Embedded Files
Recordings of each session are linked below.
Presentations
Presentations
KEYNOTE: Flourishing in Academic Libraries: How Belonging, Confidence, and Connectedness Promote Meaningful Student Engagement
Kathleen Langan | Western Michigan University
Outsourcing Outreach: Leveraging Collaborative Partnerships to Promote Instructional Content
Amber Willenborg | University of Louisville
Outsourcing outreach recording.
We’ve all been there: you have a great idea for instructional content that meets an identified need. You get to work on creating an amazing tutorial, video, or guide. It finally goes live and… no one uses it. Despite our attempts to market what we created in the library blog or a faculty-focused newsletter, sometimes we build it and they just don’t come. While librarians are often unable to exert the level of influence they’d like over the decisions that teaching faculty make, we can leverage the influence of others on campus who have a more direct line to faculty to better market and integrate our teaching materials into the curriculum.
This presentation will highlight two projects in which the Instruction Coordinator collaborated with faculty-focused units and committees to create and disseminate instructional content: a partnership with the university’s teaching and learning center to create a module for faculty on incorporating information literacy into their teaching, and a partnership with the university’s general education committee to create two tutorials for students on using sources and evidence. Attendees will leave equipped with insights and actionable strategies to cultivate collaboration with those on your campus who can directly influence faculty choices.
Peer-Reviewed Library Instruction Around the State
Andrea Brooks | Northern Kentucky University
Carrie Byrd | University of the Cumberlands
Julie Howe | Somerset Community College
Kelly Bilz | Thomas More University
Peer-reviewed library instruction recording.
Four librarians, each from different Kentucky colleges/universities, engaged in peer observations during the Fall 2023 semester after connecting at a 2023 Kentucky LIRT session. Observing in teams of two, one team observed each other in their physical spaces while the other team observed each other virtually. This presentation will share these experiences and the benefits of engaging in peer observation outside their institutions and attendees will be invited to workshop a peer observation form. After the session, you will have ideas to implement peer observations at your own institution or you might decide to extend your observation lens and join us next year!
Voices from the Past and Present: Enhancing Library Instruction through Oral History
Jennifer Bartlett | University of Kentucky
Voices from the past and present recording.
Oral histories provide a rich source of firsthand accounts and personal narratives that bring history to life, fostering a deeper understanding and appreciation of the past. They humanize historical events, highlight diverse perspectives, and encourage critical thinking. Furthermore, they can promote empathy and cultural understanding by providing a platform for voices that are often marginalized or neglected in traditional historical narratives. By integrating oral histories into our library instruction repertoire, we have the opportunity to engage students on a personal level and provide a more inclusive, multifaceted perspective on history and practice.
This session will explore practical methods for incorporating oral histories into library instruction, discuss potential challenges and solutions, and share resources and strategies for finding, using, and even creating oral histories. Participants will come away with ideas for not only how oral histories can be used as an effective pedagogical technique, but also how they can be incorporated into ongoing analysis and improvement of library instruction programs.
KYVL How to Do Research Revamp!
Esther French | Southcentral Kentucky Community and Technical College
The KYVL InfoLit Workgroup will share the revamp of the How to Do Research libguide, which will be the design base for a primary, secondary, and postsecondary version.
CLEAR Eyes, Full Hearts, Can’t Lose: Using the CLEAR Framework for AI Literacy in Library Instruction
Kelly Bilz | Thomas More University
As the shockwave of the launch of ChatGPT and similar generative AI (GAI) tools continues to make its way through higher education, instruction librarians are adapting to meet emerging GAI literacy needs among undergraduates. This session describes how the CLEAR framework for basic prompt engineering, introduced by Lo (2023), was incorporated into library instruction sessions. As part of a digital handout during the sessions, students answered questions about their experiences and perspectives using the CLEAR framework to interact with ChatGPT. Preliminary findings, lessons learned, and future directions for research are also shared, as well as a brief discussion of AI literacy assessment. Attendees will leave the session with a familiarity with the CLEAR framework and ideas for incorporating AI literacy into their information literacy instruction.
Applying the Framework for Flourishing to Library Engagement Programming
Kathleen Langan | Western Michigan University
Applying the framework for flourishing recording.
Come On Down! Using the Mentimeter Quiz Function for Instruction
Jennifer Horne | University of Kentucky
One unavoidable element of instruction for librarians is what I call the “database show and tell” – when an instructor wants you to demonstrate resources that help students complete an assignment. Too often it ends up being “here’s Database X and this is what you should use it for. Here’s Database Y and it’s best for this purpose.” To make this instruction more interesting for students (and for me!), I started using the Mentimeter quiz competition function in large marketing capstone classes where I typically introduce three databases. In addition to being interactive, it includes gaming elements such as music, points for quick answers, and a leaderboard to energize students and make it fun. Students work in groups to use the databases to answer the quiz show questions, which I strategically craft to meet learning goals. The students were engaged and competitive, and most importantly, were exploring the databases and learning what information they have and why they should use them instead of Google. Class instructors reported that students were much more likely to use the databases as sources for their capstone assignment and are thrilled with the results.
Five Techniques for Teaching Citation Style Guide Lessons
Lauren Laumas | Asbury University
Citation style guide recording.
Librarians often only have one session to teach an entire citation style to a professor’s class. As a result, it can be difficult to cover a large breadth of information while also including time for students to practice the citation style. In this session, five methods for teaching citation style guides will be covered, each of which can be incorporated into existing lessons or integrated into new lessons. Methods for covering the large amount of citation style guide information, including creating a quick guide and making detailed presentation slides, will be explored. Interactive tasks covered include a cooperative citation-building Padlet, an in-text citation practice, a citation element scavenger hunt, and a “cite” button introduction with practice correcting a machine-generated citation. These techniques will give librarian instructors some tools to pull from when they plan citation style guide lessons, can easily be adapted based on whether the class is in-person or online, and can be modified based on a librarian’s teaching preferences.
Object-Based Instruction: Teaching with Artists’ Books
Courtney Stine | University of Louisville
Trish Blair | University of Louisville
Object-based instruction recording.
This presentation will introduce the artists’ book collection at the University of Louisville’s Bridwell Art Library and share how object-based instruction is a useful approach for teaching critical thinking and research skills. Artists’ books are difficult to define since they come in many forms and sizes but can be described as artworks that take on the concept of a book. Our collection is primarily used by faculty and students in the Hite Institute of Art & Design but contains materials relevant to many disciplines. Artists’ books promote diverse viewpoints and provide material ripe for discussion and scholarship. Featured topics include feminism, LGBTQ+ rights, racism, voting, and censorship.
We will dive into how we match books with a class, instructor, or assignment and how we use those titles as to give inspiration and insight into using objects for teaching. We believe exposure to artistic representations of challenging themes, personal experiences, and current events can be transformative for student learning and retention of complex ideas. Kentucky librarians from institutions that do not have artists’ book collections can use our growing Artists’ Book Index, a digital repository of artists’ books. We will also offer other suggestions for utilizing object-based instruction beyond artists’ books.
What Do They Know? Validating a Small but Mighty Information Literacy Assessment
Tessa Withorn | University of Louisville
Information literarcy assessment recording.
If you’re new at your institution or just trying to break into a course you haven’t worked with before, benchmark assessments are a great way to tailor your instruction to the specific needs of a student population. In this session, you’ll learn about the design of an assessment aligned with the ACRL Framework for an undergraduate Biology course and plans for creating an asynchronous tutorial based on the results. You’ll also learn about how to test surveys for validity and reliability. After the moderate success of an asynchronous tutorial for honors Biology students, the librarian faced challenges with continuing using the tutorial with new instructors due to their preconceived notions that students already knew enough about the research process. However, the librarian was able to get buy-in for conducting a short assessment of information literacy skills at the end of the Spring 2024 semester to measure students’ prior knowledge. Although students received some instruction from graduate students in a resuscitation class, they may not have received prior instruction from a librarian. The librarian plans to create a new tutorial that addresses specific gaps in knowledge that will build students’ information literacy skills to prepare them for independent research.
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