J.W. Jones Student Union, 3rd Floor Lobby - 8:00 to 8:45 a.m.
J.W. Jones Student Union, Ballroom - 8:00 to 9:10 a.m.
J.W. Jones Student Union, Ballroom - 8:40 to 8:55 a.m.
J.W. Jones Student Union, 9:10 - 10:00 a.m.
- Did You See What I Did? Three Steps to Effective Marketing [Meeting Room A]
- Sustaining Electronic and Print Reserves Services in the Era of the LMS [Meeting Room B]
In addition to games and fun activities, we provided an assortment of fresh fruit, granola bars, and other snacks in the Library's lobby. This table was displayed in a prominent spot so it would be the first thing students saw when they entered the library. These snacks were well received and appreciated. Our library staff heard many positive comments from our efforts to make students feel welcome during this stressful time.
A survey was placed on each of the eight activity tables to see what students thought about this event. Over a hundred students voluntarily filled out a survey. In addition, Rod Library compared and evaluated over a hundred research libraries in the United States to see what they have done in regards to de-stressing activities for their students during finals. The results were used to improve the activities we offered during our fall semester finals week. This research will present activities and creative ideas that might be useful to your library.
- Assessment in Action: A Journey toward Transforming an Academic Library's Value [Meeting Room C]
Participants attending this innovative session will gain an understanding of how the AiA program strategies could benefit their institution, learn from examples of effective and challenging cross-campus collaborative assessment projects, and create strategies for fostering institutional faculty and staff development of assessment skills.
- Social Media in the Classroom: Assessment and Evaluation [Meeting Room D]
- “Measuring That Which Is Valued”: Implementing and Managing Efficient Formative Assessment and Evaluation of Library Instruction [Boardroom]
The need for libraries to demonstrate value or a return on investment (ROI) is one of the most important organizational pressures confronting librarians today. Libraries, like any organization, must demonstrate their value to their constituents. Libraries with a teaching mission can address these realities through assessment and evaluation of instruction.
The South Dakota Board of Regents mandates information-literacy instruction for a set of general-education courses including Freshman English Composition and Introduction to Speech. The library’s instructional team, consisting of the Information Literacy Coordinator and one Instructional Services Librarian, is supported by 9 library faculty colleagues who are expected to provide instruction in these courses, which can number over fifty sections per course per semester. With multiple librarians teaching across multiple sections, there is a strong need and desire to ensure that learners and academic departments are receiving high-quality instruction. Additionally, as faculty, librarians must be evaluated at regular intervals, both by students and administrators. The library is thus under pressure to initiate student and peer evaluation.
This presentation will communicate how the University Libraries’ instructional team is implementing and managing an efficient and scalable program of formative assessment and evaluation of library teaching. Participants will learn how to create and employ classroom assessment and evaluation techniques using simple and cost-effective delivery methods that are applicable in a variety of classroom settings and situations. Tools for gathering and analyzing assessment and evaluation data will also be presented. Our findings and methods can easily be applied to libraries in different contexts that experience a need and desire to engage in measuring the libraries’ contribution to, and value for, their constituents. Presentation materials and additional value-added content will be made available through a LibGuide.
J.W. Jones Student Union, 10:10 - 11:00 a.m.
- Ch-ch-ch-ch-changes: Turn and Face the Strange ILS [Meeting Room A]
After all, ILS migrations are, hands down, one of the scariest projects a library undertakes behind-the-scenes. The specter of data loss is inescapable even when working with a trusted company, and the entire process is rife with opportunities for staff conflict and upheaval. Time spent on data cleanup, data testing, and training means that other projects and normal day-to-day tasks can be significantly delayed. A difficult project, however, does not necessarily need to be painful and most of the skills that will make a migration easier are actually non-technical.
The authors—and aforementioned novices—will discuss their perspectives of the library’s Alma implementation and the insights that they gained from this experience. The reasons why the library switched to Alma, as well as a few particulars of Ex Libris' migration process, will be addressed; however, the focus will be on the many ways in which communication, committee formation, and timing influenced everything from data cleanup to training to the project’s ultimate success.
- Throwing a Hail Mary: A Librarian Teaches Academic Success for Student-Athletes [Meeting Room B]
This was the first time this librarian had ever taught a semester-long course, and while it was intimidating at first, teaching this course has been the most-rewarding experience of her library career. Teaching this course means seeing the same students every week -- something many librarians do not get to do -- and seeing them grow and actually become college students during their first semester on campus. Working with student-athletes means building relationships with coaches to discuss student progress, and thereby forging a bridge between the athletics department and the library. Acting as an informal advisor to several students who come in regularly for guidance means pushing the job description of a librarian into new territory.
As academic success centers become increasingly common across university campuses, and extra attention is focused on special populations and the ways we can serve them, librarians may consider how to position ourselves as essential staff and faculty in this role. How can we work with academic success centers to help the students who need our support? What kinds of support do they even need? Although campus athletics and academic success programming were initially outside of my comfort zone, as a librarian, helping students came naturally. Developing and teaching this course has made me a better librarian and a more in-touch educator. Attendees of this presentation will learn about the content of a homegrown academic success course; hear the experiences and “ah-ha!” moments of a novice academic success instructor; and be given the opportunity to consider how librarians might get involved with academic success programs on their own campuses. The presentation will also give attendees a chance to think about what incoming students really need from us as educators.
- Library Publishing: What's in it for You? [Meeting Room C]
In this session, we will discuss what is meant by “library publishing” and why academic libraries see publishing as a strategic investment. As a founding member, we’ll provide an overview of the Library Publishing Coalition (LPC) and explain how the work of the LPC benefits academic libraries and other scholarly publishers. Finally, we’ll talk about publishing efforts at Kansas State University and offer some practical insights into providing publishing services at the local level.
- LibGuides Best Practices: How Usability Testing Showed Us What Students Really Want from Subject Guides [Meeting Room D]
The presenters conducted usability testing to determine if librarians and students had different expectations for guides. The LibGuides used for testing were guides currently available publicly on the library website. They were chosen because they represented the two ends of the spectrum of guides at the institution, with one being highly comprehensive and the other being shorter and offering more “best bet” type of information. Librarians were asked to complete a brief survey to determine their attitudes and preferences towards the guides and then preformed a usability test on two guides. Students completed the same usability testing but were asked different questions about preferences and usage.
Results showed where students and librarians were in agreement and where their preferences differed. This information allowed the researchers to share with guide creators what students were really looking for and to redesign guides to better reflect best practices.
- Going Beyond the "One-shot": Spiraling Information Literacy Across Four Years [Boardroom]
In the first year students begin to encounter information literacy during their orientation and this program continues through their first year seminar courses. The seminars--one in English and one in Religious Studies--include intentional and formal instruction in specific information sources. The librarians in collaboration with the seminar faculty offer this instruction. Seminar faculty embeds information literacy skills in subsequent assignments. The seminars culminate in the First Year Academic Symposium. During the Symposium, students present an argument orally, using a poster as visual aid. Peers, faculty, and library staff assess their oral presentation and poster with rubrics.
The faculty and the library staff have continued to build on the success of FY curriculum in one of the second year core courses, “Literature, Art, and the Human,” which includes formal information literacy instruction, again the product of collaboration between faculty and library staff. This course culminates in a “virtual symposium,” in which students will present their work online as part of our continuing commitment to what we call the “public demonstration of knowledge.” The work presented online is evaluated by peers, as well as faculty and library staff using rubrics.
AY 2015-2016 will mark the third year of implementation which will build on the previous two years’ success. The collaboration between faculty and library staff will continue into what will be the third/fourth year of the core experience for our students. In their third/fourth year, students will complete a capstone core seminar, which will include both intentional information literacy instruction and a final symposium, in which students will present their work publicly, work to be evaluated by peers, faculty, and library staff.
The session also offers analysis of assessment results from three homegrown tools. 1) An information literacy skills quiz completed by all full-time, first-time students as part of their orientation to Rivier University. This evaluation provides library staff and seminar faculty with a “base-line” assessment of students' information literacy. 2) Course-embedded information literacy skills assignments throughout all four years. Each seminar includes formal library instruction on specific sources and embeds this instruction in subsequent assignments. 3) Results from the evaluation of posters and oral presentations at academic symposiums with a library created rubric.
J.W. Jones Student Union, 11:10 - 12:00 p.m.
- Building a Community of Practice [Meeting Room A]
Google Scholar is a freely available tool to any researcher with a computer and Internet access. Google’s omnipresence in the world of research appeals to a number users, regardless of skill set. Indeed, the use of Google Scholar to trace citations is fairly easy and provides a relatively painless introduction to citation searching.
Web of Science (WOS) and SCOPUS are both vendor products, and as such both allow for much more powerful use of citation metrics. In addition to tracing citations, WOS allows users to examine much more in-depth examination of the journals used by different disciplines. SCOPUS allows for examination of author affiliation as well as graphs that display trends in publishing of authors and institutions.
Making sense of the options is no easy task. Librarians are uniquely positioned to instruct researchers on how to use these tools. This session will focus on helping researchers understand what Citation Metrics mean as well as how to use them effectively for their own research.
- Engineering a New Home: Creating a Repository Collection for Faculty [Meeting Room B]
However, populating the collections beyond electronic theses and dissertations (ETDs) has been inconsistent, and most faculty materials are added one article at a time across a handful of departments. In summer 2014, the Computer Science and Engineering (CSE) department contacted its subject librarian Lauren Todd about moving their technical reports from the department’s private SharePoint repository to Open Scholarship. Todd consulted with Emily Stenberg, the Digital Publishing and Digital Preservation librarian. Together with the CSE project manager and an involved professor, Todd and Stenberg formulated a plan to develop a collection in which faculty could submit their new reports and the subject librarian could administer the collection. They also developed a workflow making use of GoogleDrive to batch upload earlier technical reports from the department’s SharePoint site. This was the first collection developed in Open Scholarship for an entire department in a comprehensive manner. The scope of the collection expanded beyond technical reports to include other faculty contributions, including conference materials and published research. The CSE collection has also led to other engineering collections in Open Scholarship and extended the range of materials available in the repository.
- Teaching Citation Metrics [Meeting Room C]
In general, our program was beginning to feel dated and our students lacked inspiration to stay interested in their work. Really, who can blame them? So we asked the question, how can we get our student employees interested in the duties that we need them to perform? Our answer was to provide them with some incentive and to demonstrate the value of their work in ways that are more meaningful to them.
This presentation will talk about the decision we made to scrap our old program and create a new one that would focus on learning experiences and professional development. We will discuss how we created an interactive online experience for our student employees and moved our student employee documentation and training to an online format. The presentation will conclude with our anticipated adjustments and additions to the program including things like new positions, additional training, and our attempt to bring in more professional development aspects to continue adding value to our program.
- Be the Change or: What Happened When Librarians Stopped B*tchin’ and Did Something [Meeting Room D]
- Lightning Round
- Archives 2.0 on a Shoestring [Boardroom]
- The Library CAN Assist in Recruitment for the University [Boardroom]
- "You Want Me to Take My Headphones Off!?": A Student-Centered Transformative Customer Service Training Approach [Boardroom]
- The Value of Graphic Novels: Furthering the Cause of Information Literacy [Boardroom]
Ideas for using student employees and available digital resources to increase access and preserve your archival legacy will be presented in this lightning round. These ideas grew from increased interest in Doane College's Archives when staff and budget for making the primary resources available for research were in short supply.Student employees and available digital resources are being used to increase access and preserve Doane College’s archival legacy. No public finding aids were available for the Doane College Archives before 2013. The sole access point was the part-time Archivist who was extremely concerned with security of the collection. Digitization seemed the solution for protecting and preserving valuable and delicate artifacts, but how to do that without additional funding? Library student employees began digitizing the existing analog Box Content Inventory Lists in 2012. Updating and creating new box contents lists began in 2014 employing student employees and one staff member. Student employees were found to be very productive in listing box contents. A digitization project of photos and documents using Nebraska Memories as the storage and access platform began in 2014. Nebraska Memories is a grant funded service provided by the Nebraska Library Commission. Box content lists are now accessible using the LibGuide platform and all lists and documents are cataloged for access in the Doane Library online catalog. Revealing the Archives contents has caused both excitement and discontent.
Many universities stress the importance of recruitment to all employees and departments. This program discusses one way the McMahan Library, on Southwestern Oklahoma State University-Sayre campus, has joined forces with other departments to aid in recruitment.In 2000, Southwestern Oklahoma State University-Sayre began hosting an event in an effort to recruit students. The event, titled Timed Writing and Research Project (Timed WARP), is held every spring for area high school juniors to attend and write a timed research paper. The Language Arts department in conjunction with the library host the event with help from other faculty and staff on campus. A panel of evaluators select the top three essays, and the university awards scholarships: 1st place, $600; 2nd place, $500; 3rd place, $400.
Students and sponsors begin the day by registering in the library and enjoying a continental breakfast provided by the library. After a welcome from the dean, the head of the Language Arts department has a fun literary quiz for the sponsors to complete with the help of their students. The winners of the quiz receive a variety of prizes. Students also win prizes by answering trivia questions. Each year Timed WARP has a theme, and the students view video shorts that tie in with that theme, and a list of possible writing topics are handed out. After viewing the videos, the librarian gives a short demonstration on using databases available on the library’s website as well as checking the authority of internet sources. The students are then divided into two computer labs to begin working on their research papers. The sponsors attend continuing education opportunities provided by the faculty of the Language Arts department and the library. At noon the students break for lunch provided by the university. During lunch, students play games such as Bingo for prizes. After lunch the students return to the computer labs to finish up their research papers. When the students are finished with their papers, they submit them review, and the students return to school. The panel of evaluators review the papers in the afternoon, and selects winners. The university notifies the schools of the winning papers and returns all papers with written critiques.
Transitioning to a student-centered library model during the 2014/15 academic year, the Access Services Librarian implemented a training facilitation method where student workers develop front desk rules, customer service standards, and the desired library experience for students, faculty, and outside visitors. This presentation will highlight the transformative outcomes this training program had on the library and patrons.The University of Saint Mary De Paul Library is in a period of transition. As the library’s space and philosophy of purpose changes, library student workers are a constant source of valuable feedback as well as resources to help professional staff drive change. While revamping the library's front desk customer service training, the Access Services Librarian wanted to empower student workers to help shape the future of the library. A training program was designed to allow the student workers to discuss the overall atmosphere and experience of the library before breaking down their professional role in that experience. The student workers were then tasked with articulating front desk customer service standards, rules, and guidelines as a collaborative group. This outcomes-focused collaborative approach was well-received by the student workers and has led to a more positive, uniform approach to customer service at the library front desk. The strategies and steps employed in this training program will be shared, the lessons learned, and future training initiatives will be explored in this presentation.
A brief literature review of the use of graphic novels reveals to the researcher that the use of graphic novels has moved far beyond appealing to the visual learner. This session highlights multiple ways that graphic novels are currently used in and out of classrooms.Graphic novels have come a long way since being regarded as comic books unworthy of use beyond being a quick read by young people and relegated to an “under the counter” location. A brief literature review of the use of graphic novels reveals to the researcher that the use of graphic novels has moved far beyond appealing to the visual learner. In addition to using graphic novels to serve the recreational reading needs of children and adults, today’s educators are using them to support reading comprehension and enhance the learning process of English-language learners. They are being used to entice reluctant readers and struggling students, and to assist visual learners. Beyond building literacy into the students’ education, they support development of the multimodal skills needed for future success in the 21st Century workplace. For example, at Indiana State University the overwhelming popularity of graphic novels has resulted in the popular reading budget being redistributed to acquire a larger collection. But in a time of stagnant or decreasing library materials’ budgets, balancing need versus monetary resources can be tricky especially when not everyone supports such purchases. This presentation will highlight the multiple ways that graphic novels are currently being used in and out of the classrooms and for adults and students alike.
J.W. Jones Student Union, Ballroom - 12:00 to 1:00 p.m.
* Door Prizes at 12:30 p.m.
J.W. Jones Student Union, 1:00 - 1:50 p.m.
- Surviving the First Year in an Administrative Role: Challenges, Opportunities, and Lessons Learned [Meeting Room A]
- Teaching to the Task: Authentic Assessment and Information Literacy [Meeting Room B]
Explicitly addressing the difficulties students reported provides more relevant instruction, and a specific assignment provides a tangible context as well as providing a goal directed activity. However, instruction needs to move from the functionality of the search engines to overcoming the problems students reported encountering. This results in creating library assignments that enable students to work through refining topics, filtering results, and quickly establishing the context of their inquiry through introductory sources. Consequently, leading students through the assignment forms a framework within which emphasis can be placed on forming a context, refining the topic and key words associated with it, and filtering extraneous results through critically reflecting on the question they are asking and the source they are using to address that question. Furthermore, beginning these discussions with the results of the ILP surveys shows that problems many of our students experience are not isolated.
If the exercise is the assessment, and the assessment engages students in real-world activities, then teaching to the test actually results in developing skills to independently manage information. Through using the insights Head and Eisenberg provide in the ILP reports, and the best practices found in the Critical Thinking Community, library assignments can effectively lead students past the obstacles they reported as they acquire skills defined by the ACRL standards.
- The Effect of Short-Term Loan Price Increases on Patron-Driven Acquisitions [Meeting Room C]
- All the Wrong Places: Looking for (and Finding) Information Literacy in the Undergraduate Curriculum [Meeting Room D]
With this development, our work is just beginning. Future plans include refining the library tutorial, developing our classroom teaching skills, and implementing the new ACRL Framework for Information Literacy in Higher Education. We also plan to increase assessment by developing appropriate rubrics for faculty and by reviewing student artifacts. In its first full year, this innovative model for information literacy instruction has been embraced by the faculty and promises to be a strong and uniform foundation for information literacy for all first-year students at Creighton. This session will conclude with an opportunity for those in attendance to share their own success stories."
- Lightning Round
- Using a Murder Mystery to Teach Evaluation Skills [Boardroom]
- Collaborating with Faculty: Getting the Students In to the Library [Boardroom]
- Quick & Pretty: Designing Marketing Materials without Being a Designer [Boardroom]
- Swimming with the MOOCs: Creating Active Learning Modules for Database Instruction [Boardroom]
Too often, evaluation is introduced briefly in a one-shot session then practiced in a static lesson. An online multimedia murder mystery game engages students as a dynamic exercise of evaluation. This presentation walks the audience through the process of creating an online murder mystery to teach and reinforce evaluation skills.As games enter the classroom to engage students, an online multimedia murder mystery encourages the playful application and exercise of evaluation skills. Building on gaming in the library trends, an online multimedia murder mystery created in Articulate Storyline challenges students to evaluate information to determine the culprit. Following an introduction to evaluation in an information literacy class or a one-shot library instruction session, students are often presented with preselected websites and other materials to review and evaluate in a static lesson. Alternately, the online multimedia murder mystery’s student-paced, student-directed environment allows participants to gather and weigh visual and aural information, much the same as in the research process. A multimedia online murder mystery is a dynamic Information Literacy tutorial that can be tied into a learning management system and used as in-class activity or a homework assignment, completed individually or in pairs. This presentation walks the audience through the process of writing, creating, and casting an online multimedia murder mystery to reinforce evaluation and other Information Literacy skills.
How can we interact with students in an era of declining reference usage? By including librarians in an assignment, students must come to the library, reach out to a librarian, and learn about the needed resources on a one-on-one basis. Discover how this might be a viable option for you."We have noted a dramatic decline in numbers at the reference desk. Even after initiating chat and text reference services, the numbers still are not where we would like them to be. The question is how can we interact with students when they are not asking questions? One answer is to collaborate with a faculty member to incorporate the library into an assignment. Dr. Amber Messersmith teaches Speech 100 at the University of Nebraska at Kearney. For one of their speech assignments, students must make an appointment with a reference librarian to receive assistance locating credible sources on their topic choice. During this appointment, the librarian ascertains the level of library instruction each student requires, and guides the student through the information retrieval process. Documentation is required to show completion of the appointment.
Dr. Messersmith reported, “I am confident the quality of their sources was drastically improved by the librarian appointment requirement, and more than anything, I think the experience showed them that there are many people available and willing to help them in the library….they now know how to better research for upcoming assignments in other classes…” Research shows that attaching an assignment to library instruction increases the value of the library resources in students’ eyes, as well as lending itself to the practice of lifelong learning. By expanding our role, with the assistance of the teaching faculty, librarians can become a much more relevant resource to today’s students."
You don't need to be a graphic designer to design beautiful and engaging promotional materials! In this lightning round talk, we will discuss free, easy-to-use web-based tools that can be leveraged to quickly produce professional-looking flyers, infographics, slideshows, and more.We know that outreach and promotion of library resources and services is important, but many libraries don't have the luxury of full-time graphic designers on staff. Fortunately, many web-based tools exist to make the task of designing attractive marketing materials much easier for novices. The presenter will introduce a few tools, including Canva.com and Animoto.com, and discuss how they have been used to enhance outreach efforts at Saint Louis University.
McGoogan Library dove into the MOOC craze and created learning modules using the database PubMed. Come and learn from our experiences, as we answer the question: was it worth the time and work involved?Four Reference / Education Librarians at McGoogan, University of Nebraska Medical Center (UNMC), set out to create learning modules following MOOC-style, in order to address three issues: 1) supplement one-shot library instruction events; 2) showcase the library on campus as a key player in supporting the growing focus on online instruction; and 3) provide an opportunity for instruction even when a librarian is not embedded in a course. Focusing on PubMed, a database that serves many professional students’ information needs, the modules follow a search on blood clots in airline travel. The modules cover basic topics, including: development of a search strategy, advanced features of PubMed, and how to access full-text resources. McGoogan Library staff will discuss in detail the process involved in creating active learning modules, and share feedback from both students and the author librarians.
- Capturing the Benefits of Open Access in Interlibrary Loan [Meeting Room E]
J.W. Jones Student Union, 2:00 - 2:50 p.m.
- Reaching Faculty, Teaching Students [Meeting Room A]
Session attendees will leave with multiple strategies on how to establish and build relationships with faculty that can lead to collaboration on one-shot instruction sessions and longer partnerships. The session will also include specific ways to customize face-to-face instruction sessions and resources for online courses. This will include tools on developing learning outcomes for the class, tailoring handouts to the topic at hand, sharing resources, and evaluating the student work.
This presentation contrasts the library's Liaison and Team based models, describes the rational for our change and how the library has changed as a result, and reviews the success and challenges of the Team Service Model four years after implementation.
The University of Guelph is a comprehensive public research university in Ontario, Canada with 23,000 students and academic staff. Library service is provided from one central building by 16 professional librarians with additional technical staff.
- Scoring Library Points with Modern Board Games [Meeting Room B]
Numerous resources exist to help librarians build appropriate board game collections. As with other library materials, two key methods to promote usage of the game collection are library events and engagement with faculty members. Board game events attract visitors to campus, a fact appreciated by administrators. Fun events also draw in students and give them opportunities to get to know the library staff in a non-threatening setting.
- A Toolkit for Reframing Services for a Diverse Group: A Research Study of International Students at Illinois Institutions [Meeting Room C]
Three librarians from two institutions which have high concentrations of international students from more than 95 countries, conducted a study researching services, programming and staffing for international students in CARLI (Consortium of Academic and Research Libraries in Illinois) institutions. The purpose of this study was to identify current services, staff positions and practices that Illinois academic libraries have developed to identify the needs and expand services to meet the educational or research requirements of international students. They will share the methods and results of the research, which includes examples of best practices, the types of assessment instruments used to identify the needs of international students, how services and programs were created or adapted, and the development of new positions to instruct or serve the needs of foreign-born students. This study can assist libraries in reforming current services to international students and transforming themselves in the present information environment, while positioning themselves for future demands.
- Managing the Waves of Change: What It Took to Unify a Library’s Operation with Its New Mission [Meeting Room D]
Recently, Lexington Theological Seminary transitioned to be completely online. In response, the Library underwent changes. Hear how the Library managed the changes with a: (1) Reduction of its collection, space and budget, (2) Expansion of its online presence with electronic resources and services. Learn how it leveraged cloud-based technology to support its online users.
In 2011 I began to publish an information literacy " Quick Tips'' E-Booklet series. The booklets are used in classroom instruction and are downloadable on iPad, Kindle and Android devices. The booklets are divided into sections that address each 'threshold concept' identified within the lesson, are designed using CSS style sheets, and converted to e-book formats using Sigil and Calibre open source software. Any handout can be easily transformed from word documents into e-book format and used to teach in the classroom and made available for student download.
This session will (i) discuss how the theory of 'Threshold Concepts' impacts the organization and content of the booklets, (ii) demonstrate how Sigil and Calibre are used to format and design the e-booklets and (iii) will model an instructional learning activity in which students, played by audience members, will use the booklets in a classroom setting. A discussion of instructional design will be included, and audience members will be given booklet handouts, links to the e-booklet series, and tips on e-booklet design.
- Academic Literacies: Integrating Research and Writing into a Workshop Series [Boardroom]
To better integrate the teaching and learning efforts across the Western Libraries and Learning Commons, program partners Research Consultation, the Writing Center, and Writing Instruction Support began offering a series of research and writing workshops to writing-intensive courses. These strategy-based workshops address key dimensions of the research-based writing process and demonstrate to students how they are interrelated. The three workshops--Getting Started, Finding & Using Sources, and Revising & Editing--are set in an intentional order to encourage faculty to stage their assignments to enhance the research and writing process.
Over the last two years, the number of requests for workshop series has increased. Twenty-four workshops were offered during the first quarter the series was offered, fall 2013, and the numbers began to increase greatly the following quarter. By the end of the 2013-14 academic year, more than 1200 students had taken at least one of the workshops. The number of workshops offered increased to fifty-one in fall 2014 and fifty-three during the winter 2015 quarter. While there is no doubt the series is successful, the benefits from the workshops have been both internal and external. Participation in the workshop series has opened up a dialogue between librarians, learning commons facilitators, and teaching faculty focused on the development and revision of research-based curriculum and writing assignments. Additionally, the workshops have led to a better understanding between Learning Commons’ partners and have helped facilitate the integration of Research Consultation and the Writing Center as they move into their new Research and Writing Studio.
This presentation will outline the development of the workshop series, review student and faculty feedback, as well as some of the changes faculty made to their curriculum and assignments after they saw the benefits of the workshops. We will also discuss how it has helped staff from different Learning Commons partners better understand how they can collaborate together to contribute to and support teaching and learning across campus.
J.W. Jones Student Union, Ballroom - 2:50 to 3:10 p.m.
J.W. Jones Student Union, 3:10 - 4:00 p.m.
- Active Learning Exercises for Teaching Visual Literacy [Meeting Room A]
- Undergraduate and Graduate Services: Opposite Sides of the Same Coin? [Meeting Room B]
- Hacked! How we avoided a Search Engine Ranking Disaster [Meeting Room C]
The purpose of this presentation is to share our experience with this type of hacking, to describe its scope, to suggest how to avoid it; and if you fall victim to it, how to clean-up the mess it leaves behind in your server and in search engines.
Fast forward to 2014, and we find that Wikipedia has evolved into a very sophisticated user-created encyclopedia of information on the web that has achieved a level of credibility that the skeptics never believed possible. Wikipedia has become a sophisticated and dynamic tool that provides a rich canvas for teaching information literacy, critical thinking and knowledge creation. Drawing on the example of a class project created by a faculty member, Michael Murphy, in the Women & Gender Studies Dept. at UIS, we will demonstrate how to utilize Wikipedia to teach the core ACRL Information Literacy Standards and then some. We will provide a web site created by our savvy Educational Media guru, Kara McElwrath, that provides all of the fundamentals for bringing students, faculty and librarians up to speed on using Wikipedia as a classroom curriculum tool.
- Ghost Town Resurrected: Exposing Diverse Archival and Educational Materials through Electronic Publishing [Meeting Room D]
The project team will discuss how it used a freely available iBook authoring app to create a similar electronic book for educational use focusing on the Dearfield settlement. Dearfield was an African-American agricultural colony founded in Weld County, Colorado. The town began in 1910 under the leadership of Oliver Toussaint Jackson and briefly thrived during the 1910s. However, the terrible droughts of the 1930s compounded by the economic hardships caused by the Great Depression resulted in the complete collapse of the town. Dearfield was one of the last examples of an exclusively African-American agricultural community established in the Great Plains. These towns represented efforts by African-Americans to create self-governed communities free from the racial violence and intolerance endemic to much of the country.
The multi-media electronic book will be made freely available for mobile devices on the iBook store. The project team will also explore alternative methods to make the book available for non-mobile users. The electronic book will be promoted to local educational institutions as a free resource for teaching about this aspect of area history as well as for instruction in the importance of primary resources for research.
- How to Make your Instruction Suck Less [Boardroom]
These teaching techniques don’t come naturally to all of us. We’ve discovered them through thousands of hours in the classroom, developed them through trial and error, and validated them with educational research. Now we’ve turned what we know into a formula for you to apply to the expertise you already possess. Though we’re a lot sweeter and more ladylike than Gordon Ramsay, don’t expect us to sugar coat our recommendations. We’re not afraid to talk about what doesn’t work and the habits you should never, ever do again. Our goal is to send each participant away with practical steps for truly improving as a teacher and you can expect to take home a (virtual) goodie bag of tools to help you do that. We will also situate our techniques in the context of real classroom experiences and a foundation of pedagogical theory, and anticipate hypothetical applications.
Librarians don’t usually have the opportunity to spend time with students over an entire semester but we still have to stand in front of a group of pupils, communicate information to them, develop their skills, and do so in a way that gets them coming back for more. The techniques we will share in this session are our shortcuts to building relationships with our students in a hurry so that they become library customers for life.