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Show & Tell

Show & Tell is our online instruction series








"The presenters were delightful and helpful!"

"It was casual, informative, and engaging." 

"10/10 would recommend." 

"I could put these ideas into practice immediately"




Welcome to LILi's Show & Tell Webinar Series!

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Online Instruction Show & Tell Series

Every other Wednesdays

10:00am - 11:00am​ Pacific / 1:00 pm - 2:00 pm  Eastern

Location: Zoom


View recordings of our past sessions!
2020-2021   |   2021-2022   |   2022-2023   
|   2023-2024 


Call for Proposals for our 2022-2023 Series

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Community agreements are collaboratively-developed documents outlining key values and guidelines for meetings and conferences or any space, online or face-to-face, where communities gather. Community agreements create an inclusive environment, and actively engage the community in which members from different backgrounds can all feel welcomed, safe, and supported. In the process of creating a community agreement values statement, a group can also build trust and begin normalizing honest discussions about organizational culture, harm, and other difficult topics.

With this agreement, LILi hopes to take steps toward making LILi a truly equitable organization and to uplift and welcome all members. Please see the Community Agreement below.

Upcoming Sessions

December 13, 2023
10:00 am - 11:00 am Pacific / 1:00 pm - 2:00 pm  Eastern

From In-Person to Online & Back Again: Converting Information Literacy Instruction Between Formats
Monica Maher (she/her)
Online Learning & Education Librarian, University of Nebraska Omaha

Continuous assessment and editing of information literacy instruction is essential to assure our students are meeting their learning outcomes. Over the last three years, especially during the COVID-19 pandemic, many aspects of our lives and jobs have been altered. It comes as no surprise then, that our lesson plans must change as well! This session will focus on one librarian’s reflections about converting information literacy instruction for undergraduate and graduate students from in-person, to online, and then back to in-person again. How to gain meaningful faculty collaboration, tips and tricks for identifying the best format for your instruction, sustainability best practices, and lessons learned will be discussed.

This session will be recorded.

January 10, 2024
10:00 am - 11:00 am Pacific / 1:00 pm - 2:00 pm  Eastern

Using asset-based teaching practices and universal design in IL instruction to create inclusive and engaging communities of learning for all students
Leslie Ross (she/they)
Assistant Professor, Instruction Coordinator at New Mexico State University Library

In the IL classroom, some students qualify to receive accommodation through their connection with disability services offices. A shortcoming of that model is that many of those students feel uncomfortable approaching instructors with their requests. Also, disability services offices often don’t allow for specific accommodations many students had in high school, like the ability to turn in work after the due date with no penalty. There are also students who do not have diagnosed disabilities and are very much in need of specific accommodations for things like situational anxiety, homesickness, or emergent substance use disorders that impact their abilities to learn and hand work in on time. I will discuss using asset-based teaching practices and universal design in IL instruction to create inclusive and engaging communities of learning for all students.

This session will be recorded.

February 7, 2024
10:00 am - 11:00 am Pacific / 1:00 pm - 2:00 pm  Eastern

Two-Shots Instead of One: Using the Flipped Classroom to Teach Information Literacy
Michelle Sanchez (she/her)
Reference Librarian at Chaffey College

While college faculty reach out to their liaison librarians with requests to teach information literacy to their classes, librarians still face the challenge of presenting a large amount of content within a one-shot session of at most fifty minutes. As a result, students have difficulty absorbing the information and recalling what the librarian presented to them during the in-class session. Therefore, it is important that cognitive offload is done in order to help students retain the information being taught.

Research on the flipped classroom model over the past five years has shown to be promising when it comes to engaging college students and getting them to remember such topics as developing search strategies, choosing appropriate databases, and how to find peer-reviewed articles. Having students watch a pre-made interactive tutorial that shows how to use specific research skills prepares them in advance for the hands-on practice that takes place during the librarian’s scheduled in-person visit.

In my proposed presentation, I will discuss my experience utilizing the flipped classroom model with a sociology research methods course. I will address the collaboration process with the requesting instructor, the creation of the interactive tutorial using PlayPosit, and student engagement with the tutorial and during the in-person follow-up class.

The session will be recorded.


February 21, 2024
10:00 am - 11:00 am Pacific / 1:00 pm - 2:00 pm  Eastern

Serving Incarcerated Youth at Juvenile Hall: Reading Together to Reduce Recidivism
Kelsey Nordstrom-Sanchez (She/Hers)
Research and Instruction Librarian at Tanimura & Antle Family Memorial Library, California State University

Are you interested in helping underserved youth in your local community? If so, this session is for you! During this session, I share my journey developing a book club for local incarcerated youth impacted by gangs and gang violence. The session will highlight creative lesson planning via incorporating art, graphic novels, creative writing, and transformative group discussions to engage youth of all ages and reading levels. In addition, I share lessons I've learned along the way.

The session will be recorded.