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New Directions in Information Fluency: Schedule

Brief Schedule

Friday, April 4

5:30-6pm - Gather in Tredway Library, north end of 2nd floor

6pm - Dinner in the Center for Student Life, 5th floor (extra cost)

7:15 - Small group tours of the CSL

Saturday, April 5

8:00-8:30am - Coffee & Registration

8:30-9:30am - Opening & Keynote Address

9:45-11:00am - Concurrent Sessions I

11:15am-12:30pm - Concurrent Sessions II

12:30-1:45pm - Lunch

2:00-3:15pm - Concurrent Sessions III

3:15pm - Closing Gathering

[return to conference home]

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Detailed Schedule: Saturday, April 5

COFFEE & REGISTRATION: 8:00-8:30am (Center for Student Life, outside Gävle 3)

OPENING & KEYNOTE ADDRESS: 8:30-9:30am (Center for Student Life, Gävle 3)

Opening
- Carla Tracy, Library Director

Students' Source Choices & Uses: Lessons from the Citation Project
- Sandra Jamieson, Director of Writing across the Curriculum & Professor of English, Drew University; Principal Researcher, Citation Project

This session will draw on analysis of papers from the Citation Project Source-Based Writing Corpus to explore the kinds of sources first-year students select as they work on researched writing and the ways they use (or try to use) those sources to write research papers. Data from other large-scale studies, such as those by Project Information Literacy, suggest some possible explanations for Citation Project findings and challenge us to help students think of research and researched writing in new ways. In order to change student thinking we first need to consider the impact of our practices, pedagogies, policies, expectations, and guidelines. Analysis of Citation Project papers suggests that if we are to replace student "quote mining" and faculty focus on plagiarism with student research that is transformative, we need to begin not with the ability to find sources, but with the ability to read and use other texts to create academic conversations around a topic. We need to move, in other words, from literacy to fluency.

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CONCURRENT SESSIONS I: 9:45-11:00am

PANEL A: To Love Locked Rooms: First-Year Inquiry and Reading [Olin 209]

"Have patience with everything unresolved in your heart and ... try to love the questions themselves as if they were locked rooms or books written in a very foreign language." - R. M. Rilke, Letters to a Young Poet

Imagining the Role of Reading in Student Research
- Lucas A. Street, Assistant Director of the Reading/Writing Center, Augustana College
- Farah Marklevits, Instructor in English, Augustana College

In light of The Citation Project's discoveries that students often use outside sources superficially in research writing, it seems when we think about teaching undergraduate research, we ought not to focus solely on source selection. Rather, we ought to teach critical engagement with sources (i.e., reading) as part of the process of students gaining information fluency. After all, reading is an act of inquiry; engaging critically with a text means asking questions that will lead to other sources. As faculty in a year-long sequence of first-year "liberal studies" courses and in Augustana's Reading/Writing Center, we have begun teaching critical reading in more intentional ways, equipping students to engage more fully with sources they are assigned and, by extension, sources they find. We'll present our approaches and involve attendees in a conversation about how faculty and librarians might work together to increase students' success in reading sources critically so they may incorporate them more meaningfully in their projects.

Learning to Love the Hunt: Changing Attitudes and Fostering Critical Thinking in First-Year Student Research
- Virginia Johnson, Director of the Reading/Writing Center, Augustana College

My many years' frustration with perfunctory, generally joyless expressions of student "research" produced at the end of my first-year college composition courses compelled me to refocus on process rather than product. Drawing on ideas of Ken Macrorie (1988) and John Bean (2001; 2011) as well as Carol Kuhlthau's (1988) discussion of the affective domain of research process, in 2005, I designed a first-year seminar course rich in provocative readings about liberal arts education (a department-assigned topic). Assignments, such as a question proposal and annotated bibliography, as well as class discussion and conferences then guided students into formulating their own research questions and paths. Ultimately this set of activities over the course of a ten-week term, I titled "The Question Quest." Each term around week 4 or 5, I provide my library liaison with the list of each student's preliminary questions so she can direct her library session to my student's needs. I have subsequently focused The Question Quest project around topics that match the annual Augie Reads book so that I have seen this research process succeed for a variety of subjects. Each student's final paper provides a narrative and self-evaluation of her or his search processes while still including citation and bibliography. Most heartening are student reports of the freedom, empowerment, and enjoyment they experienced in their quests to find preliminary answers to their self-chosen questions. I, too, find the work they produce and the skills they learn more authentic, transferable, and engaging.

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PANEL B: Keeping it Real: Librarians of High School and Early College Students Strive to Meet Them Where They Are [Olin 307]
- Beth Tepen, Librarian, United Township High School
- Charlet Key, Librarian, Black Hawk Community College
- Carolyn Mesick, Librarian, Moline High School

Comprised of librarians from local Illinois high schools and a community college, our panel will talk about the importance of connecting with our students and faculty in an authentic way, communicating the value of the information we share by engaging students through modeling, and helping faculty develop assignments that challenge students to report on information that interests them. Learn about techniques to hook students, tried and true methods to incorporate databases and web resources into the research process, and the growing prominence of articles and primary source documents in Common Core teaching.

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PANEL C: Questioning Assumptions [Olin 201]

The Rhetorical Architecture of the Database: Teaching Critical Inquiry and Discursive Practices through Research Tools
- Andrea Baer, Undergraduate Education Librarian, Indiana University Bloomington

The ever-changing, complex nature of today's "information ecologies" continually impel library educators to reframe our conceptions of and approaches to information literacy instruction. As our pedagogical praxes shift increasingly from mechanical and tool-based aspects of research to higher order skills, we are conveying to students and fellow educators that information literacy is more than a set of rote skills. Rather, information literacy involves critical dispositions to explore ideas, to develop creative lines of inquiry, and to construct new meanings and knowledge. This pedagogical shift does not necessitate that we abandon the use of research tools in the classroom, but may require framing these tools in new ways that foreground the rhetorical nature of research. While instruction centered on search mechanics may reinforce notions that information retrieval systems are neutral instruments and that knowledge is fixed and universal (rather than constructed and open for discussion), exploring information tools as cultural artifacts designed for certain audiences and purposes can help students understand the research and sources as rhetorically situated. Students, by taking a deeper look at the "rhetorical architectures" that organize various information systems (i.e. aspects of information systems that reflect rhetorical context), may engage more reflectively in their own inquiry process, while also developing fuller understandings of various discursive practices. This presentation will consider the value of framing research tools in terms of their "rhetorical architectures" and will discuss several concrete instructional approaches and activities that use this lens to foster critical engagement in research.

Liminal Librarianship: Transgressing the Threshold
- Patrick Morgan, Humanities Research and Instruction Librarian, Hope College

Librarians have lately become enamored of threshold concepts. This enchantment is so compelling that the inchoate update of the ACRL information literacy competency standards--in which "standards" have apparently been replaced with a more flexible, concept-oriented framework--depends on them heavily. The appropriateness and feasibility of the ideas behind these terms, however, have been only weakly addressed. Certainly, it makes sense to take information literacy instruction beyond a focus on skill acquisition and into the realm of the conceptual, at least if teaching librarians want their work with students to be meaningful beyond the limited confines of producing "academic artifacts" of little lasting value. If we are to do this, though, we must consider why (whether?) librarians are the appropriate guides to the greater world of information outside traditional library resources. Additionally, we must address the tension between necessary skills-based instruction and our more sophisticated goal of encouraging emergent literacies in an information universe in flux, particularly when our time in the classroom is brief and our freedom is frequently constrained by the desires of our non-librarian instructor colleagues, who often have something more instrumental in mind. This paper considers these challenges through the prism of multiple failures and fewer successes in a variety of courses in the humanities.

No Instruction Session is an Island: Integrating Special Collections and Information Literacy Instruction
- Sarah Horowitz, Curator of Rare Books and Manuscripts & Head of Special Collections, Haverford College

In addition to the growth and change seen in many libraries' information literacy instruction programs in the past decade, special collections has also grown as a classroom and laboratory for the humanities. While they involve different materials and different methods, the aims of class instruction in special collections and information literacy sessions is quite similar: increasing student skill in analyzing documents, recognizing the importance of the origin of a source, deeper critical thinking skills, and a deeper understanding of the research process, to name just a few. Often, however, these two areas of teaching remain separate, with little collaboration between research and instruction librarians and their special collections counterparts, as well as an incomplete understanding of what colleagues do. This presentation will explore how special collections and research and instruction librarians can better understand each other's programs, materials, vocabulary, and goals, as well as how they can work together to improve students' information and primary source literacies.

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PANEL D: The "Flipped" Library [Olin 302]

Pick Your Partners, Pick Your Audience: Make the Flipped Model Relevant to Library Instruction
- Kasia Gonnerman, Head of Reference and Instruction, St. Olaf College

While the concept of a "flipped classroom" isn't at all a new phenomenon in the educational landscape, its application in information literacy has emerged fairly recently. Reference and instruction librarians at St. Olaf College have joined a number of other academic undergraduate libraries in augmenting the traditional program of course-integrated library instruction with screencasting. What we have learned in the process is that the key to ascertain the relevance and vitality of a partially flipped model is partnering with both faculty and students to create and disseminate online materials, as well as determine the most appropriate audience as the materials' recipients. The screencast modules we created so far, constructed with Camtasia software, focus on teaching students core skills (developing search statements, searching the library catalog), procedures (submitting an interlibrary loan request), and areas of need identified by individual faculty (screencast on basics of legal research for the course Ethical Issues in Software Design, CSCI 263). Applying elements of flipped instruction alleviates time constraints in the classroom, varying levels of research literacy among students, and a growing portfolio of resources to cover in a single session. Typically, students are asked to watch the videos prior to the in-class session and to complete brief exercises relevant to their research assignment. Both tutorials and exercises are embedded in the LibGuide that librarians prepare for each session using exercise responses collected through a Google Form, which can be shared with the faculty member teaching the course.

Flipping the Library Tour: Using Digital Media to Engage Students in Physical Spaces
- Chris Worland, Instruction Librarian, Illinois State University

A recent PEW report states that 65% of young adults (ages 18-29) own a smartphone. Ownership of smartphones and/or mobile internet-capable devices is on the rise, as well as student expectation and preference for the use of multi-media. In many professors' eyes an introduction to the library for new students is a group tour. The difficulties of this model revolve around limited staff, time, and working with large numbers of students. The library created a series of streaming videos to meet the needs of instructors and students on campus to learn about library spaces and services and to establish a level of familiarity with the library. Staying in alignment with library goals, this model also enables students to take a level of control over their own learning while using a familiar technology. This presentation will focus on what it takes to move from a traditional model of providing a physical tour to one that uses digital media and technology as a way to engage "tourists" (new, transfer, international students, new faculty, potential students and their parents). A brief history and a look at organizational fit will be discussed, as well as available technologies, with emphasis on time, effort, software, and hardware needed, followed by campus partnerships and other potential uses. Those attending the presentation will come away with an understanding of the processes and efforts needed in the use of streaming video as an option for library tours.

Letting the Data Speak: Unintended Correlation of Two Studies
- Terry Huttenlock, Associate Professor & Educational Technology Librarian, Wheaton College (IL)
- Nancy Falciani-White, Assistant Professor, Teaching and Outreach Group Leader, & Instruction Librarian, Wheaton College (IL)

Since September the library has been administering a series of surveys based on Brookfield's (1995) critical incident questionnaire to find out what our students find most challenging during the course of their research and when they feel most engaged and most distanced in our research instruction sessions. We continue to administer the survey in a variety of subject areas in both upper-division and freshman courses where there is a research instruction session. In September we also started piloting a "flipped" model for 50-minute library research sessions in an upper-division biology research course using Guide on the Side, a tutorial product developed by the University of Arizona Libraries. A survey, also based on the critical incident questionnaire, was administered soliciting feedback about the research session and students' experience with the tutorial. This presentation will discuss the survey instruments and why we feel these open-ended questionnaires are effective instruments, allowing libraries to be proactive rather than reactive in addressing issues and challenges with research and instruction. It will also explain some of the preliminary results of this ongoing study and how the data from both studies are unexpectedly revealing similar issues. These assessments suggest the need to re-conceptualize our support and instructional methods and significantly change our pedagogy in light of students' changing information behaviors. **Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

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PANEL E: Working with Information [Olin 202]

The Process of Information: Using the Information Cycle to Make the Research Process Relevant in a Credit Information Literacy Course
- Amanda Clossen, Learning Design Librarian, The Pennsylvania State University

Librarians are all aware of the information cycle, but it often falls through the cracks in information literacy instruction, overshadowed by more pressing practical concerns. This session will demonstrate how the information cycle was taught in a half-semester, for-credit information literacy course, as an integral part of the research process: showing students how certain types of information are created, and simultaneously how to find and then evaluate said information. Strategies such as visualizations, assignments, and potential ways to translate these tasks into one-shot information literacy sessions will be shared. After attending the presentation, attendees should feel empowered to include the information cycle as part of the research process in their own courses.

Writing with Sources: A Journey and a Destination
- Katie Hanson, Assistant Professor of English and Education, Augustana College

Once students have located credible and useful sources, they need to be taught how to use the resources effectively and incorporate source material into a paper with integrity. By focusing on reading and writing strategies related to summarizing and synthesizing information and offering feedback on drafts, we can reduce plagiarism and patch writing in student papers. Once students understand why they need to use sources carefully, they need strategies to learn how to do it and how to break bad habits they may have fallen into. This session will describe student-tested strategies and assignments related to the careful reading, note-taking, and quoting/paraphrasing/summarizing skills that are necessary to the process of writing a paper with sources. If research and writing with resources is taught explicitly and supported directly in the classroom, students can make the journey through the research paper process with confidence and avoid the pitfalls of plagiarism.

Looking Back to Move Forward: Using Student-Created Pathfinders for Understanding Information Source Types
- Eric M. Y. Leong, Information Literacy Librarian, Wartburg College
- Helen R. Leong, Director of International Student Services, Wartburg College

Knowing your sources is a critical research skill. The internet has served as a democratizing conduit of information, but a challenge that arises from having so much information is, in fact, identifying what the information actually is. We have all heard too frequently the common citation of "I found it on the internet." This presentation will share the successes of student-created pathfinders as a tool in teaching the research process. Developed in place of a traditional annotated bibliography assignment for a first-year seminar course, the pathfinder's format challenged students to identify and appropriately use various sources of information, and organize the information into main themes within a broad research topic. Students complete the pathfinder project as a group, then build on that research to complete an individual research paper on a focused sub-topic. In addition to instructor-librarian collaboration on the assignment design, the librarian provides a one-shot class session to introduce an online course research guide (or pathfinder) and conducts required group consultations during the pathfinder stage. Voluntary individual consultations typically follow as students dig deeper into the original topic for their research papers. The pathfinder assignment is an effort to develop undergraduate research skills to the basic level of identifying a source of information. With this simple, yet critical, skill, students begin to bring order to the information universe they must navigate as students, and also as information creators and consumers outside of academics.

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CONCURRENT SESSIONS II: 11:15am-12:30pm

PANEL A: Integration of Information Literacy and Writing in the Disciplines: An Interim Report from Illinois Wesleyan University Faculty [Olin 209]
- Chris Sweet, Information Literacy Librarian, Illinois Wesleyan University
- Karen Schmidt, University Librarian, Illinois Wesleyan University
- Mary Ann Bushman, Writing Program Director & Associate Professor of English, Illinois Wesleyan University
- Diego Mendez-Carbajo, Associate Professor of Economics, Illinois Wesleyan University
- Meghan Burke, Assistant Professor of Sociology, Illinois Wesleyan University
- Crystal Boyce, Science Librarian, Illinois Wesleyan University

In 2012, Illinois Wesleyan University was awarded a substantial three-year grant from the Andrew W. Mellon Foundation. The grant has the following primary objectives: 1. To embed the teaching of information literacy in the curriculum through two interrelated efforts: by developing the expertise of instruction librarians in information literacy, and by promoting collaboration between instruction librarians and teaching faculty within the disciplines. 2. To provide a curriculum that not only introduces students to the requisites of writing in their disciplines, but also equips them with the skills to engage with scholarly resources in an informed and meaningful way. To date, we are two-thirds of the way through the grant period. During that time we have had some runaway successes as well as some unexpected challenges. The grant was specifically designed to foster close collaborations between teaching and library faculty members. To this end, the grant has funded a number of collaborative course and assignment revisions. The grant has also been used to offer professional development opportunities for IWU faculty in the areas of information literacy and writing in the disciplines. Expansion of our writing tutor training program to include a more robust information literacy component is another aspect of the grant. The presenters on this panel will consist of: the IWU University Librarian, the Writing Program Director, library faculty members and teaching faculty members. Each will comment on various aspects of the grant including: grant administration, professional development initiatives, collaborative course/assignment design, successes, and challenges.

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PANEL B: A Developmental Approach to Teaching Scientific Inquiry in Psychology [Olin 307]
- Shara Stough, Assistant Professor of Psychology, Augustana College
- S. A. Fenwick, Professor of Psychology, Augustana College
- Mark Vincent, Professor of Psychology, Augustana College
- Jessica Schultz, Assistant Professor of Psychology, Augustana College
- Rupa Gordon, Visiting Assistant Professor of Psychology, Augustana College
- Jayne Rose, Professor of Psychology, Augustana College

Our department uses a three-tiered curriculum to teach students about scientific inquiry. At the most basic level, students in our introductory course learn how to read primary research articles. In this assignment, they learn to identify the major sections of an APA style article, and how to find important information (e.g., hypothesis and independent variables) from the various sections. At the second level, in our 200-level research methods course we teach students to approach the research literature using successive searches. We also emphasize the use of research articles to develop a logical argument for an hypothesis. In addition, students learn the finer points of APA style in this course, while building on writing skills introduced in LSFY (e.g., how one structures prose within and between paragraphs). In the third tier, we hope to develop our students' abilities to think scientifically. While these upper-level courses differ somewhat in their approach, all involve teaching students to read primary articles deeply, to think critically about methodology and conclusions, to develop alternative explanations, to propose additional research, and to fundamentally see scientific research as a process, not as a content domain. These upper-level courses also build on and reinforce the knowledge imparted in their research methods classes. Students are expected to learn about the research methodology and content particular to the subdiscipline covered by these various upper-level courses. Perhaps most importantly, by the end of this process we hope that our students learn to think scientifically.

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PANEL C: Connecting Off-Line [Olin 201]

From Artifact to Activity: Shifting Perspective in Special Collections Instruction
- Morgen MacIntosh Hodgetts, Special Collections Instruction Librarian, DePaul University

Special Collections departments and collections have been likened to "laboratories for the humanities." If that metaphor is to hold, then these "laboratories" require active investigators and researchers, engaged in common, complementary, or singular pursuits in the reading or instruction rooms. How can special collections librarians and archivists create student-centered learning environments in a setting that is historically structured to reduce the handling of materials and privilege the expert over the novice? How can special collections instruction demystify the process of archival research while maintaining some of the magic of the unique materials? And how should special collections librarians work with faculty who revere the physicality and symbolism of an item over the content and context?

This presentation will cover the first nine months of a revised special collections instruction program--from departmental workflows to tiered "menus" for instruction components to reflections from faculty and special collections librarians involved in the instruction. This presentation is geared toward institutions who seek to better integrate their special collections into the curriculum, and it will address the very practical components required to implement student-centered special collections instruction that is responsive to faculty, course, and discipline-specific learning outcomes.

Making Sense of Past Places: Faculty and Special Collections Help Students Understand the History of Where They Live
- Brian Leech, Visiting Assistant Professor of History, Augustana College
- Matthew Fockler, Fellowship Instructor, Department of Geography, Augustana College

Partly because students are now, to some degree, "digital natives," they have come to believe that all information is available online. They therefore have little understanding of other ways that they can gain knowledge about a place, particularly if asked about its history. This paper will showcase two courses at Augustana College that have instead encouraged students to use old maps and print archives, with which they typically have little-to-no familiarity, as well as visits to the places they are researching, as ways that they can come to know a place without resorting to Google. In each of these courses, an historical geographer and an environmental historian separately collaborated with Augustana College's Special Collections to help students gain an historical sense of nearby places. In each course, students were assigned specific spots on the nearby landscape and then asked to learn more about their spots' pasts. Both the geographer and historian will discuss how they slowed down the research enough so that students knew that the process was as important as the product. Getting students to feel closely connected to their campus community and to the community surrounding campus has many positive effects--from improving student retention to strengthening town and gown relations--so hopefully these course projects will inspire new learning opportunities grounded in documents that students can touch and real-life places that they can experience.

Research in the Real World: Information Fluency and Civic Engagement
- Michelle Twait, Academic Librarian, Gustavus Adolphus College

In 2007, Gustavus' traditional public speaking course was restructured and renamed "Public Discourse." The new name reflects the course's emphasis on argument, advocacy, speaking, and writing. More significantly, the course gives students the opportunity to participate in immersive civic engagement by asking them to identify an important issue or problem that impacts their community. Students spend the semester researching the issue, investigating ways to address the problem, and developing a plan of action. The course has received two awards (in 2012 and 2013) from the National Communication Association as a model of best practice for other programs and for its innovative curriculum. The students' research requires them to go beyond their comfort zone (i.e. Google) and (gasp!) talk to people in their community. Through an instruction session and individual research consultations, librarians help students learn how to navigate the information landscape and identify the key players and resources in their chosen communities. Michelle Twait, the library's liaison to the Communication Studies department, will describe how the curricular change has impacted her work with Public Discourse faculty and students.

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PANEL D: Incorporating Technology [Olin 302]

Metrics for Managing the Literacy Learning Process
- Sean Cordes, Associate Professor, Western Illinois University

The digital explosion has transformed tasks such as gathering, organizing, and presenting information. Further, research is beginning to show students have differing levels of technology ability when performing academic work. Rapid change, evolving technology, and emerging skills for managing modern information suggest easy, effective ways are needed to gather formative assessment data to improve literacy instruction. In this session, three published studies are used to show how action research can be used as an easy, effective transformative assessment tool to better understand and improve student information skills. The first study identifies challenges students face when building multimedia web sites. Using Flanagan's critical incident technique and existing information and technology standards to benchmark student performance, the research provides understanding of how students manage challenges when creating information products in the cloud. The second study uses usability measures to gain understanding about how useful and usable learners feel search systems are in general, and which search tools are most useful and easy to use. The research shows how quantitative information can be easily collected and used to inform instructors and system designers about where learners need help using search technology, and why and when they prefer one tool over another. Finally, a look at student perceptions of the decision-making process in virtual groups informs how learners exchange information, develop feelings about group fairness, and foster strong group climate. The study helps shed light on factors that lead to more accurate group decisions, more effective collaboration, and positive feelings about the group.

Integrating Statistical and Visual Literacy through an Infographic
- Lyndsay Smanz, Lecturer in the School of Information Studies, University of Wisconsin-Milwaukee

This presentation will share a successful unit and project that can be used as part of a credit-bearing class. The unit seeks to combine some of the learning objectives of statistical, visual, and information literacy by having students create an infographic. Students are first introduced to the idea of what statistics and data are and how to understand them, before talking about finding them. Students are also introduced to the topic of visual literacy and the importance of communicating through visual means. Students are then tasked with finding statistics or data related to a research topic that they will then use as the basis to create an infographic. Using any program/software of their choice, students then create an infographic that will be shared with the class. This project can lead to good discussion about citations and giving credit to information sources and visuals that are used. It also allows them to be creative and get familiar with some new technologies and software. The presentation will also offer ways to adapt this type of project to smaller time frames or without a graded assignment component, along with ideas about how to assess student learning through this project.

We Met Online: Connecting First-Year Students with Academic Library Research via Twitter & Wikipedia
- Alexis Shpall Wolstein, Instruction Librarian, Illinois State University

Freshman students often have difficulty looking beyond the Open Web resources with which they are familiar when first approaching academic research. Additionally, they are often unaware of or intimidated by the myriad of library resources available to them. By making connections between the Internet tools students are accustomed to using and the academic research process, librarians can illuminate research skill sets that students may be unaware they already possess. The first-year program learning outcomes of a midwestern university library focus on integrating students' current research strategies with higher education research strategies and utilizing source evaluation techniques to determine the credibility and relevancy of a specific source. These outcomes make first-year courses an ideal setting for implementing learning activities that focus on bridging students' pre-existing information skills and more information fluent academic research. This presentation will focus on using readily available Internet tools, such as Wikipedia and Twitter, to assist in communicating the importance of critical thinking and information fluency to students in one such library teaching session. Attendees will learn about hands-on class activities used in a first-year introductory speech course to improve student engagement and retention of strategies including determining a feasible research topic, familiarizing themselves with their chosen topic, and then evaluating the relevance and credibility of possible sources.

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PANEL E: The Big Picture [Olin 202]

Training for the Future of Information Literacy and Fluency
- Nicole Cooke, Assistant Professor at the Graduate School of Library and Information Science, University of Illinois

The future of information literacy depends on the passionate and prepared library professionals that deliver instruction in our libraries. How are these professionals trained and how do they maintain and enhance their skills? Information literacy and instruction librarians have many ways to maintain and enhance their skills through professional development offerings such as conferences and residential workshops; learning is also possible through informal means such as journal reading and social networking. However, this is very dependent on the discretionary time, funding, and motivation of librarians already in the workplace. This paper and session will argue that more emphasis needs to lie with formal training and education in library and information science (LIS) graduate programs. Aspiring librarians should have a solid foundation and understanding of teaching, learning, and presentation skills before entering the workforce. LIS curricula across accredited programs vary greatly in terms of requirements and offerings related to library instruction. The preparation of LIS students can be enhanced if consistent collaborations between LIS faculty and practicing librarians can be fostered. This kind of collaboration will enable a meeting of theory and practice and pave the way to having more librarians ready, willing, and able to teach upon graduation. This kind of collaboration will facilitate the development of information fluency in library professionals, and ultimately the information fluency of library learners.

Establishing an Information Fluency Plan for Navigating the Changing Instruction Landscape
- Jennifer Sharkey, Associate Professor & Head of Information Use and Fluency, Illinois State University

As a profession we are recognizing that the traditional information literacy model of find, use, and evaluate is no longer effective within our current information environment. Students are expecting more from their higher education institutions both within and outside the classroom. Libraries are exploring different ways to connect and teach students in a meaningful way. The very nature of instructional models within academic libraries is being examined and rethought as librarians question the effectiveness of the single one-shot session. Successful, robust one-shot models increase strain on staff and time resources. Subject librarians with successful partnerships with one or two departmental professors wonder how to reach all students in a specific major. Instruction departments often struggle with where to focus energy for developing partnerships. Establishing a broad reaching plan that is scaffolded and focused on competencies and outcomes can help navigate the many questions and issues that arise when determining next steps for an instructional program. The process to implement this type of plan, and in particular one focused on information fluency rather than information literacy, can seem overwhelming and a daunting task. This presentation will discuss the process used to develop and implement an information fluency plan at a medium-sized midwestern institution. Attendees will learn about the scaffolding techniques used to target unique student groups, the local information fluency definition and outcomes used for the framework of the plan, and how information fluency and the plan are being linked to various campus initiatives.

Embedding into a New Core Curriculum
- Cara Stone, Faculty Development and Instruction Librarian, Grand View University
- Dan Chibnall, User Services and Instruction Design Librarian, Grand View University

In this presentation, attendees will learn about Grand View University's implementation of our embedded librarian model. Librarians at GV adopted this model beginning in the spring of 2009 in order to improve information literacy skills with students across the curriculum. This approach has been used in different departments, with both introductory and advanced classes, to successful reviews from students and faculty. This success led to the model's evolution and expansion. Two years ago it grew to include all sections of Grand View's newest three-credit freshman course, Core Seminar I. Prior to the existence of Core Seminar I, freshman students received information literacy lessons from librarians only at the request of their introductory English course instructors. This older method created a problem due to the fact that librarians would encounter students at the upper level who had little to no information literacy training or overly repetitive lessons in different classes. With the new model, each seminar class has its own personal embedded librarian. Each librarian works closely with the faculty member to create information literacy assignments, activities, and assessments so all freshman students are receiving balanced coverage of these skill sets. Presenters will discuss how using this method helps students apply information literacy skills throughout their first year and beyond, as well as develop stronger relationships with their academic librarians.

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LUNCH: 12:30-1:45pm (Center for Student Life, Gävle 3)

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CONCURRENT SESSIONS III: 2:00-3:15pm

PANEL A: Cultivating the One-Shot: It Takes a Village [Olin 209]
- Kate Hinnant, Assistant Professor of Research and Instruction, University of Wisconsin - Eau Claire
- Jill Markgraf, Professor and Head of Research and Instruction, University of Wisconsin - Eau Claire
- Hans Kishel, Assistant Professor of Research and Instruction, University of Wisconsin - Eau Claire

This panel of three will present on the collaborative "Lesson Study" process used by the UW-Eau Claire library faculty in re-conceptualizing "one-shot" library lessons. Librarians collaborated with faculty from the campus writing program, science disciplines, and nursing. The panel will comprise three librarians, one of whom was a writing instructor during this process. Panelists will discuss the process of Lesson Study, strategies for getting faculty interested in collaboration, and the effect of the collaborative process on participants from both the academic departments and the library. They will outline the critical processes of sharing objectives and expectations, developing criteria to winnow them down, creating a lesson plan, and revising it based on assessment. After paring down the "One-Shot," it became clear that some of what had once been crammed in the library lessons needed to be reframed and recast as prerequisites for the lesson or as activities and learning objects. Panelists will discuss the development of several of these supplementary "extras" used by the campus writing program, using the rhetorical framework from the course curriculum as a way of helping students understand the evaluation and selection of sources as an intrinsic part of college level research. Panelists will present the library faculty's expansion of "Lesson Study" to develop "tiered" lessons scaffolded into an entire curriculum. They will share the ways in which the process itself has led to greater communication and understanding with some departments that have not had traditionally strong relationships with the library.

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PANEL B: Perfect Storm: Aligning Multiple Expertises to Improve Information Literacy Threshold Concept Learning at the First-Year Level [Olin 307]
- Natalie Tagge, Instruction Librarian, Claremont Colleges Library
- Barbara Junisbai, Assistant Dean of Faculty, Pitzer College

Following a recommendation from the Western Association of Schools & Colleges accreditation body (WASC), the Claremont Colleges Library's new Instruction Services department embarked on a plan to further integrate information literacy (IL) into the academic programs of the seven campuses it serves. At the same time Pitzer College, an undergraduate liberal arts college founded in the 1960s with an ethos of strong faculty autonomy, was contending with WASC's inclusion of information literacy as a core competency. Pitzer's First Year Seminar (FYS) program, the only course required of all students attending Pitzer College, was also experiencing internal and external pressures to re-envision and reinvigorate. This scenario provided the perfect opportunity for collaboration between a team of staff, faculty, and librarians devoted to threshold competency development and its assessment: the FYS coordinator, the head of the Writing Center, the Director of Assessment, and Instruction Services Librarians. Using quantitative and qualitative data and the unique perspectives of the FYS coordinator and one of the librarian leads, we will explain how we leveraged different types of expertise and unique understandings of the college's culture to increase student IL and writing skills, as well as augment student and faculty satisfaction of the program within a short, two-year time frame. Any attendee will gain insight into how to seek out IL advocates on their campuses to develop inclusive communities of practice devoted to increasing student information literacy, critical thinking, and writing skills.

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PANEL C: Physical and Digital Humanities [Olin 201]

Case Study: The Swenson Center Archives Orientation ("But What If I Don't Read Swedish?!")
- Lisa Huntsha, Archivist/Librarian, Swenson Swedish Immigration Research Center, Augustana College

Thanks to the Google phenomenon and years of keyword searching, millennials have excellent resource discovery skills. But what happens when they actually encounter these sources face-to-face? What happens when these sources are archival materials, and they have to make a trip to the archives? And, further, what happens when these sources are in a language other than the students' native one? The Swenson Swedish Immigration Research Center, a national archives and research institute for the study of Swedish immigration to North America, faces these challenges when encouraging Augustana College students to use the Center. Largely consisting of Swedish-language materials, the Swenson Center has developed an orientation program to help combat some of the common barriers faced by student researchers. Our class-length "quick and dirty" program gets students looking at and talking about materials with one another. Students are faced with unfamiliar formats and languages as they move through our program, and are thus forced to discover new ways of engaging with these materials. Our collaborative approach assists students in developing skills to understand the value, credibility, and context of a source, even while facing language barriers. The Swenson Center's goal with this approach is to help students develop critical primary source literacy skills they can take with them to future research situations.

Something Old, Someone New: Introducing Archives to Millennials
- Jeff Jenson, College and Lutheran Church Archivist, Gustavus Adolphus College
- Michelle Twait, Academic Librarian, Gustavus Adolphus College

Archives are intimidating places for many people but especially students. Undergraduates might understand the basics of using a library from childhood visits or previous instruction during elementary and secondary school, but very few truly understand the meaning of an archives. They may have familiarity with primary sources, but few possess an understanding of archival research. How can we reach millennial students who navigate their smartphones with ease but have trouble reading cursive? How might we promote archival collections across campus to create unique learning experiences that will benefit students long beyond their current courses? This presentation will describe the use of archival sources in a creative writing course, a Communication Studies assignment, and a genealogy class. In addition to using primary sources as inspiration for an original work of fiction or to research community advocacy groups, these experiences give students the opportunity to learn about how primary documents relate to secondary sources and the chance to discern audience, creator, date, tone, and historical context. This session will provide examples of ways to connect students with historical records and observations on working with teaching faculty to create engaging assignments. The presenters, an archivist and a librarian, will discuss the trials and tribulations associated with assisting large groups of nascent researchers.

Don't Know Much About [Digital] Humanities? Bringing DH to the Desk
- Katherine Ahnberg, Graduate Assistant, Indiana University Bloomington
- Ryan P. Randall, Graduate Assistant, Indiana University Bloomington

Two hallmarks of librarianship are addressing patron needs and adapting as these needs shift. As such, it stands to reason that libraries are becoming increasingly active with digital humanities, in order to better serve and understand patrons as well as to produce digital humanities works from a library perspective. At present, Indiana University is undergoing voluntary cross-training in preparation for the IU Scholar's Commons; this process has raised many universal questions for public service librarians who interface regularly with teaching faculty. In this paper, we survey a few of the most prominent spaces for digital humanities in libraries and present a primer on how to pursue trends in digital scholarship. Drawing from the foundational work of institutions such as Columbia University, University of Maryland, and the Oxford University "Digital Humanities Summer School," this paper seeks to outline tangible best practices for academic libraries of all sizes. Having conducted a literature review, it is clear that non-traditional publications (primarily blogs) have become the mainstay of scholarly communication practices in this field, a topic which will be addressed in this paper. With an accompanying resource guide handout, we hope to assist public service professionals in adapting this information about this rapidly growing field into their practice of librarianship. Additionally, this handout will offer resources for learning more about academic libraries currently implementing DH-oriented service, as well as information on training student workers to better aid digital humanists.

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PANEL D: Productive Collaborations [Olin 302]

Beyond the Citation: Introducing Students to Scholarly Research and Writing through Strategic Collaboration
- Valerie Forrestal, Web Services Librarian & Assistant Professor, College of Staten Island/City University of New York

Working together, reference librarians and writing center professionals can provide students with a richer understanding of the research-writing process, going beyond plagiarism avoidance, and focusing on the value of scholarly thought through exercises that focus on topics related to academic integrity, scholarly peer review, critical evaluation of information, and information source selection, not only within the library's collection, but across all available information sources. Such collaborations seek to marry the research and citation process, which traditionally lies within the library's realm, with the topic formulation and paper-writing processes, traditionally the province of the writing center. By joining forces, you can share expertise and teaching strategies, and promote both departments to professors and students who may have used only one or the other in the past. In offering these sessions over a 2 year period, they became hugely popular among upper-level humanities courses, with 100% of professors who agreed to offer the session to their students requesting it again the following semester.

Incentivizing Momentum: Using Extrinsic Motivation to Facilitate Faculty Collaborations in an Information Fluency Program
- Benjamin R. Harris, Associate Professor & Information Literacy Coordinator, Trinity University

A recent publication by a Trinity colleague in College and Research Libraries News reported on the "intrinsic motivations" of faculty members as they participated in library programming to integrate information literacy/fluency learning outcomes and assessments into their courses. This article did not discuss the "extrinsic" factors that influence faculty participation (i.e., monetary stipends). This presentation will contend that intrinsic and extrinsic motivation must often be combined so that information literacy/fluency educators can expand IL/IF education in their institution's classes and curriculum. The speaker will focus on four library efforts (learning communities on information fluency-focused topics, an ethnographic research project to better understand faculty and student uses of the library's collections, a curriculum mapping project, and workshops on integrating and assessing IL/IF in courses) that employed different types of extrinsic motivation to encourage faculty participation.

Critical Inquiry Ambassadors: Building Bridges across General Education
- Alexis Shpall Wolstein, Instruction Librarian, Illinois State University
- Chris Worland, Instruction Librarian, Illinois State University

The goal of many general education programs is to create a cohesive foundation for students to build upon as they progress through their undergraduate careers. Unfortunately, because different departments and campus units are often siloed, this creates a disjointed learning experience for students and can lead to territorialism between departments. This can also lead to further challenges when identifying common threads among general education classes. Finding a way to connect courses and create a more conducive environment for knowledge transfer can seem even more daunting. At a midwestern university, the Critical Inquiry Ambassador (CIA) initiative was piloted in Fall 2013 as a way to learn about how three different campus departments--Speech, Writing, and Library Instruction--incorporate similar goals within the context of their curriculum and learning outcomes. This new and collaborative approach to building connections between different campus groups had an overall goal to build stronger links and cohesiveness within the first-year program. This presentation will focus on the stakeholders involved, the pilot structure, takeaways from the involved participants, and future plans for the Critical Inquiry Ambassador initiative.

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