2019 Program

2019 KLA LIRT Retreat Program

July 19, 2019 | Ekstrom Library, University of Louisville

​Full presentations and handouts from the 2019 KLA LIRT Retreat are available here. Presentations are linked via Slideshare, Prezi, or individual presenters' institutional repositories.

Closing Plenary

A Shared Foundation: Developing information literacy tools and strategies to equip Kentucky students for a smoother transition to postsecondary education

Cindy Judd, Associate University Librarian | Eastern Kentucky University

Ilona Burdette, Executive Director | Kentucky Virtual Library

Dr. Melissa Gardner, Librarian | Campbell County Middle School

Esther French, Librarian / Assistant Professor | Southcentral Kentucky Community & Technical College

Following a call for proposals at last year’s Library Instruction Round Table (LIRT) Retreat, LIRT agreed to partner with Kentucky Virtual Library (KYVL) in the creation of shareable information literacy instruction tools based on resources available through KYVL, particularly as it applies to students transitioning from K12 to postsecondary education. In September 2018, the KYVL Leadership Team (LT) approved creation of an ad hoc KYVL-LIRT Task Force. The group began meeting in October.

In this session, we will discuss the work of our KYVL-LIRT Task Force, preview a gallery of information literacy tools that is being compiled, and share information about future projects and directions.

Presentations

Are You with Me? Engaging Students in Active Learning using High-Tech and Low-Tech

Renesha Chandler, Diversity Resident Librarian and Lidiya Grote, Social Sciences Teaching & Faculty Outreach Librarian | University of Louisville

This session will highlight multiple low and high tech ways to design dynamic classroom experiences using games, student response systems and hands-on low-tech activities. Attendees will experiment with online instruments such as PearDeck, Kahoot! and Socrative along with time-tested low tech engagement activities such as Opinion, Find Your Match, Line Up and Keywords Hot Potato Exercise. While engaging attendees in each of the active learning activities, the presenters will also discuss merits and pitfalls of each activity, share our experiences and student feedback. Attendees will reflect on and share the effective classroom engagement activities and instruments and workshop ways in which they can incorporate one of the highlighted activities to enhance student learning and engagement.

The At-Risk Student Population You Might Be Overlooking: Working with Developmental Education Students

Lauren Colburn, Instruction & Outreach Staff and Beth Fuchs, Undergraduate Learning Librarian | University of Kentucky

Each year a considerable number of students are placed in developmental education courses which are intended to prepare them for college-level courses. In fact, a 2016 report published by the National Center for Education Statistics showed that 68% of students at public 2-year institutions and 40% of students at 4-year public institutions enrolled in at least one math, reading, or writing, developmental course between 2003-2009 (NCES, 2016). Nationally, many states have begun to focus specifically on these courses and the various ways institutions can surround these students with the academic support structures they need to succeed. However, one support structure is repeatedly left out of the conversation: the academic library. This presentation will look at developmental education from the national and state levels. We will recount how we introduced information literacy into the developmental education program at the University of Kentucky including lessons learned and what we wish we knew beforehand. Attendees of this presentation will not only gain a heightened awareness of an often overlooked population on campus, but also strategies to begin working with these students at their own institutions. Attendees will also be invited to join the conversation so that we might learn from one another’s experiences.

Respect, Reciprocity, and Shared Responsibility: Student-Faculty Partnerships in Library Instruction (Invited Presentation)

Amanda Peach, Assistant Director of Hutchins Library and Ashley Ferrell, Pre-Service Teacher & Technology Desk Student Supervisor | Berea College

Libguide with Supporting Materials

For one semester, Ashley Ferrell, an undergraduate Education major at Berea College, mentored Amanda Peach, an Instruction Librarian at Berea's Hutchins Library. With her unique insider's perspective as a student, as well as her practitioner's eye as a future teacher, Ashley observed Amanda's bibliographic instruction weekly, engaging in dialogue about what she observed and how that reflected Amanda's stated pedagogical goals. That feedback was used to inform Amanda's instruction, and after recommendations were implemented, more observation would occur, followed by more change and still further observation; it was a continuous loop. The partnership had a positive and powerful impact on both Amanda's teaching and Ashley's self-awareness as a future teacher. This session will explore the logistics of student-faculty partnership, including its challenges and benefits, as well as ideas about scaling it to your library needs.

Techno/Pop: Using Technology and Pop Culture to Engage Students (Prezi and PDF available)

Pamela Klinepeter, Director of Library Services | Ashland Community and Technical College

Fostering student engagement is difficult, particularly in one-shot instruction settings. Creative use of technology and pop culture references can help break the ice, gain student buy-in, and make connections with students that extend beyond the library instruction session. This session will provide examples and give participants an opportunity to develop and share their own strategies.

Using Chat to Reach Students Outside of Instruction

Zac Saylor, Acquisitions Supervisor | University of the Cumberlands

Presentation Notes

Many of our online students have limited access to live instruction. We added chat as a way of reaching an underserved population who may not be reached through other instruction. This session will discuss our first year of chat, what we discovered worked, and how we used it to guide students to instruction.

Using Microsoft Teams to support Information Literacy

Steve Stone, Public Services Librarian | Bluegrass Community and Technical College

KCTCS is beginning to use MS Teams to facilitate discussions, store files, and share information. Come see if this slack-like collaborative environment might help you share information among colleagues.

Virtual Reference on a Shoestring Budget

Brad Marcum, Distance Learning Librarian | Eastern Kentucky University

Handouts: Selected Screen Sharing Applications, Sample Screen Share Experience, LibAnswers Screen Sharing

This session will identify and propose solutions to various challenges encountered in the provision of virtual reference services and will examine strategies for holding effective virtual reference appointments with an emphasis on lost-cost yet effective technologies and approaches. Some of the best and worst technology available to librarians will be discussed and we will list and rate some of the best cheap (and free) technologies available to librarians. Some technologies to be discussed will include meeting and virtual classroom software (Zoom, Adobe Connect, Blackboard Collaborate, etc.), screen capture and screencasting applications (Screen-Cast-O-Matic, Screencastify, Captivate, Camtasia, Snagit), and others. The outstanding features and pros and cons of each will be discussed and recommendations will be offered to participants. Attendees with experience in virtual reference are encouraged to share their stories and solutions they have reached.

What’s Reading Got to Do With It?: Critical Reading and Information Literacy

Trenia Napier, Associate Director, Noel Studio Programs & Outreach, Kevin Jones, Reference & Instruction Librarian and Clay Howard, Reference & Instruction Librarian Team Leader | Eastern Kentucky University

Critically Reading Research Curriculum Handouts

Eastern Kentucky University’s Quality Enhancement Plan (QEP), Read with Purpose, seeks to develop critical readers while promoting metacognitive strategies to foster deep learning. In an effort to link the QEP with information literacy for composition students, the co-director of the QEP/First-Year Writing Coordinator, the Associate Director of Programs and Outreach of the Noel Studio, the Team Leader of Reference and Instruction, and a Reference and Instruction librarian developed a scaffolded eight-week critical reading and research curriculum for ENG 102: Research, Writing, and Rhetoric. This presentation will focus on the two librarian-led sessions on searching and evaluating. In week four of the curriculum, students were introduced to the idea of critically reading a database results screen as a text. This approach encouraged students to incorporate metacognitive reading strategies into their own search strategies. In week five, students performed an in-depth rhetorical analysis on an article they found during week four. This analysis allowed students to gain greater insight on evaluating information than is typically found in one-shot library instruction. Presenters will discuss how moving beyond the one-shot library instruction session to collaborative, rhetorical approaches integrates the library as a full partner in the reading-research-writing process.