Thursday, July 25, 2024, 11:30am - 2:30pm
Friday, July 26, 2024, 9:30am - 1:30pm
(all listed times are in PDT)
FREE Online via Zoom
#LILiConf2024
Full Day One Recording (1:26:44, missing first 20 minutes)
Recordings Evaluation + Prize Drawing
Shared Notes
Chat Transcript
Click on each session to video slides, individual recording, and other documents.
Amanda works as the Affordable Learning Instructional Consultant at The Ohio State University. Her role involves organizing professional development programs for staff, librarians, and instructors on open pedagogy and open educational practices. Additionally, she was the Open Pedagogy Fellow for the Open Education Network. In this capacity, she developed a curriculum for facilitating a learning circle focused on Open Pedagogy and conducted a pilot learning circle program for instructors, instructional designers, and librarians.
Hanna Primeau is an Instructional Designer for the Teaching & Learning department at The Ohio State University Libraries in Columbus, Ohio. She regularly consults others in applying sound pedagogical methods, including incorporating emerging learning technologies. She happens to currently be completing her dissertation work in the intersection of information literacy and learning technology as well.
Librarians regularly teach students Information Literacy-based skills, now with the proliferation of Artificial Intelligence (AI) throughout higher education, it is imperative for librarians to pivot and incorporate AI literacy in their teaching practices. AI, like information literacy, is highly interdisciplinary and shares a necessity for the same skills including critical thinking, ethics of information creation and use, and question-asking competencies (Casal-Otero et al., 2023; Tlili et al., 2023). Librarians are poised to equip students for future success by teaching them how to interrogate how AI is made, what it is trained on, and what it generates as outputs by using many of the same techniques to teach information literacy. We will share an approach to teaching students the basic skills necessary to understand how Generative AI works, how to construct prompts, as well as how to be aware of the natural biases that are built into these systems. Participants will be shown an H5P assignment that leans on Open Pedagogy and Universal Design for Learning to take them on a branching learning activity filled with reflection. We will also share an assignment that encourages students to play with this technology, looking for genuine ways to utilize AI for good, as well as to experience the myriad of ways that they can interact with it while they generate their content. Attendees will leave empowered with the understanding of how their current teaching practices for information literacy can transition to teaching students about AI literacy and a template for creating similar assignments at their institution including learning objectives, assignment overviews, audience levels, the assignment content and deliverables, as well as, an AI Syllabus Statement.
Recording (11:33 - Note: Sadly, the beginning of this presentation was not caught on this recording.)
Emily Bush is an Instruction and Digital Learning Librarian at Vanderbilt University in Nashville, TN.
In today’s digital age, where misinformation proliferates and emotions often eclipse facts, the need for robust media literacy is more pressing than ever. Recognizing this, I embraced the opportunity to join the Media Education Lab’s Courageous Conversations professional development program in Fall 2023. This initiative is at the forefront of combating violent extremism by equipping citizens with the tools to critically analyze media, discern the seeds of hate online, engage in active listening, and disseminate these skills to counteract radicalization.
As part of the program, I was introduced to Courageous Rhode Island’s Courageous Conversations curriculum including topics as wide ranging as influencers, conspiracy theories, free speech, and others. Inspired by the program, I developed a fellowship in Spring 2024: Enhancing Civic Engagement Across Generations through Media Literacy Education. As part of the fellowship, undergraduates led community conversations using the CRI curriculum with a variety of age groups spanning from Gen Alpha middle schoolers to Baby Boomers at local centers for older adults. Over the course of the semester students explored media literacy, as well as learning skills to adapt and implement the curriculum for different ages and cultural contexts.
My presentation will introduce the Courageous Conversations curriculum and include a roadmap for implementation of the CRI curriculum within attendees’ own institutions and communities. I will highlight benefits of entrusting college undergraduates with leading these critical conversations on contentious issues and reflect on the challenges encountered along the way.
Recording (24:57)
Click on each session to video slides, individual recording, and other documents.
Mr. Sperr is a faculty librarian at the Augusta University /University of Georgia Medical Partnership.
Emily Harris is the Dental Medicine & Cancer Librarian at Augusta University.
While there has been much discussion about how (or whether) health sciences librarians should support student use of generative AI technologies such as ChatGPT, little is currently known about the actual extent of student use of such technologies. This study is designed to survey students about how, why and how often they are using these applications.
We conducted an anonymous survey of a large sample of medical and other health professions students at our academic institution in the United States. This survey was designed to elicit information about which individual generative AI applications those students are using and for what purposes. Basic demographic information has been collected for each respondent as well as which course of study they are pursuing.
We are beginning the process of analyzing our results and have made some very preliminary findings. Among these, we find that there is indeed a cohort of health science students that are using these applications (mainly ChatGPT) for their academic work on a regular basis. In this presentation, we will discuss these results in greater detail, as well as share some lessons learned from the survey process. We will also briefly discuss the ramifications of these results for the work of information literacy professionals.
We anticipate that a full analysis of the results of this project will arm librarians, teaching faculty and administrators with better knowledge of how students are using these applications, and so enable them to make better decisions about how to approach these technologies going forward.
Recording (9:34)
Carrie A. Cullen is the Research Librarian for Physical Sciences at the University of California, Irvine, and serves as liaison to the departments of mathematics, physics & astronomy, and statistics.
Over 13% of Americans identify as having one or more disabilities (2022 American Community Survey 1-Year Estimates) and even more folks can use a little help when using a computer or viewing an instructional session. In this lightning talk, you will learn how the free Morphic toolbar from the non-profit organization Raising the Floor can make all of your library computers more easily accessible and how to use Morphic to make information literacy instruction more accessible for all, whether you are teaching in person or online. Improve your library staff’s familiarity with the accessibility tools that are already built into PC and Mac computers, and learn how our academic library piloted the use of a customized toolbar on both public and employee computers through Morphic for Enterprises. Conflict of interest statement: Presenter is not affiliated with the Raising the Floor organization or Morphic, but is a disabled librarian and enthusiastic Morphic user.
Recording (10:18)
Kelly McElroy is the Student Engagement and Community Outreach Librarian at Oregon State University in Corvallis, Oregon.
Zach Welhouse is the Online Learning Librarian at Oregon State University in Corvallis, Oregon.
Most schools in Oregon do not have access to a teacher librarian. We are currently developing an online information literacy training to bridge this gap — not replacing the irreplaceable work of teacher librarians, but supporting K-12 teachers who would otherwise have limited access to this material. This training stems from our familiarity with the skills students need upon entering college, but depends on buy-in from our primary audience of professional teachers who will adapt the information for our secondary audience, their students.
Our training uses the Oregon Association of School Libraries information literacy standards as a framework, and builds on our own working experience as instruction librarians in higher education. The training modules focus on how teachers can modify existing lesson plans to include information literacy skills. We provide models that will serve students in classroom settings, the job market, and as informed citizens.
This project has required us to reconsider our assumptions about what information literacy is and how best to teach it. We have had to expand our understanding of information literacy in an age-appropriate way for younger learners — all while developing materials for an adult audience of professional educators who will be able to repurpose it for their own K-12 students. We have learned from teacher librarians, from consultants at our state library, and from other librarians in higher education who have spent years thinking about the bridge of information literacy from high school into college.
In this presentation, we will explain our process for developing the content and materials and translating information literacy standards to actionable lessons for adult educators and their students.
Recording (10:04)
Breeann Austin (she/her) is the Instruction & Assessment Librarian at California State University Channel Islands. Her research interests include the flipped classroom model, instructional design, and IL instruction.
Allison Williams is the Public Services and Outreach Librarian at Broome Library, CSU Channel Islands in Camarillo, CA. She has worked in both public and academic libraries and enjoys showing students all the ways the library can help them.
Psst, want to know a secret? I bet you didn't know research could be this fun! Join us to discuss how to use celebrity scandals to teach one-shot IL sessions. Our Celebrity Background Check exercise uses salacious celebrity scandals in a fictional library job search to demonstrate how students can use the Internet to start their research and gather search terms, skills they then need to transfer into a library catalog search. In the end, students then must argue if the library should hire or dismiss the celebrity applicant. Students are going to use Wikipedia, so this exercise shows students how to use it effectively. The presentation will consist of a walkthrough of the exercise, the design decisions behind our lesson plan, and ideas on how to adapt the Celebrity Scandal Background Check for your own library.
This exercise encourages critical thinking, classroom discussion, exploring new information, and transferring academic skills to the students’ research assignments. Crucially, these exercises do this with fun, scandalous, topical, and non-academic topics. It also shows how creating a fun and engaging lesson helps students feel more comfortable coming back to the library and helps them retain the lesson’s information.
Recording (19:13)
Full Day Two Recording (3:50:55)
Recordings Evaluation + Prize Drawing
Shared Notes
Chat Transcript
Click on each session to video slides, individual recording, and other documents.
Amanda Harrison is an Assistant Professor at the University of Central Missouri in the Educational Technology and Library Science department. Previously she worked for 14 years as a school librarian in Illinois, Missouri and Kansas in all grades, Prek-12th. Her interests include school libraries and cross-cultural librarianship with a focus on issues of diversity, social justice and access.
This presentation will look at research, innovative pedagogies, and practical tips for integrating a stronger sense of global and cultural awareness to K-12 students through information literacy instruction. Librarians are uniquely poised to support information literacy skills, but the breadth and depth of digital, informational, and metacognitive skills needed by today’s learners is often overwhelming. Information literacy lessons often prioritize evaluating information and information sources, but neglect to teach students the organization and design of information on the internet. Students lack the background to understand how information arrives on the internet or only understand it disjointedly, hindering their ability to critically evaluate online content and discern credible sources from misinformation.
Recording (33:16)
Erin Burns is a STEM librarian at Texas Tech University, serving the Whitacre College of Engineering. She has a MLIS from Kent State University (2007) and is interested in a wide range of research related to mental health in academic libraries, critical librarianship, and AI literacy. She is also a Registered Yoga Teacher (500), and has taught an on online weekly yoga class for the TTU community since 2021.
Jennifer Jacobs received her BS and MS in English Literature from Radford University in 2012 and 2015. She then received her MLIS from Valdosta State University in 2018. After graduating Jennifer worked at Kennesaw State University as a Marketing and Outreach Librarian before moving to Texas Tech in 2021 to work as a STEM librarian. Her research interests include memes and marketing, social media outreach and marketing, and gamification in the library.
Joshua Salmans earned a Master of Library and Information Science from the University of South Carolina at Columbia in 2016. He also earned a Bachelor of Arts in Interdisciplinary Studies in 2012 from North Greenville University. He has been with TTU Libraries since August 2017, where his primary pursuit is finding new intersections with the Texas Tech University and Lubbock communities to cultivate an inviting and welcoming learning environment that promotes the academic library as an inclusive community resource for lifelong learning. His current research interests include library information literacy instruction and design, imposter phenomena in librarianship, and intersectionality within library collections and service.
This session will discuss an online/in-person hybrid 8-week AI Literacy workshop series at Texas Tech University which focused on various aspects of generative AI and utilized Padlet for discussion. Padlet, an online tool that allows for anonymous participation, has been used in hybrid and online information literacy sessions for years to facilitate active learning. Our project centers this active learning approach to gauge the campus’s AI literacy as an aspect of digital and information literacies by critically engaging with generative AI technologies and examining the potential impact of AI on our lives. This includes examination of how the shortcomings of AI can also result in harmful repercussions towards historically underrepresented and marginalized groups and the environment. The conversation is driven by a community of undergraduate students, graduate students, faculty, and staff, and facilitated by the librarians involved in the project.
This is an ongoing effort and will be reassessed every semester, topics related to AI Literacy will also change depending on community needs.
Recording (26:00)
Click on each session to video slides, individual recording, and other documents.
Ginger Garza is a Data Assessment & Organizational Management Librarian at Texas Woman’s University Libraries in Denton, TX.
Austin Hammond is a Training & Development Specialist at Texas Woman’s University Human Resources in Denton, TX.
This session describes a joint initiative between Texas Woman’s University (TWU) Libraries and the Office of Human Resources to design and implement an information literacy professional development opportunity geared towards university staff members, specifically those in non-research or non-academic roles. Our presentation sought to make information literacy principles more accessible to an audience that is often overlooked within the campus community regarding this topic. Information literacy efforts within the university space tend to be marketed towards students and those involved in research, such as faculty; however, we aimed to educate staff members how information literacy was important to their positions and work, as well. We utilized the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education to outline concepts, create practical examples, and generate discussion. In this session, we will describe why this initiative came to fruition, the general training structure, participant feedback, and plans for future improvements. We hope attendees will be inspired to reach for new horizons and create partnerships within their organizations to expand information literacy principles to non-traditional audiences.
Recording (10:07)
Nicole Fox serves as the liaison to the Department of English, Watkins College of Art, and O'More College of Architecture and Design. As the Online Learning Librarian, Nicole supports the use of library resources in Belmont's LMS, Canvas, and spearheads the development of digital learning objects in the library's information literacy program. As the current Chair of the Teaching and Scholarship Unit, Nicole also leads the library's instruction programs in the BELL Core. Her research interests include visual literacy, digital humanities, and the use of generative AI in the academic library world.
Chuck Hodgin holds an M.L.I.S. with an emphasis in Digital Libraries from Drexel University (2012) and an M.A. in Philosophy from the University of Mississippi (2013). His primary duties include administering the Belmont Digital Repository, growing the library's digital preservation program generally, and administering the library's OneSearch discovery service. Hodgin's current research interests are systems administration, digital preservation, and A.I. in higher education.
The uncertainty over A.I.’s integration into higher education felt palpable in 2023. Questions ranging from its ethical use in assignments to its basic usefulness in scholarly research swirled. Faculty and students approached librarians with questions about both the nature of generative A.I. and how to use it. Last fall, Nicole Fox and Chuck Hodgin gave a series of talks all about Open AI’s ChatGPT to Belmont University faculty and undergraduate students which attempted to both allay those fears and answer some such questions. They discussed the nature of the technology powering ChatGPT and recommended some specific strategies for deploying ChatGPT in the research process as well as creating digital objects and structures. In this presentation, Fox and Hodgin will relay their general approach and the key points of the content of their talks. Generative A.I. promises to be a technology which will continue to shape the future of information literacy and research, so it is vital that librarians feel equipped to discuss it with their communities. This session will hopefully inspire curiosity about the subject matter, feedback on the prior project, and interesting discussion.
Recording (11:43)
Jessica Swaringen is the Undergraduate Instruction & Outreach Librarian at Georgia Southern University's Lane Library in Savannah, Georgia. Her research interests include information literacy, instructional humor, and effective outreach strategies.
Lauren McMillan is a Reference & Instruction Librarian at Georgia Southern University's Lane Library in Savannah, Georgia. Her research interests include active learning, classroom engagement, and instructional design.
This lightning talk will discuss librarians' use of AI in preparing for one-shot information literacy sessions, and how using AI has enhanced the quality of our sessions by helping create talking points, identifying helpful examples, and adapting useful analogies to explain abstract concepts.
Recording (8:53)
Click on each session to video slides, individual recording, and other documents.
Shalini Ramachandran is a Reference and Instruction Librarian for STEM at the William H. Hannon Library at Loyola Marymount University in Los Angeles, California. She provides library instruction for science and engineering subjects. Her research interests include Algorithmic Literacy and AI ethics. Nicole Murph is a Reference and Instruction Librarian at the William H. Hannon Library at Loyola Marymount University in Los Angeles, California. Murph provides library instruction for subjects in the arts, social sciences, and film and television and collaborates on curation of exhibitions. Her research interests are autoethnography, history, AI ethics, Black feminism, Black feminist thought, and Afrofuturism.
In today's digital age, understanding artificial intelligence (AI) is crucial for navigating information landscapes effectively. This proposal advocates for integrating generative artificial intelligence (GAI) into library information literacy instruction for college students. GAI, a subset of AI that involves machines generating content autonomously, presents both opportunities and challenges in information consumption and creation. This presentation aims to equip librarians and educators with the knowledge and tools to effectively teach GAI concepts to students, fostering critical thinking and responsible use of AI technologies. Through interactive demonstrations, case studies, and practical strategies, attendees will gain insights into incorporating GAI into their information literacy programs. As part of our library’s Digital Citizenship Workshop Series, conducting a workshop on GAI from an interactive approach, libraries can empower students to engage with AI ethically and confidently, preparing them for the AI-driven future of information.
Recording (28:13)
Amanda Nash is the Assistant Dean of Libraries at the University of North Georgia, where she leads the libraries’ Reference and Instruction division. In addition to reference services and information literacy, her professional interests include library administration, pedagogy, faculty development, and instructional design. Amanda received her BA in English Literature from Dickinson College and her MLIS from the University of South Carolina.
Allison Galloup is the Special Collections & Digital Initiatives Librarian at the University of North Georgia in Gainesville, Georgia where she works to preserve and make accessible the history of Appalachia, North Georgia, and the University of North Georgia. Additionally she serves as a librarian for eCore, the University System of Georgia's online general education cooperative. She is a Certified Archivist who holds an MLIS from the University of South Carolina and a BA in History from Berry College.
Librarians working in information literacy are already being asked to “teach students about AI,” but what do you say to students who are afraid of false accusations of AI-assisted plagiarism? How do you work with faculty members who do not understand or appreciate the potential benefits of having their students use AI tools in their academic work? In this session, two academic librarians will share their recent experiences navigating this liminal space and propose ways both to support students and to engage faculty in exploring this ever-evolving technology.
Recording (23:09)
Click on each session to video slides, individual recording, and other documents.
Ruth and Julia both work at Western University of Health Sciences. Ruth is the Education Services Librarian; Julia is a Library Assistant II, AI expert, and library school student at SJSU, Ruth's alma mater.
Librarians have been teaching Evidence-Based Medicine (EBM) in the College of Dental Medicine (CDM) since 2013. This content was traditionally presented as a didactic lecture and did not require a textbook or prereading. CDM began using the RealizeIt platform in 2017, which allows faculty to post prework/prereading and track student progress in each subject area. This also allows for active learning during class instead of didactic lecture. The faculty refer to these as Content Reinforcement sessions. Faculty encouraged creativity during these sessions. Working with faculty and other librarians, the Education Services Librarian who is also the Librarian for CDM, developed an interactive session to engage students with EBM in a new way: as pirates on the high seas. Students a provided a map and must solve clues about a case in a race with other pirate crews to locate an article that will lead them to Cap’t Ruth’s buried treasure. This activity began as a face-to-face (ftf) activity, went online during COVID, and back to face-to-face. Feedback from one librarian and library student is helping to revamp the session for fall 2024 with more engaging elements of both ftf and online.
Recording (11:52)
Kirk Bowman is a new librarian at Triton College. He's passionate about finding ways to efficiently improve and encourage information literacy, particularly in the age of social media and AI.
AI-based technologies are growing increasingly popular, but mainstream understanding has not grown at the same pace. ChatGPT is the most prominent and discussed of these technologies in recent years, one that many people do not understand. Some believe that it really knows the answers to their questions, that it is always right, or even that it is true General Artificial Intelligence. When these misconceptions are countered with simple do’s and don’ts or solution-focused discussions, AI literacy is not effectively improved, and does not keep up with accelerated technological evolution.
Information experts need to be able to teach about ChatGPT and AI in ways that are not just prescriptive but descriptive. In my presentation, I will demonstrate that decades of research in other teaching fields have shown that people learn more impactfully when they fully understand the material, rather than just learning how to produce the ideal results. Following that logic, I will argue that applying that research to the problem of AI literacy suggests teaching people how ChatGPT actually works would both help them understand appropriate and inappropriate uses of that technology and improve AI literacy at large.
Recording (9:26)
Sarah Kantor, Studio Librarian, University of Tennessee Chattanooga, Chattanooga, TN. Sarah is a Studio Librarian at the University of Tennessee Chattanooga, where she collaborates with faculty to design multimedia assignments and provides creative technology instruction across disciplines. In her work she seeks to promote an ethos of creative problem solving, critical analysis of media, and a DIY culture.
Natalie Haber, Online Services Librarian, University of Tennessee Chattanooga, Chattanooga, TN. Natalie is the Online Services librarian at UTC Library, and her role on the Research & Instruction team is to collaborate with faculty to create opportunities for meaningful information literacy instruction in the online and face to face environment. She primarily works with the Theater, Psychology, and Political Science and Public services departments.
The University of Tennessee at Chattanooga recently certified Public Speaking courses under the general education requirement for writing and communication. These courses have research requirements for speech preparation, and many professors choose to also require media components like video creation. As such, the Research and Public Services department within the UTC Library reached out to those Public Speaking professors to situate library instruction into the course curriculum. The majority of students enrolled in that course are business majors who may or may not come back to the library for a rhetoric and composition course. To that end, we purposefully created unique learning outcomes for this course to give the students the resources and abilities to be successful in their projects for class and to create transferable skills for the future. Research instruction focuses on source evaluation and data literacy, while our Studio instruction centers on creating videos featuring data and media clips found during the research process. This session will give attendees approaches to creation of learning outcomes for a public speaking course as well as an overview of current trends in data and digital literacy.
Additionally, we advocate for peer review of instruction amongst librarians across departments. After years of teaching research and media sessions independently for the same professor, we conducted peer reviews of each others’ sessions. The peer review process informed the work we each did in our separate sessions, resulting in a more scaffolded approach to student skill development and better consistency between library sessions.
Recording (15:39)
Mercedes Rutherford-Patten is the Foundational Learning and Engagement Librarian at California Polytechnic State University San Luis Obispo where she leads and develops the foundational information literacy and library instruction program. Her research and teaching interests focus on creating inclusive learning experiences that foster empathy and critical thinking. She holds a BA in Biology from Central College, an AS in Library Information & Technology from Cuesta College, and an MLIS from San José State University.
Luna Nombrano Larsen is a proud autistic and dyslexic woman and passionate neurodiversity advocate and autism researcher. She is the Founder and Director of the Empowering Autistic Scholars Mentoring and Research Training Program at California Polytechnic State University San Luis Obispo, which provides inclusive community; peer mentoring; holistic supports; and professional development and research training for autistic scholars. She holds a BA in English from the University of Southern California, an MA in English from California Polytechnic State University San Luis Obispo and is pursuing her MLIS at San José State University.
Neurodivergent students often experience significant barriers to academic success such as inaccessible instructional materials and differences in communication styles from their allistic (non-autistic) peers and instructors. The library is an ideal campus organization to lead the way in eradicating these barriers, as many autistic students view it as a potential haven because of the resources and services it provides. In this presentation, Mercedes Rutherford-Patten, the Foundational Learning and Engagement Librarian, and Luna Nombrano Larsen, the Empowering Autistic Scholars Director, at California Polytechnic State University (Cal Poly), San Luis Obispo, will describe the design of a summer bridge program featuring library-focused programming for incoming autistic students at Cal Poly. This session will feature a discussion of how they are partnering with autistic co-designers in a participatory action research study to create information literacy and research sessions that are more accessible and engaging for neurodivergent students, including data collection and assessment methods. It will also detail the development of neuro-inclusive instructional environments that foster self-expression and a sense of belonging.
Sadie Davenport earned her MLIS in 2022, and is now an associate librarian at California Northstate University, a small, private university near Sacramento, California. Sadie has an educational background in the health sciences and humanities. She is an active member of the professional groups ACRL and RMMLA, as well as the Warped Spacers, a science fiction writing group based in Sacramento.
Information literacy, data literacy, and critical thinking are essential skills for anyone connected to the digital world. These skills are taught in classrooms, but are limited by time, resources, and availability. This is where libraries come in. Since libraries are freely available to the public, librarians can provide low-pressure, individualized assistance to help patrons realize the importance and relevance of these literacy and thinking skills in their everyday lives. Common, relevant library resources include: one-on-one tutoring, online research guides, tutorial videos, webinars, and workshops. This poster will explain and describe an online research guide I created as a librarian at California Northstate University, called “Essential tools for online research.” This research guide is geared toward students, but is available to the public, and includes links to free resources that can help anyone improve their information literacy, data literacy, and critical thinking skills. I will explain how I designed the guide and what resources are included in it that can be relevant inside the classroom and beyond. I will also offer insight for finding other library guides and creating library guides, and will provide links to other free, publicly available digital resources available. My goal is for viewers to feel empowered and self-reliant in their development of information literacy, data literacy, and critical thinking skills.
Elise Ferer is an Instruction and Outreach Librarian at Binghamton University in New York State. Her research interests include information literacy, reference services, and student employees in libraries.
In this session we will explore the responsible use of generative Artificial Intelligence in higher education and ways in which we can incorporate AI tools into our classrooms and IL instruction. Much like Wikipedia, AI tools can assist our students in developing their own research and writing skills when used in responsible ways. In embracing generative AI librarians can assist students in navigating the use of AI in research and writing. As many of our students are already using AI tools or will be using them in the near future it is important for librarians to explore these tools and think about how they can be used to help students learn.
Currently use of AI tools intersects with the ways in which librarians approach plagiarism, either from a punitive standpoint or one that focuses on academic integrity, responsibility and a growth mindset. As many faculty are approaching AI usage from a place of fear and punishment, a positive approach can lessen the anxiety that many in higher education feel around AI tools.
Librarians recognize power in brainstorming before and during the search process and also see the importance in using the language and terminology of a subject when searching databases. But many struggle with finding the terms that will return the types of information needed in an academic setting. Because of this, AI tools can be extremely powerful during the brainstorming process and in topic development.
Based on these thoughts around generative AI I will share a lesson plan that encourages first year students to think about the strengths and weaknesses of generative AI, responsible use, and how to use these tools in the development of research questions and keywords.
Brooke Gross is a Health Sciences Librarian at Western Kentucky University. She has previously presented on AI Literacy and took part in a Generative AI Community of Practice last fall.
This session will offer a few key steps for building relationships with instructors or community leaders in order to expand artificial intelligence education. One of the biggest challenges facing librarians and educators when it comes to artificial intelligence is determining where, when, and how it should be used without infringing on copyright or putting users' data at risk. Additionally, because AI is evolving so rapidly, the tools and best practices are ever-changing. This makes it more difficult to acquire dedicated expertise. Therefore, we must learn how to quickly adapt and reassess in order to successfully stay on top of these technological advancements. The purpose of this session is to help librarians determine what basic knowledge they need in order to develop AI initiatives and how they can collaborate with others to see them through. The presenter will speak from their experiences using AI in college classrooms and initiating conversations about AI ethics in academia, highlighting ways in which librarians who have not yet delved deeply into the world of artificial intelligence can still facilitate important learning and discussion.
Autumn M. Johnson serves as the Special Collections Librarian and Assistant Professor at Georgia Southern University, where she oversees instruction, outreach, and reference efforts for the Zach S. Henderson Library's Special Collections. She earned her Master’s of Library and Information Science from the University of South Carolina in 2011 and a Bachelor of Arts in History from Georgia Southern University (Armstrong) in 2009.
This poster will highlight a series of rare book instruction sessions led by an Instructional Special Collections Librarian. Students from two distinct disciplines participated in interactive classes, where they engaged in a hands-on exploration of rare books. Through guided exercises, students analyzed the materiality of rare books, considering their content, form, and the implications of these aspects on production and usage. Subsequently, students compared the physical rare books to their digital counterparts, uncovering insights into authenticity, accessibility, and usability of digital resources. This participatory approach unveiled an opportunity for students to bolster their information literacy skills, as they learned to critically evaluate digital materials they would more typically encounter in their own research. Rare books, therefore, can play a pivotal role in enhancing information literacy competencies. This experience may additionally prompt instructional librarians to integrate materiality considerations into their instructional methods.
I will be earning my EDD from West Chester University this May and have just completed my dissertation on the impact of a high school media literacy class on students' cognitive processes. I created and implemented this media literacy class, which has been running at my current school, Kennett High School, for the past two years. I have been a social studies teacher for the past ten years and am passionate about teaching high school students skills needed to navigate the digital landscape successfully.
This presentation will focus on the creation and implementation of a high school media literacy course. After seeing a need for instruction in media literacy, I proposed the creation of a new course for students at my current high school, which has been running for the past two years. The course is made up of four units and is largely built from a variety of free educational resources. Unit 1 focuses on an introduction to media and media literacy and has students focus on their own familiarity with and use of media. Unit 2 shifts to the role and impact of media and has students investigate the purpose of media. Unit 3 focuses on civic online reasoning skills, such as lateral reading and click restraint, to help students develop effective strategies at evaluating the credibility of online sources. Unit 4 gives students the opportunity to choose a research topic of their choice and investigate the topic using the skills they learned from class. In this presentation, I will focus on sharing the resources that I used to design this course. I will also share specific activities and assessments implemented into the course to give educators ideas of how they can also implement similar assessments and activities. While the course is designed as a stand-alone course, I will show ways that educators may implement lessons into their current curricula to best suit their current needs. For example, before beginning a research project, an educator may want to spend a lesson on how students can utilize lateral reading to ensure they are choosing credible sources. As my dissertation focuses on media literacy education, I wish to share my expertise with other educators to help them develop effective media literacy instruction.
Emmanuel Te (he/him/his) is an Associate Librarian at Convent & Stuart Hall in San Francisco, CA. He supports high school students with their research needs, which includes the research process for the International Baccalaureate Diploma Programme Extended Essay. Emmanuel is also a current doctoral student (EdD) at the University of San Francisco, exploring ways to connect insights from education and psychology to support information literacy instruction.
Natalie Marquez is a Reference Library Assistant at UCI Libraries and has worked at Langson Library for over 7 years. A UCI alumna who graduated in 2009 with B.A. degrees in History and Classical Civilization, she is currently taking classes towards a Master of Library and Information Services degree through San Jose State University. An active member of many ACRL committees, she has relished her time learning from her peers. Natalie’s research interests include information literacy, misinformation, citation management skills and instruction.
Generative artificial intelligence (AI) programs, such as ChatGPT, exploded onto the scene with the public release of ChatGPT in November 2022. Since then, countless articles have been published promoting the benefit of AI and the dangers it poses including threats to our jobs as information professionals and educators. However, few studies document if and how current information practitioners and institutions use AI in their work (Dessy et al, 2022; Wheatley and Hervieux, 2019; Gujral et al, 2019) . To address this knowledge gap, a LILi task force on AI conducted a survey of librarians and other information literacy professionals in Spring 2024 to learn more about their adoption of AI. The survey and its results will detail how AI is used in their work, specific AI tools used, and their comfort level and concerns around AI use. This presentation will review the task force’s findings and compare the data to broader AI surveys. The presenters will offer a few suggestions based on their understanding of their findings and time for participants to contribute their observations and insights with the same survey and a poll.
References
Gujral, Garima, et al. Perceptions and Prospects of Artificial Intelligence Technologies for Academic Libraries: An Overview of Global Trends. 2020.
Harisanty, Dessy, et al. “Leaders, Practitioners and Scientists’ Awareness of Artificial Intelligence in Libraries: A Pilot Study.” Library Hi Tech, vol. ahead-of-print, no. ahead-of-print, Jan. 2022. Emerald Insight, https://doi.org/10.1108/LHT-10-2021-0356.
Wheatley, Amanda, and Sandy Hervieux. “Artificial Intelligence in Academic Libraries: An Environmental Scan.” Information Services & Use, vol. 39, no. 4, Jan. 2019, pp. 347–56. content.iospress.com, https://doi.org/10.3233/ISU-190065.
Reagan Harper (he/they) is the Research and Instructional Design Librarian at Duquesne University in Pittsburgh, PA. He is a trans, disabled, early career librarian whose work revolves around teaching first year college students the essential research skills they need for a successful academic career. In his personal research, he is interested in Queer history and theory, folklore and cryptids, equitable education, museums and historic sites, and the use of video games in education.
People are receiving information through short videos at increasing rates between TikTok, Instagram’s Reels, Facebook’s Reels, and Snapchat Stories. This session will focus primarily on TikTok since it is becoming one of the top social media apps in the United States with TikTok reporting 150 million US users in March of 2023 (TikTok Newsroom, 2023). We will discuss how the shift from text and photos to videos is changing our students’, patrons’ and our own expectations for learning, how TikTok is designed as a platform, and why you might consider utilizing these apps in the classroom or library. As the current bills around TikTok in the United States are actively changing, it is important for us to also address the history of the “TikTok Ban”, the current legislation around TikTok, and the possible impacts of this legislation.
All prizes below donated by amateur knitter, Esther Grassian.
