Earl K. Long Library
University of New Orleans
New Orleans, Louisiana
August 14, 2015
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Schedule
9:00 am – 9:30 am | Registration, Room 407
9:30 am – 9:45 am | Welcome & Opening Remarks, Jennifer Corbin, Room 407
10:00 am – 10:45 am | Concurrent Sessions 1
11:00 am – 11:45 am | Concurrent Sessions 2
12:00 pm – 1:30 pm | Break for Lunch
1:45 pm – 2:30 pm | Concurrent Sessions 3
2:45 pm – 3:30 pm | Plenary Session / Roundtable Discussion, Room 407
3:30 pm – 4:30 pm | Social Hour, Room 407
Concurrent Sessions 1 (10:00 am – 10:45 am)
Room 212
Hot Off the Press: A Summer 2015 Online Elective for Graduate Students in Public Health
Will Olmstadt, LSU Health Shreveport
The LSU Health Shreveport/LSU-Shreveport Master of Public Health is a cooperative program, begun in 2007, and is the only accredited graduate program in public health in the Ark-La-Tex region. This presentation will describe a recent, 3-credit hour online elective in public health informatics and geographic information systems, developed for this program. There are two main goals: (1) describing the development and structure of the class and (2) tying the course activities to broader information literacy frameworks (e.g., ACRL and UNESCO). The author concludes with reflections on what worked, what didn’t, and future directions for the class.
Room 407
Eyes towards the Future: Framing For-credit IL Instruction
Emily Frank, Louisiana State University
Amanda MacDonald, Louisiana State University
LSU Libraries recently decided to modularize content for the one-credit information literacy course taught by librarians to undergraduates. This modularization coincided with a shift from face-to-face to online delivery locally and to ACRL’s Framework for Information Literacy nationally. The Libraries’ Instruction Committee engaged in a holistic reconceptualization of the course, reviewing and revising student learning objectives and attributes, course content, and assessments. Although for-credit courses provide librarians an avenue to impact IL growth more deeply than one-shots, these courses are increasingly rare. Nonetheless, the Framework creates an opportunity for librarians to redesign existing IL instruction on small and large scales.
Concurrent Sessions 2 (11:00 am – 11:45 am)
Room 212
Brag or Bust Sharing Roundtable
Molly Knapp, Tulane University
Bring your instruction tales of success — or failure — to this lively roundtable and sharing session. What’s the best class you’ve run, taken or heard about this year? Encountered any instruction tales of horror recently? I’ll start with some examples from the field then open it up to commentary using shared brainstorming and discussion. (Large post-its and markers will be provided for brainstorming activity.)
Room 407
Teaching With Technology: Incorporating Textual Analysis into a First-Year Writing and Rhetoric Course
Sean Knowlton, Tulane University
How we communicate says a lot about how we make sense of the world. Researching language patterns, for example, may lay bare latent racism in sports reporting. To this end, textual analysis offers a new data-gathering process to extract meaning from digital text. In this presentation, I introduce Voyant Tools, an Open Access, web-based reading and analysis environment and discuss its place in a first-year writing and rhetoric course. Through information literacy instruction, students engaged in research as inquiry by developing intellectually curious questions and learned new approaches to expose the subtext of an underlying cultural message.
Concurrent Sessions 3 (1:45 pm – 2:30 pm)
Room 212
Forming Unlikely Partnerships to Promote Information Literacy: Going Beyond the Classroom
Raquel Horlick, Tulane University
Molly Knapp, Tulane University
This session will explore opportunities for information literacy outside of the classroom. We will provide two case studies on collaboration: one through Tulane’s Institutional Animal Care and Use Committee and another through Tulane’s Center for Wellness & Health Promotion. We will explain how these partnerships developed, tools created to meet information and instructional needs, what we have learned so far, and what we have planned for the future. Attendees will leave with some tips and inspiration for creating partnerships at their institution.
Room 407
Critical Making and Information Literacy
Brian Sullivan, Loyola University New Orleans
The proliferation of DIY culture has begun to find its way into academic libraries in the form of makerspaces. These spaces include equipment, such as 3D printers, that would normally be too expensive for users to purchase on their own. As library’s begin to design and implement these spaces, conversations surrounding their relationship to information literacy must arise. This presentation will explore the relationship between makerspaces and information literacy, discussing them in relation to the new information literacy framework and drawing upon recent scholarship in the area of critical making.
Plenary Session / Roundtable Discussion (2:45 pm – 3:30 pm)
Room 407
Working with the ACRL’s new Framework: Do We Really Need to Do Anything Different?
Jeremiah Paschke-Wood, University of Louisiana at Lafayette
Sean Knowlton, Tulane University
John P. Bourgeois, Nicholls State University
The academic library world is abuzz with discussion of the Association of College and Research Library’s Framework for Information Literacy for Higher Education. Join three Louisiana academic librarians as they discuss whether it’s necessary to alter the nature of library instruction to fit the framework, or if the changing nature of research is forcing academic librarians to adapt their methods to converge with the framework.
NOLA Information Literacy Collective Executive Board
Jennifer Corbin, Tulane University
Elizabeth Elmwood, Tulane University, Chair
Sonnet Ireland, University of New Orleans
Jennifer Jackson, University of New Orleans
Elizabeth Kelly, Loyola University New Orleans
Maureen Knapp, Tulane University
Malia Willey, Loyola University New Orleans
NOLA Information Literacy Collective 