Breakout Sessions

Challenging the status quo: Rethinking information literacy theories and practices

Friday, April 3, 2020, 8:30am-3:30pm
Presented by DePaul University Library and Moraine Valley Community College Library
Located at the Moraine Valley Community College campus (Palos Hills, IL)

Keynote Address

In the Name of Neutrality: What We Mean by Neutrality and What it Means for Us
Laura Saunders, Associate Professor, Simmons University School of Library and Information Science
Often, neutrality is conflated with decidedly not neutral ideals related to intellectual freedom and then set in opposition to issues of social responsibility, like challenging social inequities. Our debates on neutrality are complicated by a lack of clarity with the terminology and agreement on definitions. This talk will explore various conceptualizations of neutrality, especially as related to library instruction and information literacy, and consider how these definitions take on new meanings when applied to different aspects of our professional practice. With particular attention to how “neutrality” might be enacted in library instruction and impact physical, social, and intellectual access to information, this discussion will examine the questions that continue to incite debate in our professional community: Should we try to be neutral as professionals and in support of information literacy? Is it even possible? If neutrality is possible, is it a value of our profession? A goal to work toward, or a threat to be challenged?

Breakout Session Descriptions

A Hook to Hang your Research: 25 Questions to Include in Graduate Information Literacy Sessions
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.

Bridges to Media Literacy: Rethinking Current Events-Related Instruction
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.

Careful Librarians: Implementing an Ethic of Care in One-Shot Instruction
Michael Tahmasian, Graduate Assistant, University of Illinois at Urbana-Champaign
Helena Sumbulla, Graduate Assistant, University of Illinois at Urbana-Champaign
Many instructors recognize the importance of reflective teaching in professional development. In this session, we will approach reflective teaching from an ethic of care, which asks us to focus on building relationships with our students and addressing their actual needs. We will discuss the key components of care-based instruction along with its benefits and challenges, while providing tools you can use in your own instruction and reflection. Throughout the session, we will ask you to reflect on your own practices and to work together to brainstorm ideas for implementing care-focused teaching in ways that work for you and your students.

Consciousness, Memory, and the Self: What Neuroscience and Psychology Reveals 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.

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.

Disciplinary Information Literacy as a Tool for Outreach and Empowerment
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.

Engaging the Electorate 2020: Rethinking Our Role during Elections
Kate Lawson, Public Service Librarian, MacMurray College
Adam Cassell, Director, MacMurray College
Moving beyond fake news assignments, this breakout session will encourage participants to review past strategies and lessons used in the 2016 elections and engage in discussion to critique and improve our practices for 2020. As information professionals, we should be actively providing guidance to our communities on political issues both inside and outside of the classroom. From navigating election misinformation to countering “Russian trolls”, this breakout will recalibrate our compasses as we lead in the information front this election year.
Get involved. Please send us (@LibraryatMac , #ILSummit) your previous election oriented Info Lit ideas and material. We’ll be creating and disseminating an archive to enhance both our discussion session during the summit and fostering an engaged community of practice during Election 2020.

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.

I found it…now what?: Strategies for teaching reading and using sources
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.

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.

Playing the Long Game: Collaborating in IL Curriculum Design
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.

Preparing for Multimedia Instruction: A Reflective and Collaborative Model
Sharon Byerly, Public Services Librarian, Moraine Valley Community College Library
Hannah Carlton, Public Services Librarian, Moraine Valley Community College Library
Multimedia instruction increasingly plays an important role in academic libraries and in information literacy instructional programs. However, academic librarians often have few professional development opportunities related to multimedia in the context of information literacy instruction. We will offer reflections on a training process created for a new librarian in our media literacy instruction program and discuss broader implications for the training of additional librarians. In this session, attendees will create a collaborative list of learning and instructional strategies related to multimedia literacy as well as be introduced to podcasting equipment utilized in the program.

Promoting Critical Thinking and Civil Discourse via Structured Academic Controversy
Dave Dettman, Library Instruction Program Coordinator — Associate Professor, UW — Stevens Point — Wisconsin
Participants will hear a short presentation on Structured Academic Controversy and how it is being used in a one credit information literacy class at UW-Stevens Point before assembling into groups of 4 to simulate in one session how the activity unfolds in a one-credit Introduction to Library Resources class over the course of three class periods. The presentation will include a brief overview of structured academic controversy, learning outcomes, activity preparation, and activity directions. Participants will also learn about argument mapping as a strategy to eliminate bias. Fifteen minutes will be left at the end for the group to share their experiences and impressions regarding the place of structured academic controversy in promoting critical thinking (eliminating bias), civil discourse (a model for how to constructively talk about controversial issues), source discovery, and source evaluation.

Rethinking and reimagining information literacy instruction with an inclusive teaching and learning lens
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.

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.

The best totalitarian hellscape we can reasonably expect: Algorithms, information literacy, and the “pivot generation”
Erica DeFrain, Research Scientist and Assistant Professor, Project Information Literacy and the University of Nebraska-Lincoln
Algorithms have transformed the information landscape. Once active participants finding information in the flow of media and information, we are now deluged with how content finds us, tailored to our wants, opinions, and needs. Our identities have been reduced to thousands of personal data points. This new reality renders traditional information evaluation procedures outdated. Little is known about how students and educators are facing these challenges. This presentation discusses Project Information Literacy’s latest study on what students and faculty across the country think about how algorithms are affecting their everyday lives, and, in turn, why algorithmic literacy matters now.

Transferable Skills: An Evaluation the Information Literacy Needs of Transfer Students
Lisa Hinchliffe, Professor, University of Illinois at Urbana-Champaign
Claressa Slaughter, Research and Information Services Graduate Assistant, University of Illinois at Urbana-Champaign
Miranda Phair, Research and Information Services Graduate Assistant, University of Illinois at Urbana-Champaign
In recent years, there have been many studies examining the academic success and attainment of transfer students at four-year universities, though there have been few studies that have examined how transfer approach their research at their new university. Many transfer students have had more varied lived and educational experiences than the typical undergraduate than a student that has transferred from one institution to another. may also have a different approach to their research than a student who has followed a four-year track at the same university. The purpose of this breakout session is to share our findings from our research and create a dialog about how information literacy skills are acquired and built upon by transfer students. This session also hopes to offer grounds to build upon when developing information literacy instruction for transfer students.

Twitteracy: Understanding Twitter as an Information Resource
Abigail Sewall, Graduate Student, University of Illinois at Urbana-Champaign
Mallory Untch, Graduate Student, University of Illinois at Urbana-Champaign
What is Twitter Information Literacy? In this session participants will gain an enhanced understanding of Twitter as an informational and educational resource. Participants will leave with practical knowledge on how information is communicated, disseminated, and stored on the popular social media platform. Reviewing Twitter and UNESCO’s 2019 Media Information Literacy Handbook we will discuss the importance of Twitter in an educational setting. Additionally, we want participants to think critically about the value of Twitter as an information tool and reframe the existing conversation surrounding Twitter. The session will conclude with step-by-step guidelines on how to navigate Twitter to find relevant information.

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.

Wrestling with Pigs: The Ethical Dilemmas of Teaching Sci-Hub
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.


8:30-9:00 Breakfast and Check-in

9-10:30 Welcome and Keynote (Moraine Rooms 1 & 2)

10:40-11:30 Breakout Sessions

11:40-12:30 Breakout Sessions

12:30-1:30 Lunch (Moraine Plaza)

1:40-2:30 Breakout Sessions

2:40-3:30 Breakout Sessions

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