2017 Information Literacy Summit

16th Annual Information Literacy Summit
From Teaching to Learning: Context and Collaboration

Friday, May 5, 2017, 8:30am-3:30pm
Presented by DePaul University Library and Moraine Valley Community College Library
Located at the Moraine Valley Community College campus


9:00-10:30 AM
Boundaries and sovereignties: Placing students at the center of information literacy
Wendy Holiday, Head of Teaching, Learning, and Research Services, Cline Library, Northern Arizona University
Using the metaphors of boundaries and thresholds, this talk will examine some of the recent discourse around the ACRL Framework for Information Literacy and the purpose of higher education. It will explore what might happen when we place students and the idea of sovereignty at the center of our conceptions of information literacy.

Keynote Discussion

10:30-11:30 AM
Moderated by, Heather Jagman, Coordinator of Reference, Instruction, and Academic Engagement, DePaul University Library
Attendees will have the opportunity to explore the ideas presented by Wendy Holliday through discussion with their colleagues. Each table will be provided with questions to foster reflection and develop applications for our own teaching practices. A larger conversation to share these small group discussions will be led by Heather Jagman during the second half of the session.

Lunch 11:30-12:30

Breakout Sessions

Teaching For All: Making Your Instruction Sessions Accessible
JJ Pionke, Applied Health Sciences Librarian, University of Illinois at Urbana-Champaign
Whether people attend our instruction sessions because they want to or because they have to as part of a course requirement, making our sessions accessible to all people, whether we are aware of their disability status or not, is something to adapt into our lesson planning from the outset. This session will focus on the discussion of making our lesson plans accessible through the use of user experience ethnography and universal design.

Engaging the ACRL Framework Through Short Stories and Drawing
David J. Brier, Social Sciences Librarian, University of Hawaii at Manoa
Vickery Lebbin, Social Sciences Librarian, University of Hawaii at Manoa
ACRL’s Framework challenges librarians to design assignments that foster enhanced engagement with information literacy concepts. This requires teaching methods that encourage students to think about content in new ways. Reading and discussing short stories provides librarians a method to discuss the meaning of the ACRL frames. Drawing enables students to explore information literacy concepts through non-linguistic representations. Participants will work in small groups on a short story assignment and collaborative drawing assignment.

Assessing the Impact of Librarian Presence in an Online Course
Jennifer Schwartz, Humanities and Social Sciences Librarian, DePaul University
Sue Shultz, Business and Social Sciences Librarian, DePaul University
Jessica Alverson, Assistant Coordinator for Instruction – E-Learning, DePaul University
Working with an online undergraduate course for adult students, DePaul librarians revised our model for embedded practice, focusing on high touch and quality contact with the students, practices understood as establishing ‘teaching presence’. Using a citation analysis of final papers, we found that our added attention to this cohort resulted in significant improvements to the student bibliographies.  This session will address the importance of instructor “presence” in the online environment as a predictor of student success, and will present practical ways to establish that “presence”  for your own online teaching.

Transforming a First-Year Writing Information Literacy Program: From Design to Assessment
Terri Artemchik, Reference & Instruction Librarian, Liaison to First & Second Year Programs, Loyola University Chicago
Jane Currie, Reference Librarian, Loyola University Chicago
Looking to revitalize your first-year writing information literacy program? Come and learn about how a new first-year experience librarian at Loyola University Chicago transformed the first-year writing library instruction program to include more active learning activities for both short and long instruction sessions. From investigation of previous instruction strategies and learning outcomes through librarian interviews to collaborative development of new, active learning activities to assessment data analysis, this presentation will take you through the journey and highlight lessons learned. Come prepared to discuss your current information literacy instruction program for first year writing courses as well as ideas to rejuvenate your program.

Charting a New Course: Lessons Learned from a Curriculum Mapping Project
Rebecca Starkey, Librarian for College Instruction & Outreach, University of Chicago Library
Julie Piacentine, E-Learning Librarian, University of Chicago Library
Curriculum mapping is a strategic process used by libraries to integrate information literacy instruction into academic programs. The University of Chicago Library began a mapping project focused on our undergraduate college. However, distinct challenges emerged in the context of our decentralized, faculty-driven, private institution. While we envisioned the project as opening the door for curriculum-based instruction, it initially raised more questions than answers. Join us to consider factors that may impact curriculum mapping, including campus culture, changing leadership, and evolving university goals. We’ll also discuss ways to find value in curriculum mapping, even when the outcome is unanticipated.

Addressing Affective Impediments to Learning: Fear and Fair Use
Sara R. Benson, Assistant Professor & Copyright Librarian, University of Illinois
Librarians often address copyright issues when serving reference patrons, presenting workshops, or guest lecturing in courses. However, when discussing fair use, affective fear often impedes learning outcomes. This session will address how librarians, as presenters of information, can acknowledge and help participants move past fears of being sued in order to access information through fair use.

Media and Information Literacy: A Case for Critical Pedagogy
Spencer Brayton, Library Director, Blackburn College
Natasha Casey, Professor of Communications, Blackburn College
Despite appeals to combine the fields of information literacy and media literacy from organizations such as UNESCO (2011) and authors including Marcus Leaning and Sonia Livingstone, the two disciplines remain siloed. Moreover, although there has been much discussion about both the varying theoretical approaches to, and camps within information and media literacy (Kellner, 2009b; Scheyen, 2015), there is little research examining its effectiveness in the US college classroom. Our research in development provides a rationale for the alliance of the two fields, a practical classroom model, as well as an examination of its effectiveness among undergraduate students. As an example, our combined media and information literacy course also aligns with two areas of the Framework for Information Literacy: Information Creation as a Process and Information Has Value. We will provide examples of practical application here as well.

Engaging Hip Hop Pedagogy to Enhance Information Literacy
Craig Arthur, Teaching & Learning Engagement Librarian, Virginia Tech
Raquel Flores-Clemons, University Archivist, Chicago State University
Alonso Avila, Early Career Librarian, University of Iowa
Hip hop pedagogy can be used to build meaningful connections with a wide range of students as well as make often abstract information literacy concepts much more accessible. Furthermore, because hip hop is a cultural movement that often reflects and interrogates the concerns of underrepresented communities, hip hop pedagogy can also be an effective way of engaging critical information literacy in order to enhance student learning and retention.

Riding the Data Wave: Teaching Nursing and Health Sciences Students How to Make Sense of Data
Marielle McNeal, Head of Teaching and Learning Services, North Park University
Healthcare professionals depend heavily on data to predict epidemics, develop interventions, avoid preventable deaths, provide quality care, and to make informed decisions. Unfortunately, nursing and health sciences students often graduate and enter the workforce with limited data literacy knowledge and skills. Librarians play an important role in ensuring that future healthcare professionals are equipped with the knowledge and skills to address real world health problems and disparities using reliable data. This session will explore the role of data literacy in information literacy instruction for future healthcare professionals. The presenter will discuss ideas and in-class activities for teaching nursing and health sciences students how to locate, evaluate, interpret, and use data to effectively answer real world health-related questions.

Finding their academic voice: Using research findings to help students enter the research conversation
Glenda Insua, Reference & Liaison Librarian, University of Illinois at Chicago
Catherine Lantz, Reference Librarian & Liaison to the Life Sciences, University of Illinois at Chicago
Annie Armstrong, Coordinator of Library Instruction, Liaison Librarian & Associate Professor, University of Illinois at Chicago
Derived from student bibliographies, research journals, and interviews, our research findings reveal students’ struggles to develop their own academic voices. How can librarians and instructors empower students to develop and express their own unique ideas, on top of the sizable task of representing and synthesizing the views of experts published in peer-reviewed journals? Are research paper assignments too demanding? What instructional interventions could be more effective for new researchers? We do not have answers to these questions. Rather, our presentation will focus on our research findings and engage the audience in small group discussions to try to uncover possible solutions.

Connecting Standards & Teaching Strategies Across K-16 Library Instruction
Cathy Mayer, Library Director, Trinity Christian College
Raquelle Brennan, Librarian, New Trier High School
Cindy Bowen, Reference Librarian, Trinity Christian College
K-12 librarians seek to align with the Common Core and AASL Learning Standards, while those in higher education utilize ACRL’s Framework for Information Literacy. Across the standards and instructional levels, common threads emerge for students, as do common struggles for instructional librarians, including: time constraints, students’ prior knowledge (or lack thereof), and learning outcomes that may not integrate with the development of students’ information literacy skills.
Join a high school librarian, a high school librarian turned academic library director, and an academic instruction librarian to discuss the common challenges and opportunities faced in the work of information literacy instruction.

Collecting and Analyzing Student Feedback on Information Literacy Instruction
Bekky Vrabel, Instruction & Reference Librarian, University of Wisconsin – Green Bay
Anna Merry, Reference & Instruction Librarian, University of Wisconsin – Green Bay
The Research & Outreach Services (R&OS) department of the Cofrin Library developed a pilot information literacy assessment project collecting qualitative feedback called a 3-2-1 Assessment. At the end of a session, the librarian asks students to reflect on the following: three things they learned in the session(s); two questions they still have; and one thing they’ll do differently when they research going forward. Participants will learn how we developed the assessment pilot, carried out data collection, developed our own coding system to analyze results, and how the department responded to the data.

Benefits, Challenges, and Outcomes of Promoting Service-Learning and Information Literacy for Business Students
Krisli Vasili, Graduate Research Assistant, Purdue University Libraries
Ilana Stonebraker, Assistant Professor, Purdue University Libraries
Service-learning, the educational practice of enhancing concepts learned by students in the classroom through participating in projects or experiences that address community needs, has gained popularity in higher education. As millennials express a generational desire to give back and corporations become increasingly interested in social responsibility, service-learning can provide a competitive advantage for an institution. In the quest to find innovative ways to integrate collaboration and context into students’ learning experiences, service-learning offers unique opportunities. This session provides insights from Purdue University’s Krannert School of Management and Purdue Libraries’ experience with evaluating their service-learning efforts and offers best practices for engaging in service-learning and communicating its value for information literacy. Come to this session to explore how you can apply service-learning to your work and help create richer learning experiences.

Practicing in public: Using online discussion boards to build a community of practice
Katherine (Kitty) Luce, Librarian, Solano Community College
This breakout session will describe how to use guided searching shared in online discussion boards to enable students to approach searching less habitually, and more consciously. We will start with a review of habit formation as it applies to student searching, move to a description of an approach to online discussion boards that allows students to share searches and build a community of practice, then discuss how this approach can be adapted to different contexts and institutions.

The Paradox of Everything: Librarianship and the Fake News Game
Troy Swanson, Teaching & Learning Librarian, Moraine Valley Community College
“Fake news” and “alternative facts” have taken center stage in recent months emphasizing the need for information literacy instruction to move beyond demonstrations of how to search databases. This session will examine the intersections of journalism, philosophy, psychology, and information literacy. Participants will discuss how instruction might be designed to fill the gaps between these disciplines and, most importantly, consider the relationship between information literacy and truth.