2021 Information Literacy Summit

Challenging the status quo: Rethinking information literacy theories and practices with a special focus on responding to the concerns of 2020

Thursday & Friday, April 29-30, 2021
Presented by College of DuPage Library, DePaul University Library, and Moraine Valley Community College Library
Held Virtually

Keynote Presentations

In the Name of Neutrality: What We Mean by Neutrality | Transcript
Dr. Laura Saunders, Associate Professor, Simmons University School of Library and Information Science 

Vocational Awe, Resilience, and the Instructor | Transcript
Fobazi Ettarh, Undergraduate Success Librarian, Rutgers Newark

Gathering with Purpose: Growing a Community of Practice | Transcript
Lisa Janicke Hinchliffe, Professor, University Library at the University of Illinois at Urbana-Champaign

Breakout Sessions and Posters

Breakout session themes: Building Capacity, Collaboration, COVID Responses, Foundations for IL, Inclusive Teaching, IL in the Disciplines, News and Media Literacy, Open Access, Technology and Tools, Undergrads and FYE

Please note: Breakout session titles link to YouTube recordings of the presentation. Additional presentation materials are available linked next to the title.

Session 1

A Hook to Hang Your Research: 25 Questions to Include in Graduate Information Literacy Sessions | Presentation Slides
Omer Farooq, Social Sciences Librarian, University of Nebraska at Omaha
Monica Maher, Online Learning & Education Librarian, University of Nebraska at Omaha

At our institution, we present information literacy sessions for graduate students enrolled in research methods courses prior to starting their theses and dissertations. In this presentation, we invite you to join us as we share our experience embedding elaborative questions in our graduate instruction sessions. Based on our experience conducting individual research consultations with graduate students and our discussions with faculty colleagues who supervise graduate students’ research, we developed this set of elaborative interrogation questions as we go over the mechanics of the literature review process and its connection to developing ideas for theses and dissertations in these sessions.

Habits of an Information Literate Mind: Integrating the Habits of Mind into Information Literacy Instruction
Laura Sheets, Reference & Instruction Librarian, Bowling Green State University
Information literacy skills can be applied to any course, discipline, or situation. As teachers of information literacy, we hope that students not only master these skills for individual assignments, but also apply them to future situations. The Habits of Mind incorporate sixteen habits that minds engage in when solving problems or applying previously learned material to new situations. In this session, after an overview of the theory of the Habits of Mind, participants will integrate selected habits with the Framework for Information Literacy and create activities and lesson plan ideas for incorporating a single Habit of Mind into their instruction.
Foundations for IL, Undergrads and FYE

Wrestling with Pigs: The Ethical Dilemmas of Teaching Sci-Hub | Presentation Slides
Chris Sweet, Information Literacy Librarian, Illinois Wesleyan University
“Don’t ever wrestle with a pig. You’ll both get dirty, but the pig will enjoy it.” Students and faculty are increasingly turning to the academic article sharing website Sci-Hub for their research needs. Sci-Hub built its database of articles using legal and illegal means. Ethical dilemmas arise when a choice must be made between multiple options that each compromise our ethics. Avoidance of the Sci-Hub issue appears to be the current status quo of most librarians. In this presentation I will challenge the status quo by comparing various professional codes of ethics against the question of whether to teach Sci-Hub.
Open Access

Enhancing Engagement in Online Information Literacy Sessions with Google Forms Activities
Danielle S. Apfelbaum, Scholarly Communication Librarian, Farmingdale State College
While a reduced number of on-site classes at the presenter’s institution have resumed since reopening from Covid-19-related closures in March 2020, face-to-face information literacy sessions have not. As such, preserving and enhancing the level of student engagement afforded by face-to-face interaction continues to present a challenge with the transition to online learning. In this program, the presenter will address how utilizing Google Forms in online instruction formats has enhanced the instructor’s ability to provide detailed feedback to students about their individual research topics and reinforce key concepts through the inclusion of multimedia elements such as static images, videos, and gifs.
Technology and Tools, COVID Response

Uncomfortable Discussions: Diversity and Inclusion in Campus Libraries
Tim Saka, Instructional Technologies Librarian, SUNY OCC Coulter Library
College campuses are more diverse than ever while their libraries remain the least diverse department on U.S. campuses, with only 12% diversity among their staff. Often, the lack of diversity among librarians — including race and ethnicity, age group, and other dimensions– distances the very communities they are committed to serving. In this presentation, I will lead a discussion of strategies and approaches that increase college library media specialists’ cultural competence, effectively engage diverse students and increase students’ sense of belonging on campus.
Building Capacity, Inclusive Teaching

Session 2

Bridges to Media Literacy: Rethinking Current Events-Related Instruction | Presentation Slides & Discussion Questions
Becca Greenstein, STEM Librarian, Northwestern University
Jeannette Moss, Political Science Librarian, Northwestern University
Anne Zald, Government Information Librarian, Northwestern University

This past summer, we worked with students in a summer Bridge program who might be first-generation college students. Their two-week class was focused on the Chicago mayoral election of 2019 and introduced students to social science methods and formulating a research question. We introduced media literacy concepts to these students using active learning. We invite other librarians who are engaged with media literacy to share their experiences and discuss best practices for working with various populations on current events.
News and Media Literacy

I Found It…Now What?: Strategies for Teaching Reading and Using Sources | Presentation slides
Becky Canovan, Assistant Director for Public Services, University of Dubuque
Sarah Slaughter, Reference and Instruction Librarian, University of Dubuque
Joe Letriz, Electronic Systems Librarian, University of Dubuque

Librarians know the research process includes steps between finding sources and creating a product, but students don’t always recognize what those steps are. Librarians from the University of Dubuque will discuss strategies for teaching often neglected “in-between” skills, like note-taking, reading scholarly sources, and constructing an evidence-based argument. Our students and faculty confirmed that effectively using sources is often challenging, so librarians developed sessions addressing this need in introductory courses across various disciplines. Attendees will encounter multiple active learning strategies for teaching “in-between” IL skills. We will also discuss student engagement, faculty buy-in, and effective instructional materials.
Undergrads and FYE

Whose Authority? Students Disrupting Systems of Knowledge Production
Mackenzie Salisbury, Information Literacy Librarian, School of the Art Institute of Chicago
Kimberly Shotick, Assistant Dean, Illinois Institute of Technology

This breakout session will showcase two examples of working with students to disrupt the traditional systems of knowledge production through instructional activities and events. Participants will be challenged to devise their own methods of enabling students to more actively engage in the information cycle while challenging what authority means. This is showcased in a variety of forms, from outreach events to collaborative lesson plans. During the session participants will share their own work, ideas, and initiatives in an open guide that will be shared after the session with library and higher education communities.
Inclusive Teaching, Foundations for IL

But How Do We Do That Online? Lessons Learned from Shifting Information Literacy Design Workshops Online
Clarence Maybee, Information Literacy Specialist, Purdue University
Rachel Fundator, Information Literacy Instructional Designer, Purdue University

Isolating due to COVID-19 brought our project to a resounding halt! Designed as an in-person workshop series, the Creating Informed Learners in the Classroom* project paired librarians and instructors at three universities to co-design student projects. The presenters will describe how they overcame challenges to successfully deliver the workshop series online. Sharing lessons learned for selecting the right tools and creating engagement in an online environment, this session will interest anyone new to designing engaging online workshops or considering developing workshops for classroom instructors.
*This project was made possible in part by the Institute of Museum and Library Services.
Building Capacity, COVID Response

Session 3

The Feeling of Knowledge: What Neuroscience and Psychology Reveal about Information Literacy
Troy Swanson, Library Department Chair, Moraine Valley Community College
Recent innovations in fMRI tools have resulted in an explosion of theories into how the brain processes information. New perspectives on the ways that the brain receives, processes and stores information are shedding light on how we learn and how we interact with information sources. This talk will look at recent neuroscience and psychology research and consider its information literacy implications.
Foundations for IL

Individual to institution – how to incorporate reflective practice into instruction
Claire Dinkelman, Research and Instruction Librarian, Marquette University
Kate Otto, Research and Instruction Librarian, Marquette University
Taylor Ralph, Acquisitions Librarian, Marquette University

This session will cover individual and collaborative methods of professional reflection. Presenters will discuss traditional and inventive ways that librarians in particular can engage in self-assessment to best integrate information literacy on their campuses in meaningful and productive ways. The presenters will use guided questions and interactive elements for attendees to discuss common barriers, ideas, successes, and failures. They will also outline how being vulnerable and carving out time for reflection has improved instruction and boosted their confidence. By the end of the session, participants will identify a reflective practice that works for their comfort level and workload.
Building Capacity

Teaching Collaborations: Utilizing Library Resources to Re-design an Undergraduate Chemistry Course
Carl R. Andrews, Reference & Instruction Librarian, Bronx Community College (City University of New York)
Dickens Saint Hilaire, Chemistry Professor, Bronx Community College (City University of New York)

In the spirit of supporting Bronx Community College’s 35 X 65 campaign, a campus-wide initiative that aims to increase BCC’s graduation rate to 35% by its 65th anniversary in 2022; and in the interest of improving retention and graduation rates in ASAP and STEM students, Professors Dickens Saint Hilaire (Chemistry) and Carl R. Andrews (Library) have partnered to implement a number of teaching and learning strategies to enhance the course and improve student engagement. This grant funded project involves adding hands on activities, a library research component, academic support from peer-mentors, a field observation assignment, and membership to the American Chemical Society. These activities promote critical thinking, professional development, scholarly communication, and undergraduate research.
Collaboration, IL in the Disciplines

Open Up: Instructional Crisis and Open Educational Resources
Jane Mason, Information Literacy Librarian, Indiana University
Meggan Press, Interim Head of Teaching & Learning, Indiana University

The transition to online learning offers many opportunities to transform our materials with new instructional modalities in mind. Libraries have the opportunity to advance and contribute to this shift in instructional delivery through the creation of open educational resources. This presentation will discuss three examples of open educational resources created within an LMS. Each of these resources is intended for a different audience and a different usage. We will discuss the opportunities and challenges of creating and using such open access materials as well as providing preliminary assessment data in consideration of the efficacy of such approaches for various audiences.
Open Access, COVID Response

Redefining First Year Information Literacy Instruction with Guided Lessons
Anthony Joachim, Instructional Design Librarian & Co-Coordinator of User Education, William Paterson University
Cara Berg, Business Librarian/Co-Coordinator of User Education, William Paterson University

Like so many other institutions, William Paterson University moved courses online in March 2020, and library instruction followed suit. While mostly seamless, adapting the information literacy curriculum for more than 1,200 students in the Will.Power first-year experience offered a greater challenge. Incorporating self-paced activities and asynchronous and live webinars, we designed content using the steps of the research project as a framework for future information literacy instruction. Lessons learned have informed later semesters, allowing for a more enhanced learning experience. This session will discuss the planning and implementation of these lessons including the challenges faced along the way.
Undergrad and FYE, COVID Response

Session 4

Developing Undergraduates’ Information Literacy Skills for Effective Research Proposals
Rebecca Starkey, Head of Research and Instruction Services, University of Chicago Library
Libraries rely on course-integrated information literacy instruction to teach undergraduates to become effective researchers. However, these opportunities depend heavily on the curriculum, faculty buy-in, and specific course assignments. The University of Chicago Library collaborated with staff of the College’s Center for Research and Fellowships to develop a workshop series framed around research opportunities to equip students with the information literacy and writing skills necessary for successful research proposals for international fellowships. While expecting to attract students seeking coveted research awards, the series was most successful with freshman hoping to expand their skills and determine if they should pursue research opportunities.
Undergrads and FYE, Collaborations

Playing the Long Game: Collaborating in IL Curriculum Design | Presentation Slides & Handout
Cara B. Stone, Instruction Librarian, Iowa State University
Erin Thomas, Science & Technology Librarian, Iowa State University
Kris Stacy-Bates, Science & Technology Librarian, Iowa State University

Have you and your colleagues ever taught essentially the same lesson plan, but both built it from scratch? We will discuss ways to maximize collaboration, build off each other’s ideas, and create centrally updated materials, springboarding off our library’s experiences. Library 160 is a required IL course for our undergraduates, taught to thousands of students each year. For consistency, the curriculum is centrally maintained, requiring us to be highly intentional and systematic when making changes to the course. We’ll share our methods for staying organized and adjusting pedagogical approaches to the ever-changing library environment, while being responsive to student needs.
Building Capacity

A Defining Moment: Covid-19 and the First 100 Days of U.S. News Coverage
Alison J. Head, Executive Director, Project Information Literacy
How did the coronavirus outbreak become one of the biggest news stories ever? Findings are presented from the 2020 Project Information Literacy (PIL) series on the first 100 days of coronavirus news coverage. Drawing on 125,000+ articles, this two-part series uses a detailed narrative timeline, interactive visualizations, and a news photo analysis showing what topics were covered, what were not, and what voices were amplified as the epic story unfolded. The Project Lead discusses how this OER, and accompanying learning resources, help instruction librarians build students’ news and visual information literacy in their teaching and with faculty across campus.
News and Media Literacy, COVID Response

Busy Work No More: Getting the Most Out of Digital Worksheets | Presentation Slides & Worksheets
Emily Metcalf, Instructional Services Librarian, Texas A&M- Corpus Christi
With 2020 came a sudden shift to online learning and an urgent need for the skills taught in library sessions. In a harried online environment, digital worksheets have emerged an easy and effective tool to utilize in library instruction. Join an instructional services librarian as she outlines her use of Google Sheets and Google Forms as instruction tools in an online program and play along as attendees develop the skills necessary to create an engaging worksheet of their own. Attendees will leave confident in their abilities to create engaging synchronous and asynchronous instruction worksheets.
Technology and Tools, COVID Response

Session 5

Disciplinary Information Literacy as a Tool for Outreach and Empowerment | Presentation Slides
Carl Lehnen, Reference and Liaison Librarian, University of Illinois at Chicago
The ACRL Framework urges attention to how information is discovered, understood, and used within communities of learning. However, when librarians present information literacy as a generic skill set that transcends particular disciplinary communities, we risk failing to connect with faculty and advanced undergraduates for whom research is embedded in disciplinary practice. How can we use an understanding of disciplinary information literacy to advocate for ourselves as information professionals and advocate for students learning to navigate the rough waters of higher education? This interactive session provides concrete methods to help identify the tacit knowledge that experts take for granted and to empower learners to overcome the bottlenecks in mastering research.
IL in the Disciplines

Rethinking and Reimagining Information Literacy Instruction with an Inclusive Teaching and Learning Lens | Presentation Slides
Molly Mansfield, Instructional Services Librarian, Dominican University
Providing a learning environment that is open for all participants to be fully engaged and respected is integral to providing an inclusive learning environment for all learners in all types of libraries. In this session, participants will learn about and engage with incorporating diversity and inclusive teaching into their lesson plans and classrooms, as well as examine the barriers that they face within their own institutions and brainstorm ways to work within them or overcome them. Thinking outside of traditional approaches to teaching and learning, the presenter will provide background and real examples that participants can use within their own information literacy lesson plans.
Inclusive Teaching

Unpacking Lateral Reading through Practice and Reflection: Articulating Metacognitive Strategies of Critical Source Evaluation | Presentation Slides
Andrea Baer, History and Political Science Librarian, Rowan University
Dan Kipnis, Life Sciences Librarian, Rowan University

Increasingly librarians are moving away from checklist approaches like CRAAP and advocating for “lateral reading” as a way to quickly evaluate the credibility of online sources. Essentially “lateral reading” is spending little time on a website and more time reading what other sources say about the website in order to quickly evaluate its credibility. While seemingly simple, lateral reading strategies are not always as straightforward as they first appear. Participants will practice lateral reading and consider ways to encourage students to bring metacognitive and critical thinking skills to using lateral reading for source evaluation.
News and Media Literacy, Foundations for IL

Virtual Library Outreach to Support PreK-12 Teachers and Students
Neil Grimes, Education and Curriculum Materials Librarian, William Paterson University
As a result of the pandemic, librarians from the David and Lorraine Cheng Library shifted its PreK-12 community outreach model from in-person to virtual. Through the course of conducting virtual visits to support the teaching and learning, Cheng librarians collaborated and navigated in a large urban school system of 52 schools in northern New Jersey. Additionally, the Cheng Library worked to support teachers and students virtually in other regional districts. Outreach efforts will be shared in the form of library instruction, professional development sessions, the creation of unique LibGuide resources, and the importance of collaboration among academic librarians.
Collaboration, COVID Response


“Can you see my screen?”: Utilizing Virtual Appointments for Remote Research Support
Amanda Hahn, Research and Instruction Librarian, Liberty University
Jeremy McGinniss, Coordinator, Research and Instruction, Liberty University

This poster will show how one academic library employed virtual research appointments as part of the library’s response to COVID-19. Specific data points highlight student demographics, number of appointments, time spent per meeting, how usage coincided with the semester schedule, and impact of link location on service availability. The poster also identifies best practices, adjustments made since implementation, and results of initial assessment. The objective of this poster is to show how other libraries can take a similar approach to adapting and maintaining services for a virtual environment.

Cut the CRAAP: Teaching Information Evaluation in the Misinformation Age
Kara Blizzard, Librarian, University of Alberta
The COVID-19 pandemic has shown the harmful effects of misinformation and disinformation, from issues around mask-wearing and physical distancing to vaccine hesitancy. Many academic librarians teach library users how to evaluate information. Checklists such as the CRAAP test continue to be central to this teaching, despite substantial evidence of the limitations and even potential harm of checklist approaches. This poster explores the prevalence of checklists in teaching information evaluation, key criticisms of these approaches, and some of the alternatives that exist. It also offers questions for reflection on our teaching practices in the context of current events.

Engaging College Students through Dynamic Virtual Programming During the COVID-19 Pandemic
Paula Knipp, Reference and Instruction Librarian, St. Petersburg College
Kassandra Sherman, Library Services Paraprofessional, St. Petersburg College

St. Petersburg College Libraries have always been student focused, and this mission continued despite the shift of almost 1,800 campus-based courses to online during the COVID-19 pandemic. The pandemic brought our staff together in ways we never envisioned and helped keep our connections with students strong during these challenging times. Programs such as Virtual Therapy Dog sessions, Stitch, Please! crafting group, Virtual Tailgating, and the Diversity and Databases series kept our staff connected to students. Attendees of this session will have the opportunity to explore innovative ways to reach and engage college students during the COVID-19 pandemic.

Find an Article With Your Favorite Color in the Title: A Virtual Library Scavenger Hunt
Erin Weber, Information Literacy Librarian, University of Tennessee at Martin
In this poster, conference participants will learn how to create their own virtual library scavenger hunt using Padlet. They’ll also learn the ways a scavenger hunt helps students practice searching. This activity is flexible, suitable for both a journalism course where students find recent news articles about Covid-19 or a nursing methods class using peer-reviewed articles. In addition to online objects, students can also “find” keywords, topic ideas, citations, or ways to get help. This activity works in a synchronous classroom, asynchronous course, or traditional in-person class. Librarians can modify the scavenger hunt for any assignment, discipline, or skill level.

A Spark in the Dark: Using Adobe Spark Web Pages to Promote Library Resources During a Pandemic
Jessica Luetger, Public Services Librarian, Moraine Valley Community College
With library closures and stay at home orders in March of 2020, many physical library resources were suddenly inaccessible, and new ways to promote digital resources were immediately needed. Librarians at Moraine Valley Community College began using Adobe Spark web pages to share digital, and eventually physical, resources that might have otherwise remained unknown to students, faculty, and community members. Adobe Spark is a free, web-based tool that allows for simple webpage design and allows for the creation of virtual book displays, online event pages, and research guides. Participants will explore ways to build these pages to promote their own resources and connect online with their communities.

Unlocking via Pivoting: The Transition of a Wildly Successful Library Familiarization Activity Online
Derek Malone, University Librarian, University of North Alabama
This poster will discuss the transition of a successful library familiarization escape room activity to a digital format for the fall 2020 semester. It will detail the transition of the escape and convey difficulties and triumphs through the process. Assessment in comparison to what was previously attained for retention of concepts will be discussed.

0 Comments on “2021 Information Literacy Summit