials are embedded into the curriculum from the students’ first semester regardless of whether they are participating on-campus, via our online program, or from the SUNY Korea campus. Students start with an introduction to the library on their first day in class and a custom research guide supports the work they do throughout the semester. Over the course of four semesters, we have continued to refine this approach and assess its effectiveness. In this presentation, we will discuss our successes and challenges in developing this integrated information literacy experience, preview some of our goals for the future, and offer suggestions for applying this approach at your own institution. Attendees will learn strategies for collaborating with classroom faculty on information literacy instruction and tips for integrating interactivity into live and pre-recorded classes.
Presented by Beth Carpenter (University at Buffalo) (Pronouns: she/her/hers)
The Oatmeal's game Bears vs. Babies is a card game with the goal of building a strong bear with different powers pulled from a deck of cards. By adapting this structure for gamifying source evaluation, learners will be able to think about the kinds of factors that are important to sources that they may want to use for research. This session will talk about the various aspects of source evaluation, and the strengths that both popular and scholarly sources have, as well as some of their weaknesses. There will also be discussion of best practices for building a game, and how to think through the concepts that are the goal of the game, and applying these concepts to the rules and outcomes.
Presented by Harley Rogers (University of Mississippi) (Pronouns: she/her/hers) and Brooke Gross (University of Mississippi) (Pronouns: she/her/hers)
The unprecedented development of artificial intelligence leaves a gap of understanding in its wake. As information professionals, librarians have the unique skillset to teach emerging literacies, but may find themselves left out of campus initiatives. Whether their expertise are not considered relevant or they have simply been forgotten, librarians must figure out how to embed themselves in AI discussions now in order to expand information literacy.
The University of Mississippi’s Department of Writing and Rhetoric took charge of the AI movement on campus, encouraging their students to use AI-assisted and AI-generated tools for select assignments. In place of traditional research and writing, students could use different programs to synthesize articles, generate keywords, make outlines, and write papers. While the department held meetings to plan curriculum changes, as well as workshops and discussions addressing panic over AI tools, the library was never consulted. This presentation will focus on librarians’ experiences throughout the AI implementation process at UM, with emphasis on why they were initially left out of these conversations and how they have gotten involved since.
Though the appropriateness of AI inclusion in the classroom is still up for debate, students are being introduced to AI tools across multiple environments, which means institutions will need updated policies to stay on top of the technology. Therefore, it is essential to develop artificial intelligence literacy resources for both teachers and students, and librarians are best suited to this task.
Librarians will discuss artificial intelligence adoption at the University of Mississippi and how they are working to position themselves as AI literacy experts. They will also outline ways that other libraries can become active consultants in the creation of AI policies and resources.
Presented by Melissa Johnson (Southern Methodist University) (Pronouns: she/her), Tracey Rinehart (Southern Methodist University) (Pronouns: he/him), Gayle Freeman-Staggs (Southern Methodist University) (Pronouns: she/her), and Justin Harrison (Southern Methodist University) (Pronouns: he/him)
No one wants a class of zombies. Unless, of course, you’re teaching about them! Recently, a team of Business Librarians pushed ourselves out of our teaching comfort zones. We discovered that by incorporating gamified learning into a recent instruction session students were invested, engaged and the leaders of unique learning experiences. By leaning into the unexpected and encouraging student creativity and teamwork, not only did students surprise us but they surprised themselves. Attendees will learn the benefits of letting students lead and surprise you, being open to the unexpected and students’ creative potential, and a method for implementing innovative instructional techniques. Come be part of the horde and get ready to flesh out your own instruction.
Lightning Talks - 2:15 pm - 3:10 pm PDTPresented by Brianna Chatmon (Marymount University) (Pronouns: she/her)
You have worked hard for several weeks, researching and putting together a lesson plan that is engaging, fun and some may say inspiring. The day has arrived and everything seems to be going according to plan, BUT, you notice several students are not engaged with the lesson plan and even appear frustrated. You also see a few students with the glazed over look in their eyes and they seem to be disengaged. You may be experiencing an educational divide. As we know we can not control the total outcome of how instruction may be received by a class, but we can adjust our teaching style to provide an overall better instruction experience for all students. I will discuss some of the challenges I have faced providing instruction to students that come from varied educational backgrounds. This presentation will discuss the techniques I use to make adjustments to my lesson plans and still provide a full instruction that every student can learn from. In addition I will showcase how I practice self-evaluation after every instruction experience. This practice has greatly improved my ability to connect with students and provide better instructional experience.
Presented by Mary Kamela (University at Buffalo) (Pronouns: she/her)
Clear and focused research questions are the foundation for successful research, yet many students struggle to understand how to combine potential variables into a manageable, logical research question. When students are nonnative speakers of English, there may be additional factors affecting research question development, including cultural differences and language barriers. This lesson, piloted with a first-year English composition class for international students, aimed to demystify the research question creation process for students by using a fun, engaging format: Mad Libs! Rather than build research questions from scratch, students were provided with a phrasal template and color-coded variables to combine into logical research questions. The presentation will discuss the active learning strategies and scaffolds utilized to meet the learner needs of this specific group and will include results and takeaways from the pilot lesson. The presentation will conclude with ideas for utilizing this lesson in other disciplines or with other learner groups.
Presented by Emmanuel Te (Convent & Stuart Hall [school]) (Pronouns: he/him/his)
Self-regulated learning (SRL) refers to an interrelated system of thoughts, feelings, and behaviors that orient learners toward achieving their learning objectives (Zimmerman, 2002). Fostering self-reflection is critical, allowing students to evaluate their future learning behaviors and gain self-efficacy in their learning process. Recent SRL research demonstrates the social, contingent, and long-term cyclical nature of quality reflection on one’s learning process towards effective learning. Scaffolding the reflection process through a form and instructor coping modeling have been demonstrated to be effective in prompting low academically achieving students to begin reflecting on their own learning in terms of content and process, leading to higher academic performance (Zimmerman et al., 2011; Raković et al., 2022).
These SRL insights have prompted an exploration of how reflection can be better integrated into high school library research instruction. When the opportunity to engage International Baccalaurate (IB) Biology students arose in regards to reading academic journal articles, I created a presentation guiding students how to read an article that I annotated that was related to current class content. For an in-class exercise, I created a worksheet using IB language that scaffolded questions about the article that moved from descriptive to reflective, from an article’s features and structure towards implications of academic writing style and the nature of biology as a body of knowledge as described by the IB learner framework. I led two sessions in early February with IB seniors and will lead more sessions mid-April for IB juniors. Post-instruction takeaways will be discussed that connect the SRL literature to reflection on the IL Frame & Authority is Constructed and Context; as a way for school librarians to have a & small victory; in demonstrating their value to a high school’s IB science program through collaboration and reflection.
Presented by John Caldwell (University of Delaware) (Pronouns: he/him) and Kaitlyn Tanis (University of Delaware) (Pronouns: she/her)
Effective teaching includes finding ways to collaborate with colleagues in other departments to bring in a diverse array of expertise, perspectives, and resources. One natural partnership is between staff in Special Collections and Archives and Instruction Librarians. These collaborations can be hard to cultivate successfully due to a lack of time, creativity, and interest. However, understanding and addressing the information literacy needs of students can only be achieved by breaking down silos between departments and introducing a wider variety of resources and librarian expertise into library instruction. Although this type of partnership takes time - something that we are constantly trying to find more of - collaborations can become successful by practicing reiterative assessment to create small victories. Prompted by a request from a faculty member in 2019 who saw gaps in students' skills during capstone projects, a subject librarian and archivist began working together on library instruction sessions providing students with an engaging session, introducing, and reinforcing information and primary source literacy skills. By structuring courses based on the historical research process, students learned how to effectively create research questions, identify library resources, and, most importantly, engage with primary source collections - both digital and physical. Students often struggle to identify primary sources to incorporate into their research; by bringing in Special Collections material in multiple formats documenting the voices of diverse people and organizations, students discover first-hand the utility of archives as important information resources. This session will discuss the small victories and lessons learned related to a collaborative teaching model. Participants will learn from an archivist and subject librarian about successful ways to structure a co-session including traditional library instruction with primary source literacy skills. We will also discuss how to adapt these one-shots to faculty teaching similar courses in subsequent semesters.
by Travelin’ Librarian, August 24, 2006.
http://flickr.com/photos/travelinlibrarian/223839049/
CC:Attribution-NonCommercial-ShareAlike
3:20 - 3:30 pm PDT: Closing Remarks & Feedback Form Completion
LILi Conference Welcome, Logistics & Land Acknowledgement, Michael Habata, Cataloging Librarian, Pierce College and 2022/23 LILi Chair
Presentations - 9:45 am - 10:35 am PDTClick on session titles to view abstracts.
Presented by Jenny Dale (University of North Carolina at Greensboro) (Pronouns: she/her/hers) and Anna Craft (University of North Carolina at Greensboro) (Pronouns: she/her/hers)
Information literacy skills are critical for learners at all levels, but sometimes it can be challenging to make connections from theoretical concepts to the practical needs of students, faculty, and other learners. This session will demonstrate an activity that can be used in a variety of learning environments to show information literacy concepts in practice, with focuses on critical citation practices and open access considerations. This activity positions learners as information creators and contributors to the scholarly conversation and asks them to consider ways to make their citation and sharing practices more equitable and inclusive.
Presenters will walk through a short lesson plan from start to finish, first introducing the key concepts of open access and critical citation practices, then asking learners to reflect on their experiences as researchers and contributors to the scholarly conversation, and finally deploying an interactive “citation audit” activity in which learners collaboratively analyze a reference list for author diversity and source accessibility. This activity is designed with a specific small victory in mind: encouraging learners to think more critically about their citation and sharing practices.
Attendees in the session will play the role of learners while also considering their positions as information literacy educators. While they participate in the activity, attendees will be asked to reflect on opportunities for adapting it, or otherwise engaging learners with critical citation practices, open access, and other concepts related to taking a more equitable, inclusive approach to conducting and sharing research. Presenters will connect this activity with larger information literacy concepts by aligning it with the ACRL Framework for Information Literacy for Higher Education, specifically with the knowledge practices and dispositions related to Information Creation as a Process, Information Has Value, and Scholarship as Conversation.
Presented by Andrea Baer (Rowan University) (Pronouns: she/her)
In response to calls for greater equity and inclusion in scholarly publishing and in academia in general, many academic instruction librarians are looking to ways to promote inclusive citation practices. Inclusive citation essentially involves citing sources that reflect a greater diversity of voices and perspectives, while being aware of how power and social structures have traditionally influenced what voices are amplified and which are often overlooked. Inclusive citation requires thinking creatively about how and where we search for information, since traditional scholarly practices and common structures and features of many search tools (e.g., citation metrics, relevance rankings) are part of the problem.
Librarians have not typically been taught how to seek out voices and perspectives that have traditionally played less dominant roles in academic discourse. However, with our understandings of information systems and search strategies, we are well poised to build these skills and to support others in understanding and engaging in inclusive citation.
In this presentation, the speaker will introduce the concept of inclusive citation and related strategies, share related teaching resources, and discuss an Inclusive Citation workshop that they have developed as part of their Libraries’ workshop series. That workshop’s learning outcomes, which provide a window into the workshop’s content and structure, are:
-Reflect on the value of seeking a diversity of perspectives and voices when researching a topic, as well as barriers to locating a diversity of voices and perspectives in scholarly conversations.
-Identify ways that citations influence conversations about a given topic, including what perspectives and voices are included or excluded.
-Identify and apply strategies for diversifying the perspectives and voices reflected in your citations. LILi attendees will also be invited to reflect on and to share their experiences with practicing or teaching inclusive citation.
Posters Q&A - 10:40 am - 11:00 am PDTPresented by Charisa Deremiah (Arizona State University) (Pronouns: she, her) and Lisa Kammerlocher (Arizona State University) (Pronouns: she, her)
Instructional design for learning objects that support students’ effective database searching has always been challenging. Developers seek to avoid cognitive overload but also need to provide learners with enough detail on relevant concepts and processes to promote successful searching. We were using an interactive software program for our ten database tutorials that didn’t work consistently and was confusing to students. We wanted to know if something as simple as database tip sheets could replace these tutorials. Students could use these for a quick review online or use them at their computer for assistance when trying to search. Initial tip sheets were created for five databases including Academic Search Premier, Access World News, Google Scholar, ASU’s One Search, and PsycInfo. Graduate and undergraduate students were recruited for IRB approved user testing to assess Academic Search Premier and PsycInfo. Students also completed a short survey regarding potential use and value of the tip sheets. The information provided by the students was invaluable, informing the final design of the tip sheets in combination with Universal Design principlines. We also learned that the tip sheets alone could not replace our existing tutorials leading to a new approach for teaching database skills. A generic database skills tutorial is in progress using Articulate Rise infused with multimedia and choose your own adventure options leading to tip sheets for various disciplines. This poster/presentation will describe our small victory detailing the issue we faced, highlighting the design process for the new database tip sheets, discussing how the user testing process informed our decision-making and demonstrating the final solution including the tutorial and tip sheets.
Presented by Abby Koehler (Whatcom Community College) (Pronouns: she/her)
This session describes the Transparency in Learning & Teaching (TILT) framework our college uses to guide the design of curricular materials. This framework makes certain recommendations in student-centered design of curricular materials. It values establishing a clear purpose, providing concise tasks, and sharing criteria for student success through demonstrations or examples. In Winter 2023, I hosted 5 student employees over 5 weeks to review the library's tutorials within the TILT framework. Through a qualitative analysis of the students' feedback, I came to understand that students needed something different from the information literacy tutorials as we presented them. This analysis represents the first part of what hopefully will become an iterative design process for the library as we continue to respond to student needs and model socially just curriculum design for our college community through our information literacy tools and services.
Presented by Sydney Jordan (University of South Florida) (Pronouns: she/her)
This presentation will discuss the use of zines and do-it-yourself mentalities of collections promotion to market LGBTQ+ archival and book collections in an accessible, inexpensive, and meaningful manner. Qualitative assessment on the emotional impact of library resources can be hard to measure, but the decision to promote LGBTQ+ Studies library resources at the University of South Florida Libraries was adopted after the observation of patron interaction with a collection of zines that touches on multitudinous experiences of gender, race, sexuality, mental illness, activism, subculture, and community engagement. Drawing on scholarship from information science and queer studies disciplines, this presentation will speak to the importance of maintaining zines in academic library to help capture marginalized voices outside of the barriers of traditional publication venues and dictates of archival collecting. Based on these principles and an intention to engage students and community members to utilize library collections, an initial series of four zines were created and distributed both on and off campus to inform, pique curiosity, and promote resources from finding aids to online exhibits in a digestible, approachable, and centralized manner.
Presented by Johnnie LaDue (University of Tennessee at Martin) (Pronouns: they/them)
"Reading does not consist merely of decoding the written word or language; rather, it is preceded by and intertwined with knowledge of the world. Language and reality are dynamically interconnected. The understanding attained by critical reading of a text implies perceiving the relationship between text and context." A recent reading of Freire and Macedo's "Literacy: Reading the Word and the World" inspired a reshaping of how information literacy can be explained to learners by placing specific information into the context of who created it, why it was created, who benefits from it, and similar criteria. In this method, students understanding of context builds from an example as simple as an exit sign and builds to more complicated examples such as a popular magazine article on plagiarism software and a white paper on student loan forgiveness. People instinctively understand context within certain scenarios, so the goal of this method is to meet learners where they are and to build upon what they know. Ideally, this will have learners thinking of information literacy as a skill they have, but need to hone instead of a foreign concept they have to internalize.
Librarians will discuss artificial intelligence adoption at the University of Mississippi and how they are working to position themselves as AI literacy experts. They will also outline ways that other libraries can become active consultants in the creation of AI policies and resources.
Lightning Talks – 11:05 am – 11:45 am PDTPresented by Hali Black (University of Southern Mississippi) (Pronouns: she/her/hers)
Active learning and flipped classroom models have taken higher education by storm. Despite this evolution, academic librarians face many challenges when striving to meet changing pedogeological practices and trends. Librarians may struggle to implement new teaching strategies into their information literacy sessions due to time, budget, and space constraints. Implementing game-based learning strategies into information literacy is a great way for librarians to integrate the principles of active learning into library sessions and make learning exciting and fun for students.
Research has shown that shifting from traditional classroom models and adopting active learning approaches such as game‐based learning has been shown to encourage critical thinking and problem solving in learners (Franco & DeLuca 2019). Games can help facilitate learning by raising the level of user engagement, which helps users solve problems more effectively and quickly. Adding games to classroom learning strategies can increase information retention and students’ confidence levels.
This presentation will share the efforts of a First Year Experience Librarian to implement game-based learning into basic information literacy sessions through a fun and engaging library orientation. Gamifying library sessions provide exciting and engaging library orientation and instruction experiences to Southern Miss students while teaching critical thinking, complex problem solving, troubleshooting, teamwork, communication, and collaboration. Since many libraries have space and/or budget constraints, this presentation will share ideas for utilizing existing space to create flexible, budget-friendly game-based learning experiences for students of all levels.
Presented by Sarah Schmidt (Keyano College) (Pronouns: she/her) and Kelly Keus (Keyano College) (Pronouns: she/her)
Motivated in part by pandemic challenges and inconsistent faculty buy-in, Keyano College Library has experimented with different forms of collaboration to provide information and digital literacy instruction to students at their point of need. Librarians from Keyano College share their collaboration data from the last two years in which faculty offered bonus points as an engagement incentive for students across disciplines. Bonus points, when distributed by faculty, demonstrate the value of library instruction and incentivize students to seek library support. We discuss the successes and challenges of using formalized bonus points as a relationship builder with faculty and students; specifically, how initial bonus point collaborations developed into more embedded librarianship and continued student engagement.
Presented by Hannah Cole (California State Polytechnic University, Pomona) (Pronouns: she/her)
This presentation is meant to discuss a recent workshop I facilitated under the same title, “Some Sh*t I Saw on the Internet,” which aims to put students in the “driver’s seat” of information literacy. It was born as a direct response to the article “Dismantling the Evaluation Framework” published by Alaina C. Bull, Margy MacMillian and Alison Head in In the Library with the Lead Pipe which calls on librarians to move past simplified heuristics such as CRAAP and SIFT into what the authors term “proactive evaluation” which understands students as agents that are acted upon by information. This shift in understanding is followed by a direct call-to-action from the authors: “The next question for instructors to tackle is what this proactive approach looks like in the classroom.” The workshop I facilitated was divided into different sections with questions and infographics meant to spark conversation between students. In addition to source evaluation, the conversation also focused on information privilege, data creation, sharing through social media, and algorithm powered tech-companies like Facebook, Twitter, Instagram, TikTok, and Google. This presentation will be a summary of Bull, MacMillian, and Head’s arguments as well as a summary of my own response. I will plan to share workshop resources for those that wish to recreate this type of conversation at their own institution.
Presented by Janet Garcia (El Camino College) (Pronouns: she/her/hers) and Camila Jenkin (El Camino College) (Pronouns: she/her/hers)
This proposal aims to inform attendees about the various outreach methods the library is using to encourage library attendance, increase information literacy and utilization of resources. These outreach methods also aim at reducing library anxiety amongst users while creating a welcoming environment.
One of our latest outreach events is “Crafternoon”. Each month, a different craft is selected for the El Camino College community to participate in at the library’s collaboration room. Some of our previous crafts include: mini wood painting, kindness rocks and polymer clay pieces. Upcoming crafts include: kokodama flowers and papel picado pieces. During each of the hour to two-hour long craft sessions, we inform students about the research process, library resources, upcoming events, workshops and library courses they could enroll in.
This semester, we also hosted our first annual “Check out my art” exhibit at the library. We encouraged the El Camino College community to submit their art pieces for exhibit. During the reception we reminded attendees about our various library resources for students, staff, and faculty.
Finally, the book bike is another one of our “outside the box” outreach tools. We take the bike to various campus wide events in which we promote library services. We carry a variety of book collections depending on the event we are attending.
Crafternoon, the community art exhibit and the book bike have been great outreach methods/programs that have encouraged regular and non-regular library users to visit us and learn about the different resources the library has available for them. These outreach events have helped us build connections with the El Camino College community and encouraged many folks to become regular library users.
Presentations – 12:00 pm – 1:00 pm PDTPresented by Jessica Rardin (University of Wyoming) (Pronouns: she/her) and Janice Grover (University of Wyoming) (Pronouns: she/her)
To kick off the Fall 2022 semester, our library had the opportunity to plan a new set of activities to get students acclimated to the university and library setting. Moving away from a traditional scavenger hunt, we developed a Supermarket Sweep activity that took students across the library building completing and competing in different tasks. To understand the impact of these games, we assessed student knowledge of the library before and after the activities and found our participants were more likely to use the library after our activities. Students were introduced to information literacy concepts like keywords and research questions while running through the library to find materials and spaces to win prizes. As many university libraries are asked to provide orientation programming, it is important to consider how to engage students in a memorable and low-cost manner while also working to fulfil our information literacy goals.
New Student Orientation can be an overwhelming time for students as they face being away from home for the first time while also untangling the basics of college life. We found this activity gave students an opportunity to connect with each other, relax, and get a little loud. Our presentation will detail our games, our learning outcomes, and how to run a similar program at your own library.
Presented by Amanda Boyer (Susquehanna University) (Pronouns: she/her)
Teaching post-pandemic has been a struggle for everyone. Many of us have noticed that students are less inclined to raise their hand and volunteer an answer. I have tried several methods to get students to engage in class and “break the ice” that I have found to be successful. I now start all of my sessions with a Mentimeter poll that asks students simply how they are feeling using gifs, and they are immediately more relaxed. I also have started using social media as a way to introduce citations, and the students have all agreed they now think citations are way cooler. This presentation is a look into how we can meet students where they are to build authentic connections that allow them to be more open to learning about information literacy. I have noticed a large difference in the students’ behavior before and after using these activities and tools, and I have been amazed by how much the students open up.
by Travelin’ Librarian, August 24, 2006.
http://flickr.com/photos/travelinlibrarian/223839049/
CC:Attribution-NonCommercial-ShareAlike
1:20 - 1:30 pm PDT: Closing Remarks & Feedback Form Completion