2018 Information Literacy Summit

17th Annual Information Literacy Summit
Teaching for Curiosity, Creativity, and Action

Friday, April 20, 2018, 8:30am-3:30pm
Presented by DePaul University Library and Moraine Valley Community College Library
Located at the Moraine Valley Community College campus

Breakfast and Check-in

Welcome (Moraine Rooms 1 & 2)
Keynote Address: Char Booth–Creative Reflection: The Critical Practice of Stepping Back
Reflective practice is the process of actively observing, understanding, and shaping pedagogy. Its associated skills include developing individual insight into the impact and practice of education through critical analysis, instructional design, theoretical grounding, and dialogue with peer educators. Also integral is gathering insight into the learner experience through meaningful assessment. Less often discussed is the role of creativity, experimentation, learner engagement, and the disruption of ingrained teaching habits and/or narratives; this keynote will explore strategies for cultivating a more holistic reflective practice in service of enriching and diversifying one’s teaching.

10:50-11:40 Breakout Sessions

  • A Creative Act Driven by Curiosity: Transforming undergraduate research (Moraine Room 1)
  • Using Images to Teach Critical Information Literacy (M203)
  • Collaborations for the Common Good: Building communities of practice (M202)
  • Teaching the Teachers: The value of threshold concepts for writing teachers and students (M204)
  • Teaching Transfer Students: Recommendations for closing the information literacy gap between native and transfer students (M210)

11:40-12:40 Lunch (Moraine Plaza)

12:40-1:30 Breakout Sessions

1:40-2:30 Breakout Sessions

2:40-3:30 Breakout Sessions

Breakout Session Descriptions

Access to hope: Liberation theology and its potential for information literacy
Andy Newgren, Reference & Instructional Librarian, Rockford University
One of Paulo Freire’s imperatives for educators is to “unveil opportunities for hope.” Recent reports highlight the wealth gap in higher education and question the advancement of social mobility for all students. Beginning with the question, “Can instructional librarians stimulate curiosity and cultivate a sense of hope that leads to commitment?” this session will look to liberation theology and specifically Gustavo Gutierrez for whom hope “fulfills a mobilizing and liberating function in history.” Participants will create a working definition of hope to inform their information literacy efforts and participate in simulations to assess the role hope plays.

Bridging the Gap: Self-paced research skills mini-course for graduate students
Patricia Hall Hurley, Reference and Instruction Librarian, North Park University
In the fall of 2017, North Park librarians ran a pilot course within the universities learning management system, for new students to the Masters of Counseling Psychology degree program, on basic research skills and citation styles. The end product was a self-paced 6 mini-lesson, 0 credit course within the university’s learning management system and in tandem with the student’s first “official” course of the Counseling Psychology curriculum. The North Park pilot course would be of interest to librarians of graduate level, non-liberal arts programs who are seeking ways of meeting both students and instructors needs for consistent instructional intervention of research and citing skills for formal academic writing without a formal library session involved.

Closing Time: Strategies for effectively using the last few minutes of a class
Lyndsay Smanz, Senior Lecturer, School of Information Studies, University of Wisconsin-Milwaukee
If you’ve experienced students packing up early for a class, then this presentation is for you! Whether teaching one-shots or credit bearing classes, this presentation will share different strategies I have used to close classes in a way that engages students until the end. More importantly, these strategies work to increase student learning and foster continued engagement with information literacy until the very end of class. This session will also be an opportunity to learn from each other and brainstorm ideas on how to effectively incorporate activities in your own lesson plan design.

Collaborations for the Common Good: Building communities of practice
Meg Meiman, Head, Department of Teaching & Learning, Indiana University, Bloomington
Meggan Press, Undergraduate Education Librarian, Indiana University, Bloomington
Working in teaching and learning is an inherently collaborative field. Whether it’s collaborating with classroom faculty or other librarians, working together is the best way to achieve a common goal. This presentation will use a case study to highlight three essential elements of a successful collaboration among Indiana University-Bloomington Libraries’ Department of Teaching & Learning and primary source collections across the campus. We will report on the results of a collaborative initiative designed to engage students in the use of primary sources, and to assess student learning in the context of primary source literacy and information literacy.

A Creative Act Driven by Curiosity: Transforming undergraduate research
Linda Miles, Assistant Professor/Librarian, Eugenio Maria de Hostos Community College, CUNY
Haruko Yamauchi, Haruko Yamauchi, Librarian & Liaison to College Transition Programs, Eugenio Maria de Hostos Community College, CUNY
Want to help students take charge of their research as a creative act driven by curiosity? Want to help students generate questions that enable them to follow their own line of inquiry within the confines of a course assignment? Want to help students learn how to mine each information source to fuel further questions and discoveries? Come join an active, hands-on session of question generation, topic refinement, and information-seeking, and take away ideas for how to help students transform their experience of undergraduate research from an obligatory checklist of deliverables into a curiosity-driven quest for information and understanding.

Creativity in Information Literacy: Lessons from the art school library classroom
Mackenzie Salisbury, Reference + Instruction Librarian, School of the Art Institute of Chicago
Larissa K. Garcia, Information Literacy Librarian, Northern Illinois University
Molly Beestrum, Library Instruction Coordinator, Columbia College Chicago
To highlight the role of information literacy in the arts, librarians often use instruction activities that draw on artistic practice. These lessons encourage creativity and help students think outside the box when it comes to their research. In this session, three librarians, inspired by the Framework for Information Literacy, share instruction activities from the art school library classroom. Learn about research poems as an index of “strategic exploration,” book sculptures that represent “scholarship as conversation,” and image concept boards that promote “information has value.” Presenters will lead participants through example activities and share ideas for adapting lessons to other disciplines.

Crushing Curiosity: How information literacy can hinder or foster student engagement
Rachel Fundator, Information Literacy Instructional Designer, Purdue University Libraries
Michael Flierl, Learning Design Specialist, Purdue University Libraries
Clarence Maybee, Information Literacy Specialist, Purdue University Libraries
Cultivating a motivating classroom environment brings a host of benefits to students. By recognizing how information literacy practices can motivate (or demotivate) students, academic librarians can target their information literacy instruction to foster curiosity, creativity, or action within the classroom. In this session, we will present findings from a recent study about the information literacy practices used by disciplinary instructors that can hinder or foster undergraduate student engagement in their classes. Participants will work in small groups to brainstorm ways to redesign information literacy instructional scenarios to promote student engagement, while drawing out student curiosity, creativity, or action.

A Curriculum of One’s Own: Designing and teaching Research Unbound, Creative Expressions of Scholarship
Annie Armstrong, Liaison Librarian & Coordinator of Teaching & Learning Services, University of Illinois at Chicago
Valerie Harris, Special Collections Librarian, University of Illinois at Chicago
In this presentation, librarians will describe how they developed their dream information literacy course in a deliberate attempt to renew their creative energy and grow as educators, unfettered by the one-shot model. Entitled Research Unbound: Creative Expressions of Scholarship, the course challenged students to conceive of research in new ways by exploring nontraditional formats scholars and artists have harnessed to communicate research findings to diverse audiences beyond the scholarly community. Instructors used techniques such as freewriting, mind-mapping, group work, and journaling to engage students in examining research materials and developing their own creative voices as researchers.

Decentering Search: A collaborative approach to creating asset-based activities
Meghan Dowell, Consulting Librarian, Beloit College
In this hands-on workshop we will discuss the definitions shaping #critlib and then use the collective expertise in the room to share and develop asset-based instruction activities. Participants will assemble a selection of items which work with their needs to create a toolbox of critical, feminist, and decolonized activities for their next instruction session. Attendees will leave with a zine containing definitions, recommended readings, and space to take notes for future brainstorming with colleagues. I encourage attendees to share their ideas before the conference (https://goo.gl/forms/KljVKXUC9ZPncccK2) and bring them to the room.

Instructional Design to the Rescue: Teaching critical information literacy within the limits of one-shot library sessions
Ladislava Khailova, Associate Professor, Northern Illinois University
With critical information literacy increasingly gaining popularity, librarians may be unsure how to incorporate related practices within the limits of their one-shot instructional sessions. This presentation tackles the issue by applying systematic instructional design principles to a sample library information literacy session for graduate education students. Specifically, the author explains how she used a needs and learner analysis to arrive at the learning goal of the students progressively understanding inherent biases and oppression surrounding research and academic publishing as manifested in the ERIC database. Her decision to achieve this learning goal through an instructional intervention centered on ERIC’s practices of subject-heading assignment and research material selection is also discussed. Session participants are presented with the opportunity to engage in a related exercise.

Mapping Information Literacy in a Studio Art Program: Using the Framework to foster research, creativity, and social consciousness
Larissa Garcia, Information Literacy Librarian / Art Subject Specialist, Northern Illinois University
Jessica Labatte, Faculty, Studio Arts (Photography), Northern Illinois University
Although curriculum mapping is a valuable way to strategize information literacy instruction efforts, it can be challenging when learning outcomes are not connected to traditional research and scholarship, such as the objectives for studio art courses. This session describes a collaboration to use the Framework for Information Literacy as a map to integrate IL learning throughout a photography program, emphasizing the role of research and information literacy in artistic practice in several courses. Presenters will also share assignments and activities designed to foster the connection between information literacy, creativity, and social justice that can be adapted to other disciplines.

May I Have Your Attention, Please: Inspiring curiosity through motivational design
Samantha Becker, Campus Engagement Librarian, Drake University
Simulating curiosity is one of the best motivating tactics for convincing students of the value of library instruction, particularly if the library session is happening in the absence of an assignment. That can seem like a daunting task for a librarian who may have limited contact with the class. Models of motivational design ask us to proceed with care and intention when considering how we motivate curiosity in students. The ARCS model, which considers motivation from the angles of Attention, Relevance, Confidence, and Satisfaction to focus the instructor on how to stimulate curiosity through the lesson.

Peer Teaching: Empowering students towards creativity and action
Frances Brady, Reference & Instruction Librarian, Adler University
Marquez Wilson, Psychology Doctorate student, Adler University
Christina Bailey-Murray, MA in Art Therapy student, Adler University
The benefits of student teachers for library instruction sessions extend far beyond freeing librarian time. Empowering students to teach allows them to express their creativity and delve deeper in their own research, thus improving both their research and teaching skills. Training and mentoring peer teachers also improves how librarians teach, as they see teaching with fresh perspectives. In this panel, a librarian and two student teachers will discuss their experiences collaborating in the peer teaching program.

Semi-embedded: Learning to ask for more without asking too much (Handout)
Heidi Anoszko, Public Services Archivist, University of Wisconsin Milwaukee Archives
Claire Dinkelman, Graduate Student Intern, University of Wisconsin Milwaukee Archives
Liberating information literacy instruction from the one-shot session mold is challenging but possible.
Learn how UW-Milwaukee Archives staff collaborated with an Africology professor to create a student-centered, multi-session lesson plan with culturally competent access in mind. Presenters will share how their reflection strategy and collaborative lesson planning enabled them to minimize barriers to student success; make efficient use of shared time and resources; construct a mutually beneficial graduate intern/Archivist relationship; and strengthen ties with a diverse academic department.
Attendees will assess a lesson plan or activity for its instructional flexibility and consider creative strategies for breaking away from the one-shot session.

Stepping into STEM: Introducing information literacy in a Tech University
Andrea Jakubas, Research & Instruction Librarian, Illinois Institute of Technology
Nichole Novak, Online Learning Librarian, Illinois Institute of Technology
This session will discuss the proactive steps taken to become embedded and/or involved with classes within the Illinois Institute of Technology, a STEM school. The session will cover the experience of overcoming teaching faculty’s resistance to allocating class time to IL instruction. The presenters will describe their experiences with an interprofessional program and the psychology department. The presenters will also discuss how working with one faculty member can create a snowball effect for working with other faculty. Librarians who would like to learn how to think outside the box when attempting to become involved with other academic departments should attend.

Teaching the Teachers: The value of threshold concepts for writing teachers and students
Kate L Ganski, Assistant Director of Libraries for User Services, University of Wisconsin- Milwaukee
Shevaun Watson, First-Year Writing Program Director, University of Wisconsin- Milwaukee
This session will engage participants in a discussion about insights gleaned from training graduate students to teach information literacy concepts to students in a first-year writing program. Our work suggests a deeper value to integrating the Framework into first-year writing courses taught by graduate TAs: both groups experienced a significant shift in information literacy comprehension, which suggests the Framework can be further leveraged to achieve pedagogical improvements in the teaching of researched writing in first-year composition programs. We will report on these findings from surveys and reflective writing collected from both first-year students and graduate TAs.

Teaching Transfer Students: Recommendations for closing the information literacy gap between native and transfer students
Jessica Alverson, Assistant Coordinator for Instruction and E-Learning, DePaul University
Jill King, Music Librarian, DePaul University
Susan Shultz, Business and Social Sciences Librarian, DePaul University
Among many other challenges, transfer students may find themselves arriving at a new institution with limited exposure to information literacy competencies and underprepared for academic-level research. DePaul librarians recently completed a year-long study of our transfer student population, focusing on their past and current experience with libraries and research. Based on our findings, we developed recommendations to work towards creating programmatic instruction at DePaul that will target the needs of transfer students. After learning about our study, participants will consider challenges and opportunities at their own institution and collaborate on ways for librarians to ensure that all students, both native and transfer, graduate with comparable levels of information literacy.

Teaching Visual Literacy: Art in the classroom
Jim Deiters, Director, Oak Lawn Public Library
Art in the Classroom is an existing and exciting program that introduces young students to visual arts and artists. These parent-led, 30-40 minute workshops enhance lessons provided by classroom teachers and enrich the visual literacy of early learners. Visual literacy empowers children with the ability to recognize cultural images, make connections in their learning, and appreciate beauty in the world. After an overview of the Art in the Classroom program and a presentation of some established lessons, participants will play the role of students in a brief art history lecture and hands-on studio experience.

Using Images to Teach Critical Information Literacy
Kelley Plass, Instruction and Research Librarian, Lewis University
This presentation will discuss the creation and decimation of a new information literacy activity for first-year students enrolled in Lewis University’s Introduction to College Experience course. The activity, created for all sections of the course, focused on the theme of our common reader “Do it anyway: the next generation of activists” by Courtney E. Martin. The online photograph, portraying a social activism event, endeavored to engage first year students with the experience of understanding the holistic nature of information and the relationship between visual information and digital text information, in hopes that the students begin to understand the consistency of critical thinking required when evaluating information, regardless of the medium.

What Don’t You Know?: Redesigning a pre-class activity to promote curiosity and strategic thinking Presentation and Discussion
Jill King, Music Librarian, DePaul University
Gregory Tong, Business & Social Sciences Librarian, DePaul Library
Jennifer Schwartz, Humanities & Social Sciences Librarian, DePaul Library
Through an assessment of our learning outcomes, DePaul librarians discovered that students were struggling to devise successful research questions early in the research process when library instruction typically occurs. In this session, participants will learn about our assessment project and how we redesigned a pre-class activity to emphasize curiosity and strategic thinking around a topic, rather than developing a research question. Our pre-class activity now better addresses the Research as Inquiry frame in encouraging students to critically examine what they “don’t know” about their topic. Join us for an interactive discussion about how librarians might promote intellectual curiosity, open-mindedness, and open-ended exploration in research instruction.