2012 Program

2012 KLA LIRT Retreat Program

June 8, 2012 | Transylvania University

Full presentations and handouts from the 2012 KLA LIRT Retreat are available here. Presentations are linked via Slideshare, Prezi, or individual presenters' institutional repositories.

Presentations

Best Practices in Higher Ed and You

Lisa O'Connor | University of Kentucky School of Library and Information Science

This session will discuss how instructional librarians can help address and enhance best practices in higher education. How can we contribute to existing programs and act as leaders for adding new practices within our institutions in order to further our mission of teaching and learning?

Low-Tech Ways to Incorporate Active Learning into Library Instruction

Clay Howard and Nicole Montgomery | Eastern Kentucky University

Do you occasionally teach library instruction in circumstances where you are not able to provide the students with computers or tablets? Are you looking for ways to add variety to your library instruction even though your students always have computers available to them? Are you not entirely convinced that always having students following along on a computer is effective? During this session, the presenters will model a class session in which two techniques could be used to integrate active learning into library instruction without the use of student computers. The audience will become students, thus becoming active participants in the learning process.

Using a pair and share activity combined with group brainstorming, together we will create a beginning tool-kit of low-tech active learning activities.

The Sweet Reward of Assessment in Bite-Sized Pieces

Debbie Sharp and Judy Wiza | University of Kentucky

How to focus classroom instruction on one learning outcome, and translate it into a brief exercise that allows students to demonstrate whether or not they have learned the concept(s), thus providing an authentic assessment.

In this session, participants will learn how to:

• Construct an exercise based on an instructional learning outcome.
• Use that exercise to assess the instructional learning outcome.
• Translate this assessment into the program learning outcomes.

Extending Pre-Testing to Embedded Librarian Programming

Robert Zai and Andrea Brooks | Northern Kentucky University

Presenters will examine the use of information literacy pre-testing, prior to face-to-face instruction, and the potential application of pre-tests within online embedded librarian programs to develop appropriate instruction materials for the entire semester, and within the context of a course. A W. Frank Steely Library initiative to assess students’ information literacy competency prior to instruction, as well as the ongoing online embedded librarian program will be discussed. An example pre-test tailored to an embedded librarian course will be shared and discussed.

Learning and Teaching from Research Narratives in Library Instruction

Robert Detmering and Anna Marie Johnson |University of Louisville

Handout

This interactive presentation will explore narrative as a device for learning more about how students understand and carry out academic research. In writing stories about their research experiences, students have the opportunity to not only reflect critically on those experiences but also develop greater agency and emotional investment in the research process. The presenters will discuss insights from their own research on narrative, and we will think together about potential strategies for incorporating narrative into library and information literacy instruction, particularly in relation to librarian-faculty partnerships.

An Analysis of Archived Reference Transactions: Intentional Observation and Improved Instruction

Emily Aldridge and Heather Beirne | Eastern Kentucky University

From simple recording methods to specifically designed library software options, reference transactions are archived but rarely analyzed. Whether your system is sophisticated or basic, learn how to take the feedback that students are already providing in reference transactions and use it to improve your instruction.

Closing Reflection

Toccara Porter | University of Louisville