Full conference programme
Concurrent Sessions 1 - Monday, May 25, 1:30pm-2:15pm
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1A - Through the looking glass: Teaching information literacy with threshold concepts
In this presentation, three instruction librarians propose using a new pedagogical framework - threshold concepts - to teach core information literacy content. Attendees will learn why threshold concepts hold the potential to transform learners' understanding of our discipline, and how this approach was used to redesign a credit-bearing information literacy course. |
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1B - Fair trade: Peer to peer teaching exchange
Peer-to-peer evaluation of instruction is an important tool for librarians who are committed to developing their teaching skills and to improving their students' learning experiences. Our team approach of building a flexible peer-to-peer teaching model encourages sharing knowledge and experiences, enriching teaching practice, and promoting experimentation within the classroom. |
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1C - How high school students determine credibility of information
Little attention has been paid to examining the ways in which students make credibility judgments. This presentation will present the results of a recent study of high school students' information seeking for a science assignment, to explore those judgments. Results show that students' demonstrate very unsophisticated evaluation skills. |
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1D - Prompting reflection to enhance learning and teaching
The Information Skills Résumé project enhanced both student and librarian learning by providing journalism students with an opportunity to reflect on their IL skills at regular intervals in their studies. See what the tool revealed about long-term student learning and discuss strategies to encourage reflection and improve cognition and retention. |
Concurrent Sessions 2 - Monday, May 25, 2:30pm-3:15pm
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2A - Reconceptualizing “millennials”: Placing contemporary students in context
This presentation will challenge the dominant interpretation of the behavior of post-secondary students as attributable to their “millennial” technological status. Drawing on interdisciplinary sources, education will be placed within an historical and social context and within the life-decisions of a student. Reaching students through library instruction requires an understanding of these issues. |
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2B - Library instruction and composition studies as complementary processes
Since the reigning consensus is that writing centers and academic libraries should aim at a more integrated collaboration, the academic goals of the two departments tend to be considered identical. However, in spite of their similarities, English Composition and Library Research Instruction represent two strategies that are complementary, not identical. |
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2C - Bridging the gap: Mediating student-professor research expectations
In a 2008 survey at MSVU, university students and professors identified very divergent views regarding student research and little understanding for what the other group believes are appropriate research practices. This session will explore this issue and discuss the role librarians, often caught in the middle, can play as research mediator and instructor. |
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2D - Information literacy: Reflections on how the brain learns to think critically
The brain changes neurologically as one learns to read. Reading often and reading well leads to critical thinking skill development. But reading rates have declined and are comparatively lower in younger adults. What is the implication for the achievement of literacy, critical thinking skills, information literacy, and young digital natives? |
Concurrent Sessions 3 - Tuesday, May 26, 9am-9:45am
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3A - Visual literacy at Yale University Library
Visual Thinking Strategies (VTS) is an art education method emphasizing interpretation through visual evidence. This presentation will begin with an active learning component modeled on VTS, which Yale librarians used to create interpretive podcasts. The presenters will also discuss visual literacy's literature, leading practitioners, and instructional tools created at Yale. |
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3B - Plug-in and play curriculum
Students are often not as technology or information fluent as we would hope. We developed a curriculum where our students would start on the same technological foundation, learn to creatively customize their information environment, which then makes it easier us to move on to more advanced topics in our class. |
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3C - Assessing learning outcomes of information literacy instruction at Canadian business schools
In Canadian business education, there is an explicit need to develop information literacy skills so graduates can properly utilize information for knowledge-building and decision-making in the workplace. This paper reports on a multi-phase study examining the current state and success of information literacy instruction at three business schools in Canada. |
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3D - Are librarians really teachers? Reflections and analysis
This presentation discusses students' perception of the Academic Librarian as a teacher. When we provide library instruction, are we really teaching or are we giving a presentation? Is Library instruction the same as an actual class? Is Library Instruction just another way to promote and market library services? |
Concurrent Sessions 4 - Tuesday, May 26, 10:15am-11am
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4A - Fostering reflective practice through coaching
The Scholarship of Teaching and Learning identifies reflection as a central element in scholarly teaching and learning. In this workshop, participants will experience how elements of formal/informal coaching can promote reflection and foster self-awareness about their teaching practice. Two frameworks, PACE and the Palmer Circle, will be examined. |
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4B - Tutoring the virtual student: An instructional framework for information literacy objectives in chat reference
Virtual reference has untapped potential for instruction. This presentation will provide strategies to address the issues and problems that are holding back virtual reference from becoming a truly instructional forum by providing the best ways to translate scaffolding theory, a problem-solving tutor based approach to instruction, into “sound” instructional practice in virtual reference. |
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4C - Recursive and reflexive: The intersection of information literacy and second language writing for international students
Information literacy and second language writing are both processes. Come hear how these processes are similar, how they intersect, and see if you can recognize proficiency in both. |
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4D - Why are so many first-year students information illiterate? Are poor high school libraries at fault?
High school librarians were interviewed in order to gain insight into why their school's graduates did well or poorly on an information literacy assessment in their first year in college. |
Concurrent Sessions 5 - Tuesday, May 26, 11:15am-12pm
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5A - Do as I say and as I do: Instruction librarianship as reflective practice
Do you spend time teaching students about the value of scholarship while at the same time struggling with how to best use the scholarly LIS literature? In this session, participants and presenters will discuss how we inform, reflect on, and assess our practice as instruction librarians. |
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5B - Engaging the learner
Need some help in motivating students to participate during instructional classes? This session will reflect on several active learning tools which can be incorporated into library instruction to improve student engagement, address different learning styles, and enhance the retention of information presented. Student and faculty feedback will also be discussed. |
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5C - Unconventional avenues to integrating information literacy in the curriculum
Library instruction programs continue to seek meaningful ways to infuse information literacy into both general education and discipline-specific course sequences. At the University of Nevada, Las Vegas (UNLV), targeted conversations with College of Education faculty helped librarians identify a strategic and unique point of entry with a multicultural twist. |
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5D - Information literacy: Espoused theories vs. theories-in-use
Is our practice aligned with our mission? The session presents a researched model for reflecting on philosophy and practice (espoused theories and theories-in-use) in information literacy, which was developed from an in-depth comparative analysis of one academic library's online tutorial and official policy/mission documents. |
Concurrent Sessions 6 - Tuesday, May 26, 1:30pm-2:15pm
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6A - Building the instruction-optional Web site: Evaluating user centered design in libraries
UVic's Libraries' Web site team presents an interactive workshop exploring the Instruction Optional Web site. We'll focus on Web site usability testing, and discuss how our student centered Web site changed how we do instruction, and how to balance students' needs with their expectations. |
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6B - Biblioexpert: a tool box for master's students
Biblioexpert is an online resource created for master's students of the Saint-Jean campus, the francophone faculty of the University of Alberta. From unexpected deficiencies in users' research abilities to the journey that is promotion, by way of Moodle, the following is a reflection on the development of graduate level library instruction. |
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6C - Many faces in the mirror: Discovering the multiple teachers within each of us
Using directed reflection techniques in a collaborative environment, participants will strive together to find new ways to develop and utilize their teaching acumen to the benefit of their institutions and communities, and, ultimately, to the enrichment of their lives as educators. |
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6D - Pedagogy and applications in the contexts of library instruction
This presentation reviews five pedagogies in library instruction, through applying Gagné's information processing model for teaching Dewey decimal, Collins' cognitive apprenticeship model for teaching subject heading, Jacobson's cognitive flexibility model for teaching keyword selection, Champagne's problem-solving model for teaching Internet searching, and Webb's constructive collaboration model for teaching annotated bibliography. |
Concurrent Sessions 7 - Tuesday, May 26, 2:30pm-3:15pm
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7A - Reflections from the assembly line: Library labs in large first year courses
In order to explore information literacy embedding in large first-year classes, I worked with PSY100 at the University of Toronto, Mississauga. By comparing student performance on a SAILS-based pre- and post-test, I tested the effectiveness of concept-based vs. tool-based scaffolding. During the session, I will discuss my results and invite participation using iClickers. |
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7B - Research aids: The unexplored universe of archives
Following an assessment of user assistance in Quebec academic libraries with regards to archival research, we will show that many online resource materials exist that can be integrated into user training aids according to various categories or approaches. |
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7C - Planning for uncertainty and preparing for opportunities: Information literacy program planning in a culture of autonomy
How can instruction librarians working in a decentralized environment, immersed in a campus culture of autonomy, facilitate the integration of information literacy into the undergraduate curriculum? The session will explore and reflect on use of multiple integration strategies including librarian self-study, campus advocacy, and the development of scalable pilot projects. |
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7D - Structure of instructing: How new librarians are supported in the planning and delivery of information literacy in academic libraries
As new academic librarians, we were interested in the experience of others new to their field, especially in the area of instruction and information literacy. Based on our experiences at a small number of Canadian academic libraries, we decided to investigate the experiences of other new librarians across the country. |
Concurrent Sessions 8 - Tuesday, May 26, 3:45pm-4:30pm
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8A - Mirror mirror on the wall
How do you solicit feedback on your instruction? Or do you? Don't be the fairy tale character who only wants to hear one answer from the mirror on the wall. This session will challenge participants to identify their fears of criticism and to develop ways to listen to feedback and utilize it to improve their teaching. |
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8B - Change of course: Four times as many students, same resources!
In September 2008, the library at École Polytechnique launched a new series of library instruction labs within a mandatory research methods course for graduate students. Lab assignments, graded by librarians, are worth 50% of the final grade. |
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8C - What can we learn from library instruction research? A content analysis of evidence summaries from Evidence-Based Library and Information Practice
Library instruction can and should be informed by research, and current research should inform librarians' instructional practices. This presentation will summarize the methodological strengths and weaknesses of 25 research studies on instruction, based on their critical appraisal in the journal Evidence Based Library and Information Practice. |
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8D - How does LIS education support librarians' identity as teachers?
We will present a longitudinal analysis of North American LIS programs' support of the education of librarians as teachers. IL course goals and objectives, content, readings and assessment have been analyzed over a five year period, revealing how LIS education supports future information literacy teaching. |
Concurrent Sessions 9 - Wednesday, May 27, 10am-10:45am
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9A - Teaching new librarians how to teach: Creating a peer learning environment
Peer learning cultivates supportive conversations between colleagues, encouraging new and experienced librarians in sharing classroom observations in order to build upon the pedagogical fundamentals of teaching. This session includes the fundamentals for constructing a peer learning program while modeling effective teaching behaviors through discussions on learning styles and assessment. |
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9B - Taking it to the streets: Instruction on the road
iPods, Blackberries - our students all have them so how can we connect to them? This session will discuss the use of instructional podcasts/vidcasts and will cover the development, design and promotion of the Dalhousie LibCasts with a focus on the design process and tools. In addition, the results from an evaluation process including statistics and focus groups will be examined. |
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9C - Reflections on professional program accreditation and information fluency: Finding shared ground with faculty and students
This session will examine information fluency expectations embedded in the accreditation standards of four professional disciplines: architecture, journalism, occupational therapy, and social work. We'll deepen our understanding of professional academic cultures, and discuss ways to leverage standards to promote library services, collections and programs. |
Concurrent Sessions 10 - Wednesday, May 27, 11am-11:45am
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10A - Reaching out beyond the classroom: Partnering with student services on campus
This presentation introduces opportunities to develop information literacy programs with student services units. The presenter will discuss ways to identify, cultivate, sustain, and assess outreach initiatives with student services programs. She will address methods undertaken to incorporate library instruction into pre-existing programs and orientation events. Audience members will brainstorm potential partnerships at their institutions through a ‘think-pair-share' activity. |
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10B - Affective learning through serious games
Computer games are now ubiquitous, and their role in learning has become established with serious games. These include games that address emotional, social, or cultural issues. In this session, we will first outline the potential of serious games for libraries, then show more specifically how games can support affective learning. |
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10C - Inquiry strategies for the Information Society in the Twenty-First Century (ISIS-21): A resource for schools
This presentation provides an overview of the collaborative Inquiry Strategies for the Information Society in the Twenty-first Century (ISIS-21) project. The first two ISIS-21 modules introduce students (and their teachers) to the fundamental components of information literacy by guiding students through the enquiry process. |
Lightning Strike Sessions - Monday, May 25, 3:45pm-5pm
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LS1 - Do personal response systems enhance learning?
We know that “clickers” encourage active participation in class but do you wonder if learning is greater with clickers? This session will address this issue by summarizing a collaborative project between a librarian and a psychology faculty member, and involved 136 first-year psychology students. |
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LS2 - Wikis for engaged learning and knowledge building: A faculty/librarian collaboration model
How do educators capitalize on students' comfort with ubiquitous communications in order to strengthen their information literacy skills? A professor and a librarian present an approach that uses library instruction, peer evaluation and online research scaffolds within a class wiki to enhance student research practices and academic achievement. |
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LS3 - Trained in rare books: A small touch can make a difference
Simply being beautiful and intelligent is not enough to make a rare book happy. It also needs to be used. Acting as a mediator, the rare books librarian can greatly enhance the way one approaches a discipline. And to create an impact, a little staging always does the trick... |
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LS4 - The Learning Library: Building communication for an information literacy program
"The Learning Library," the blog of the Information Literacy Program at the University of Illinois Library, provides information on the information literacy program, relevant events and readings, professional development opportunities, and administrative details. Its approach can be adopted/adapted at other libraries. |
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LS5 - Digital game-based information instruction: Engaging the game generation
Could the digital descendants of Pong be a useful tool to engage the “Game Generation”? Receive a lightening summation of digital game-based information instruction and find out what digital games can do for instruction in libraries. Learn what is in development and its potential applications for the future. |
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LS6 - Thesis writing toolkit: Reflections of a former basic science student
Soft skills instruction, including information literacy and writing for basic science students is somewhat inconsistent. Students require formal training that provides a foundation in these areas for academic and career success. Described is an educational program approach, which includes collaboration with departments outside the library. |
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LS7 - Helping health professionals keep up with new information: Faculty and residents' use of RSS after instruction
Really Simple Syndication (RSS) has been described as an effective technology for current awareness. This session presents the results of a study that explores the current awareness habits of health sciences faculty and medical residents. Findings indicate that instruction on RSS can increase adoption of the technology. |
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LS8 - Where do citations come from? Teaching the scholarly article through reflective practice
This presentation will detail a workshop created at the University of Washington Bothell that asked students to explore the components that comprise a scholarly article. This innovative session actively engaged students in the "scholarly conversation" through research, discussion and reflection, and challenged students to think about what citations really mean. |
