2018 Program

2018 KLA LIRT Retreat Program

July 20, 2018 | John Grant Crabbe Main Library, Eastern Kentucky University

Full presentations and handouts from the 2018 KLA LIRT Retreat are available here. Presentations are linked via Slideshare, Prezi, or individual presenters' institutional repositories.

Presentations

A La Carte Librarianship: Working with Instructors to Streamline Information Literacy Sessions

Jennifer Joe, Owensboro Campus Librarian | Western Kentucky University

This session will present an overview of the presenter's A La Carte Librarianship pilot program. This program has consisted of the creation of more than a dozen library modules, as well as assessment activities and rubrics to help instructors assess student information literacy skills before the librarian is invited into the classroom. Instructors identify the skills they think their students lack, and the librarian matches these deficits with modules, creating a classroom plan that meets the students' needs and fits into the time-constraints of classroom teaching.

Accessibility for Beginners: Making Sure your Online Information Literacy Presence is Accessible

Nicole Montgomery, Digital Learning Initiatives Librarian | Eastern Kentucky University

Crafting Pedagogically Sound Online Information Literacy Modules Using Springshare's LibWizard

Heather Beirne, Reference and Instruction Librarian, Nicole Montgomery, Digital Learning Initiatives Librarian, & Clay Howard, Reference and Instruction Team Leader | Eastern Kentucky University

What does the All A Classic high school basketball tournament have to do with distinguishing source types and plagiarism?? Turns out quite a bit. Come learn how you can turn the next snow storm into an opportunity for information literacy instruction and a chance to not only build partnerships with faculty but also advocate for librarians’ pedagogical skill set. EKU librarians will discuss their experience building online, stand-alone alternative instruction modules, including suggestions for incorporating metacognitive learning tied to the ACRL Framework, tips for navigating and making the most of Springshare’s LibWizard, and thinking strategically about how the modules fit into our larger faculty outreach strategy. Speakers will also discuss next steps and plans for the future of this project.

Expanding Instructional Options with LibWizard

Jane Hammons, Instructional Services Librarian, Leslie Hammann, First Year Experience Librarian, & Andrea Brooks, Information Literacy Coordinator | Northern Kentucky University

"Providing instruction for online courses is a significant challenge for academic libraries. In the past, information literacy librarians at Northern Kentucky University have relied primarily on video tutorials as instructional resources, occasionally supplemented with synchronous webinars using WebEx. However, there are significant concerns with this approach, especially in terms of assessment and student engagement.

For the past year, librarians have used LibWizard to expand the instructional options for both online and face-to-face courses. This Springshare product allows for the creation of interactive tutorials with embedded videos, live searching, and assessment.

In this presentation, librarians will describe the process of developing and promoting these instructional resources, and share examples of some of the tutorials. LibWizards have been used for a first-year student experience, offered as instruction for online, general education students, and embedded within disciplines. In addition, presenters will describe the results of an ongoing assessment project aimed at learning more about students’ reactions to these learning resources, as well as comparing students’ performance using an online tutorial versus attending a face-to-face instruction session. "

IF I APPLY

Sabrina Thomas | Marshall University

Evaluating sources for credibility is the first step to healthy civic learning. Traditionally, systematic source evaluation remained focused on source content with the most notable example, the CRAAP Test. Eryn Roles and Sabrina Thomas have consistently recognized that twenty-first century source evaluation must begin reflectively. First, the researcher must take personal inventory on one’s emotions attached to the investigative topic. Often, the open internet is a place to find hyper-partisan information that does not correctly reflect fact. In this session, we will provide a new simple acronym to foster intellectual integrity during inquiry thinking. The IF I APPLY test is a fresh way to introduce students to source evaluation in order to encourage identifying biases and fostering information literacy skills.

Interactive Teaching in the Virtual Classroom

Amy Bessin, Instructional Services Librarian | Asbury University

Even those of us who are not technically “online” librarians cannot escape the inevitability of the need to deliver virtual instruction for our students. Whether in the form of live online classes or self-paced tutorials, instruction librarians must be prepared to meet students in their virtual space. One of the major challenges of creating and administering online instruction is how to encourage student interaction and participation. This session will provide several examples of successful (and unsuccessful) virtual sessions as well as examples of point-of-need interactive pieces. Time will be set aside for group discussion, so audience members will be encouraged to share their own questions and experiences.

It's All about Context: Applying Informed Learning Concepts in the Classroom

Debbie Sharp, Director of Information Literacy | University of Kentucky

How can we teach first year students the complex skills of the research process? Cognitive research tells us that learners can understand new information more easily when they can connect it to prior knowledge. One pedagogical concept that is worth examining is “informed learning,” or using information to learn within context (Bruce, 2008) Learning research skills while simultaneously engaging with subject content is at the heart of informed learning. This presentation will describe a framework for designing library instruction in a way that enables students to develop their research skills while exploring the literature of their subject and a demonstration of how this approach can be applied in lesson plans, activities, and assessments.

Level Up Online: Engaging Students with Process-Oriented Learning Content

Tessa Withorn, Instruction and Learning Services Librarian | Spalding University

Amber Willenborg | University of Louisville

Translating instruction to an online format can be challenging for instruction librarians with a limited budget and lack of training in design. Making that online learning content active and dynamic for students is an even bigger challenge when presenting research and information literacy concepts asynchronously. In this session, we will introduce strategies for creating engaging standalone and course-embedded online content that guides students through a reflective process. We will share our own process-oriented online content including interactive modules and research process tutorials. We will touch on both free and paid programs for creating engaging infographics, guides, and modules and discuss our strategies for making online content more dynamic. Participants will also gain hands-on experience adapting static content into a more active, process-oriented format.

Online Design Techniques to Extend Your Instruction Program

Stacy Greenwell, Instructional Design Librarian & Beth Kraemer | University of Kentucky

With not enough instruction librarians to go around, how can technology help you reach a broader audience with focused content that meets a variety of student needs? At the University of Kentucky, we use Articulate Storyline, Canvas, and other tools (including some free or inexpensive applications!) to develop everything from general library overviews to discipline-specific tutorials. In this session, we will demonstrate several examples and provide practical design tips based on instructional design theory and best practices. This session will include audience participation in small groups to brainstorm ideas for applying these techniques at your own institution.

One tool we will highlight is a new self-paced information literacy course available to anyone at UK through Canvas. We particularly encourage instructors to refer students to this short course to supplement library instruction in the classroom. The course covers a wide range of topics in a modular format and includes self-grading quizzes for each module. We will demo the course, talk about its development and usage, and discuss considerations for future development.

Participants will leave this presentation with ideas to help scale up online instruction at your institution.

Student Engagement with Soft Skills: Using Board Games During Library Instruction to Engage Students and Improve Career Readiness

Greg Bergstrom, Instructional Librarian, Professor | Sullivan University

For the past few years’ employers have identified ‘soft skills’ as one of the largest deficiencies of newly hired employees. Theses ‘soft skills’ generally encompass communication, critical thinking, leadership, problem solving, and teamwork. All of these can be nurtured and strengthened by playing board games. For many years’ faculty members have been concerned with student engagement. By playing board games in the classroom both of these two problems can be addressed. Librarians are great at teaching and improving student’s information literacy skills, which are grounded in critical thinking. Pair that with their ability to build collections to support students and faculty needs makes the library a great place to develop and house collections of board games to be used in the classroom.