Howard-Tilton Memorial Library
August 19, 2016
8:45 am – 9:15 am | Registration, 5th Floor Lobby, Coffee in 5th Floor Gallery
9:15 am – 9:45 am | Opening Remarks and Introduction of Collaborative Brainstorming, 5th Floor Gallery
9:45 am – 10:30 am | Concurrent Sessions 1
10:30 am – 11:15 am | Concurrent Sessions 2
11:15 am – 12 noon | Concurrent Sessions 3
12 noon – 1:30 pm | Lunch*
1:30 pm – 2:15 pm | Concurrent Sessions 4
2:15 pm – 3:00 pm | Concurrent Sessions 5
3:00 pm – 3:15 pm | Lightning Round, 5th Floor Gallery
3:15 pm – 4:45 pm | Review of Collaborative Brainstorming, followed by Socializing and Networking, 5th floor Gallery
*Lunch is on your own. We will provide a list of on-campus and nearby lunch options. Feel free to bring a lunch with you.
Concurrent Sessions 1 (9:45 am – 10:30 am)
Frame, Map, Assess, Repeat: Embedding Information Literacy into the Nutrition and Food Science Program at LSU
Cristina Caminita, Louisiana State University
Randa Lopez, Louisiana State University
Amanda MacDonald, Louisiana State University
LSU’s curriculum in nutrition requires students to master the concept of evidence-based practice. Students are required to conduct research in the literature to evaluate counseling practices. Five years ago, a nutrition instructor realized that there was an information literacy gap in her students’ knowledge. This realization led to embedding opportunities for librarians and has evolved into a conversation between librarians and teaching faculty on the programmatic assessment of information literacy in nutrition and food science curricula. This presentation will discuss curriculum mapping, embedding, assessment, and the application of the information literacy framework.
Analysis: Following Up on Assessment
John P. Bourgeois, Nicholls State University
Analysis is a key component of instructional assessment. After all, an assessment instrument does not indicate trends, differences, etc. For that, additional processing is required in order to improve future instruction. This discussion seeks to examine how your library examines assessment data from bibliographic instructions? Do you as an instructional librarian examine your own data? If so, is there any particular software you prefer? Have you found interesting results? What are some instructional changes that you’ve made in your instruction based on your analyses? Were those changes implemented at a personal or departmental level?
Concurrent Sessions 2 (10:30 am – 11:15 am)
Reflections on the Practice: A Conference Roundup and Review of Library Instruction West and LOEX
Sean Knowlton, Tulane University
Adam Beauchamp, Tulane University
Unable to attend these leading information literacy conferences but still interested in improving your practice? Join two academic librarians as they report on select effective efforts gleaned from presenters from across North America. We will relate specific ideas, both theoretical and practical, to include reflective practice, critical information literacy, creating digital learning objects, teaching transliteracy, and more.
Information Literacy has Value but Financial Literacy is Priceless
Bea Calvert, Loyola University New Orleans
Sonnet Ireland, St. Tammany Parish Library
This session will connect the ACRL Framework for Information Literacy with financial literacy and will provide ideas for bringing financial literacy to your library. Libraries are surrounded by natural partners for financial literacy programs and/or workshops–financial aid offices and credit unions. Connecting our users with the tools to become financially self-reliant can cement that relationship. Thanks to government information, we have free and reliable financial tools that we can pass on to our users. Learn about these tools, as well as how to promote them, in this session.
Concurrent Sessions 3 (11:15 am – 12 noon)
Choosing and Using Formative Evaluations
Caitlin Cooper, Delgado Community College
Shanna Clevenger, Delgado Community College
Sharon Robinson, Delgado Community College
Janine Smith, Delgado Community College
We will discuss how to use formative evaluations for information literacy classes, how we chose which formative evaluations to use, and the findings we got from them.
Caring What They’re Sharing: Copyright and Social Media for Undergraduates
Elizabeth Kelly, Loyola University New Orleans
An understanding of the ethics and legality of sharing copyrighted content is essential to the third frame, “Information Has Value,” of the ACRL Framework for Information Literacy for Higher Education. Library instruction at Loyola University New Orleans has recently included one-shot sessions on copyright and fair use for a variety of disciplines. This session will include a brief overview of current practice in copyright instruction for information literacy as well as tips, tools, and resources for librarians to successfully teach best practices for finding non-copyrighted materials and sharing copyrighted content via social media.
Concurrent Sessions 4 (1:30 pm – 2:15 pm)
Sexual Health Literacy: An Engaged Role for the Academic Library
Raquel Horlick, Tulane University
Sean Knowlton, Tulane University
Tulane University Libraries is collaborating with multiple partners in support of a university-wide effort designed to foster a safe and informed sexual climate. This presentation highlights the specific information literacy efforts of the library that include instruction, online learning objects, collections, exhibits, and outreach. We will describe our active participation with the Sexual Violence Prevention and Education Coalition, the Tulane Reading Project, and the Center for Health and Wellness and provide suggestions on how you may engage in similar efforts at your institution.
Study Abroad as Strategic Exploration
Emily Frank, Louisiana State University
Amanda MacDonald, Louisiana State University
LSU librarians support students completing research in study abroad though a reflective process that aligns with the frame “search as strategic exploration.” This frame presents the search process as nonlinear and iterative and as involving inquiry and serendipity, which aligns closely with what students experience in study abroad. Students are required to discover a range of sources and apply divergent and convergent thinking as they complete their research. This presentation will explore this frame in depth and consider how librarian integration into study abroad courses can support student reflection and bring the strategic exploration process to the forefront.
Concurrent Sessions 5 (2:15 pm – 3:00 pm)
The Ins and Outs of Learning Outcomes & Session Design
Jennifer Jackson, University of New Orleans
If you are new to instruction, or would like to provide more structure to your current instruction sessions writing learning outcomes may seem like a daunting task, but they are the foundation to implementing a meaningful instruction session. More importantly, it is essential to have well written learning outcomes if you are interested in incorporating the ACRL Framework for Information Literacy for Higher Education. This presentation will review the different methods and tools for writing learning outcomes, concluding with a bibliography of literature that every teaching librarian should have in order to create authentic information literacy sessions.
Learn to Teach Basic Research Poster Design
Holly Mills, Tennessee Technological University
When asked if the library could help students learn to create research posters, one librarian endeavored to figure it out so she could teach it to students. An annual workshop was born, and the workshop has also become a topic professors choose for library instruction. Learn the basics of research poster design – including examples and what to (and not) do – so you can teach it to your students. Or, come learn for yourself!
Lightning round (3:00 pm – 3:15 pm)
5th Floor Gallery area
How to Fail at Computer Literacy Classes
Emily Bufford, Jefferson Parish Public Library, LSU School of Information Science
Warning, I’ve failed. But I’m here to tell you what happened as I watched the flames consume my first attempt at bringing computer literacy to public library patrons, and I do not want others trying to enact computer literacy classes to experience the same smoldering ashes. This presentation may be helpful to prevent that. A list of 5 DOs and 5 DO NOTs will help librarians to see the logical but incorrect steps I took when handling my classes. This is less about actual instruction, and more about the overall structure and planning for classes.