- Scholarly Skills Community: Information Literacy Hub at the University of St. Augustine for Health Sciences
Julie Evener, University of St. Augustine for Health Sciences, & Esther Garcia, University of St. Augustine for Health Sciences - Dallas
(Session 1B :20)
- Recording - https://shsu.zoom.us/rec/share/X1TGpqLsWcBSIkGxHFWn6UgQ4XnnezpgELrHHDmEHfkvfBddS7rgJZJV1ko8W0fB.umWlzERF6f0WFWPc?startTime=1634312833000
- In 2021, the University of St. Augustine for Health Sciences library launched our new Scholarly Skills Community, which is a community in Blackboard designed to provide information, guidance, practice, and an opportunity to earn micro-credentials on topics related to information literacy and scholarly writing. The Community is a partnership with the University Writing Center, and made up of 21 modules organized into 6 topic areas. Our ultimate goal is to integrate the modules into courses to help fill gaps in student knowledge that is expected in the curricula, but not taught through the curricula.
- Storytelling Pedagogy
David Sylvia, University of North Texas
(Session 1C :20)
- Recording - https://shsu.zoom.us/rec/share/6ZgYAdBBjtT8jZblBTnhv3dWxE27fjkx8cKi_aZ3yMXMHwBYxgUxommuAupPyhN_.KxU4rwknAltFlw6k?startTime=1634312880000
While storytelling is a major facet of librarianship, as evidenced by storytelling resources organized and referenced by the ALA, and courses offered in storytelling within library science programs, deeper considerations of storytelling as a pedagogical tool can help to make librarian instruction a more impactful and meaningful experience for an audience of all ages in many modalities. Theories of learning can also be applied to storytelling to better ensure that the instructional messages embedded within a story transfer into real life application.
- Data Literacy as Instructional Outreach
Michael Saar, Lamar University
(Session 1D :20)
- Recording - https://shsu.zoom.us/rec/share/tONA-Pq83gizOjXn6LE-yXKNQ3xtxkDTWgLOfKJYAhimXKOwidzIC0OitZqHKb0g.2skyRoK6vwp1S3TX
As educators are increasingly expected to incorporate data in their decision-making processes, they may often feel overwhelmed with navigating and interpreting data in relation to these efforts. Recognizing this need, the Lamar University library began offering workshops on data literacy for university administrators and department chairs. This project was strengthened through collaboration with another department and led to increased awareness of our overall instruction program. While the initial focus for the program was on university faculty and administrators, the topics discussed are relevant to students as well. This session will discuss how data literacy integrates into information literacy efforts and may be used as a powerful outreach tool.
- How to be an Antiracist Researcher
Matthew Chase, University of St. Augustine for Health Sciences - San Marcos, & Esther Garcia, University of St. Augustine for Health Sciences - Dallas
(Session 2A :20)
- Recording - https://shsu.zoom.us/rec/share/Lm_KdWb0cS3ksYZtVjHPc02kYnZqf9lMWTI6GgK2SA4OgAAZGBRhzYbxqMh37Dcv.VVX1XFeYld4kVnXO
This session explores the work of two academic librarians incorporating critical race theory (CRT) and antiracist framework in information literacy instruction. In 2020, at the University of St. Augustine for Health Sciences, the Inclusion, Diversity, Equity, and Access committee organized a series of town hall meetings with the university community. Students and faculty shared a strong need for discourses and understanding about racial issues in the curriculum. In response to this call, the presenters examined how the Library could contribute to students’ education through the lens of information literacy. The presenters developed a workshop called “How to be an Antiracist Researcher”, where students and faculty can learn to contextualize CRT in their research and clinical practices. The presenters will discuss the structure of the workshop, including strategies and resources in searching and evaluating the scholarly literature as well as conducting their research with an antiracist lens.
- Mass Planning, Delivery, and Assessment of Library Instruction Online: One Team's Experiences
Rachel Olsen, University of North Carolina - Greensboro
(Session 2C :20)
Recording - https://shsu.zoom.us/rec/share/6ZgYAdBBjtT8jZblBTnhv3dWxE27fjkx8cKi_aZ3yMXMHwBYxgUxommuAupPyhN_.KxU4rwknAltFlw6k?startTime=1634312880000
Communication Studies 105 (CST 105) is an introductory-level, speaking-intensive course at UNCG that provides an overview of public speaking and small group communication. The course, which is required for many majors, has numerous research assignments. As a result, librarians at UNCG have a long-standing relationship with the course director and campus partners associated with the class. However, during the COVID-19 pandemic, library instruction for CST 105 needed to shift online while still maintaining its usefulness to students and instructors. This presentation will detail those efforts.
In response to the abrupt shift to online instruction, the librarian for CST 105 created a student learning module in Canvas, UNCG’s Learning Management System (LMS). A significant number of factors had to be taken into account when planning for this strategy, including delivery method, assessment, prioritizing which information literacy concepts to include, and more. In addition, managing the grading of the modules and communication with CST 105 instructors necessitated the development of a structured workflow. Thankfully, a graduate practicum student in LIS was able to assist during the Spring 2021 semester. This extra help allowed for a smoother semester and for helpful and detailed assessment to be done. Over the course of the 2020-2021 academic year, more than 1,000 students from 30+ sections of the course completed the module. During the Fall 2021 semester, instruction for this program will remain virtual, though some instructors may opt for synchronous online sessions rather than the module.
- Instructional Videos as Tools for Student Learning: Purpose & Practice
Amelia Volpe, University of North Texas, & Meranda Roy, University of North Texas
(Poster Session - Room C)
Recording - https://shsu.zoom.us/rec/share/6ZgYAdBBjtT8jZblBTnhv3dWxE27fjkx8cKi_aZ3yMXMHwBYxgUxommuAupPyhN_.KxU4rwknAltFlw6k?startTime=1634316402000
Online resources have been a part of higher education learning for many years, and the recent/current pandemic has illustrated how crucial these resources are to students located on-campus and those learning by distance. Instructional videos are one major online resource that the University of North Texas Libraries provides to students. Librarians create a variety of online videos on topics that supplement course materials and instruction sessions. Because these videos are online, we can broaden our reach to online students and ensure all students have access to videos at their time of need rather than waiting to talk to a librarian.
To streamline our video production process, we use 4 phases: analysis, creation, implementation, and maintenance. These phases serve as a guideline to ensure our videos are meeting student needs, relevant, and up to date. We design the videos around student needs, ensure the videos are accessible, and easy to find in one location.
In this poster, we will briefly describe our video production process, how these videos have supported student learning, and an example of an instructional video we created.
- Lunch Hour Networking (unstructured)
- Lesson Plans for Learning in the Library
Megan Oakleaf, Syracuse University; John Watts, Texas A&M University; Chanda Briggs, National Novel Writing Month; & Heather Owen, Syracuse University
(Session 3A :50)
- Recording - https://shsu.zoom.us/rec/share/7J1Gv_OF2BI6T2fbAqXQW-2iFIYD5xwVHtGkW8deunw4kjkKx6e4yQ559ZOemEih.7SWt75W_P3hBe_QF
- Session Materials - https://drive.google.com/drive/folders/1cutPCGQMyZOILgNPPeMJUfEtxmwUVHBA
Librarians are always teaching--information literacy lessons for students, professional development for colleagues, public library programming for all ages--often without formal training in instructional design or lesson planning. Without formalized training, librarians might feel underprepared to competently and confidently design instructional episodes for library users, learners, or coworkers. Even seasoned librarians with a wealth of instructional knowledge are challenged to find the time to effectively plan learning experiences that align with professional standards and pedagogical best practices. A template for teaching is an essential tool that can support librarians in designing effective instructional experiences that are inclusive and relevant for their intended audiences. This session will present a lesson plan template for library instruction that embeds user needs assessment, backwards design, library standards, inclusive teaching practices, as well as other instructional best practices. Several examples will be shared from a range of library contexts along with advice about adapting the lesson template. Attendees will consider opportunities to incorporate lesson planning into their instructional practice and explore options for self reflection and ongoing development of their lessons over time.
- It Does Not Mean What You Think It Means: Perceptions of the Librarian and Their Work
Elizabeth Gross, Sam Houston State University
(Session 3B :50)
- Recording - https://shsu.zoom.us/rec/share/8Dzy-Kyv2Ulyr9C7UcFVVIEYqLawfERP8zR7esxQURFvRxClfJF5wmvUKdZKdtNo.1pfcqSjAv76r_PAU?startTime=1634321198000
- Session Materials - https://drive.google.com/file/d/1qSKPptDrGR2rnrD9ahJEYSGFO_tCotRN/view?usp=sharing
A survey of stakeholders—superintendents, principals, and board members—explored their perceptions regarding the work of degreed librarians. Results showed that there is an understanding of school librarians’ contributions to student success in learning. When asked what the school librarian does, however, the responses focused on facilities management and read-for-pleasure suggestions. There is ample evidence that the work of the school librarian in the school community increases both standardized test scores and reading scores for an entire school where the librarian is a degreed teacher. Many of the respondents affirm that they are aware of these findings. The decision to retain a school librarian is often framed as a struggle between retaining a classroom teacher and retaining the librarian. Respondents said they understand the benefit of having a school librarian. However, the cognitive bias involved in thinking about the contributions of a school librarian does not secure the position of the school librarian. Prospect theory dictates that the decision to retain needs to be reframed in order to preserve access to school librarians’ contributions to the school community.
- Don't Let Your Library be the Weakest Link! Reconnect, Reimagine, and Recreate your Library Program
Patricia Becker-Johnson, El Paso ISD, & Florangela Calderon, El Paso ISD
(Session 3C :50)
- Recording - https://shsu.zoom.us/rec/share/ekVpBu3ujNkyL2-Ma_kJL0YmqeGOrOLr7Pzx5Ftcj4MfPN2BR9wdevwQr8dlK0v2.Q8ZONOCFOklt2D01?startTime=1634321096000
Covid-19 has changed the way people are utilizing libraries making them more viable, more resourceful, and more necessary than ever. As a 21st Century Librarian, we need to continue to evolve. Libraries must be able to reconnect with students through unique activities, contests, special programs, technology, and more. In this interactive presentation, you will be able to take home many engaging activities and ideas you can implement quickly. Some of those ideas include library lock-ins, family night activities, variety of contests you can use, and our special library take on popular game shows, just to name a few. Attendees will be able to participate in a few entertaining examples.
- Collaboration in Developing Online Science Information Literacy Lessons for Biology Students
Carolina Hernandez, University of Houston; Erica Lopez, University of Houston; and Ana Medrano, University of Houston
(Session 4A :50)
- Recording - https://shsu.zoom.us/rec/share/j8nTXhEQBvnMkNOa43xLsLks6XhO4yhNozai94mD4VKeuB2f3OfAivla772VUCHB.p1AQTUScklouqtas
UH Libraries provides a series of asynchronous online lessons for biology that address information literacy for the sciences. Originally developed in 2017, these lessons reach over 2,000 students every year. In an effort to update these modules and make them more relevant to the current curriculum, we collaborated with biology faculty members to identify gaps in coverage and the potential for new lessons to address new needs. In this session, we will discuss the lesson planning process and our use of Articulate Rise to create more engaging and accessible online tutorials. We will also describe our ongoing approach to collaborating with biology faculty to increase science information literacy among future scientists and science communicators.
- The Coach Librarian: Building Reading and Research Stamina
Karlee Vineyard, Lubbock Christian University, & Kelly Hoppe, West Texas A&M University
(Session 4B :50)
- Recording - https://shsu.zoom.us/rec/share/nnKYaELLTJbohfvT4HmE_UrYxQ1s7K8e54tMdTagfMpiQVsS25OI1CmiJ3dg_5Y-.vjTd1Gc7iGqYNfEn?startTime=1634325329000
Do you ever feel like you hit a brick wall when you are trying to get even your brightest students to read more rigorously? Do you have the toolbox necessary to prepare your students for the rigors of college level reading? Research shows that the majority of students graduating high school are not prepared for college level reading. As our nation faces literacy challenges, we believe that librarians make the ideal coaches to help push our students to the next level in reading. Two college librarians (and past K12 educators) will provide activities and share strategies that will help engage your students as they improve their reading stamina in preparation for the rigors of college.
- Accessibility and Library Instruction
Angie Brunk, Kansas State University
(Session 4C :50)
- Recording - https://shsu.zoom.us/rec/share/ekVpBu3ujNkyL2-Ma_kJL0YmqeGOrOLr7Pzx5Ftcj4MfPN2BR9wdevwQr8dlK0v2.Q8ZONOCFOklt2D01?startTime=1634325443000
In this session attendees will learn how to think on their feet to understand an effectively deal with accessibility challenges that come up in the course of library instruction. The presenter is a strong proponent of the social justice model of disability and the session will be presented from this perspective. Common accessibility challenged in library instruction will be described. For example, many modern techniques such as gamification and the flipped classroom present accessibility challenges. The social justice model of disability and task analysis will be placed in a library context and used to find solution for accessibility challenges. Please come to this session with your own questions and ideas as there will be time for discussion.
- "WICOR-izing" Library Instruction: Using AVID to Teach Information Literacy
Joshua Salmans, Texas Tech University
(Session 5A :50)
This presentation will introduce an instructional framework called Writing to Learn, Inquiry, Collaboration, and Reading to Learn (WICOR). This framework was developed through a high school coaching method called Advancement Via Individual Determination (AVID). It is a useful tool for new librarians to consider when developing lesson plans for a basic library information literacy course. The framework is also compatible with the ACRL Framework for Higher Education. If you have little to no formal education in instruction, this presentation will give you a structure to help you develop lesson plans, workshops, one-shot instruction lessons, and an information literacy course.
- Pathways to JEDI Greatness: How to Increase Justice, Diversity, Equity, and Inclusion in the Library
Elizabeth Gross, Sam Houston State University; Amber Godwin, Sam Houston State; & Nicole Morgan, Waller ISD
(Session 5B :50)
- Recording - https://shsu.zoom.us/rec/share/nnKYaELLTJbohfvT4HmE_UrYxQ1s7K8e54tMdTagfMpiQVsS25OI1CmiJ3dg_5Y-.vjTd1Gc7iGqYNfEn?startTime=1634328962000
- Session Materials - https://drive.google.com/file/d/1URCdtlSCxZCqyke3YhalKj20A3B068wi/view?usp=sharing
Justice, Equity, Diversity, and Inclusion, known as JEDI, are necessary goals in education. As librarians, we can promote this by sharing books with readers and educators. A review of the literature shows that books with protagonists who look like the reader help to provide a safe space for patrons. We would like to create a conversation about how reading about protagonists who _don't_ look like the reader may also nurture and generate empathy. We look at this challenge through the lens of the Texas Library Association Bluebonnet List, the publishing landscape, and Harris county, Texas, public library collections.