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California State University, Northridge, Nordhoff Street, Northridge, CA, USA

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Roundtable Title:      Going Back to the Source: Engaging Students with Primary Sources    

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Roundtable Title:      Going Back to the Source: Engaging Students with Primary Sources    

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Presenters:
Jamie Johnson (she/her)
Nicole Shibata (she/her)
Liz Cheney (she/her)

Affiliation:
California State University, Northridge

Description: Engaging students with primary sources presents many challenges for teaching faculty, especially when there is little focus on pedagogical training in most graduate programs. These challenges include discovery and access, student use and comprehension, and more recently, library closures due to COVID-19. Nevertheless, the utility of using primary sources to build critical thinking skills and encourage deeper contextual analysis of topics cannot be overstated. We will discuss some of our findings from a research project we conducted in 2019 to support the needs of undergraduate instructors teaching with primary sources and lead a round table discussion on pedagogy, course design, and outreach. We will also discuss strategies for librarians and archivists to effectively engage with faculty and students using primary source materials.

Type: Roundtable

Time: 10:15 - 10:45 PDT

Collaborative notes access

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Augusta University, 15th Street, Augusta, GA, USA

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Roundtable Title: 'Accidental' Academic Librarians: How we learned what we didn't know shapes how we teach others

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Roundtable Title: 'Accidental' Academic Librarians: How we learned what we didn't know shapes how we teach others

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Presenters:
Natalee Reese (she/her)

Lachelle Smith (she/her)

Affiliation:
Augusta University

Description:
As new, Nursing and Allied Health librarians with minimal previous exposure to the discipline in library school or in prior positions, we quickly identified crucial gaps in our own knowledge as health science subject specialists. By teaching ourselves subject-specific information literacy skills we became more effective at teaching learners who are also novices to the topic.

Coming up to speed on the full spectrum of what is expected of academic faculty at a research university was additionally challenging because we were embarrassed and were afraid colleagues and supervisors might be dismayed to learn what we didn’t know about specialized resources to support research in the health sciences.

The “Curse of Knowledge” became evident to us as we turned to the library literature: professionals forget what it’s like to NOT know something. We also realized there was a disconnect between how our students are being taught to “do research” in their textbooks compared to how we as librarians were teaching them.

In our quest to teach ourselves, we developed novel visual aids, metaphors, and memorable "anchors" that have proven valuable in our instructional practices. The experience of our own struggle to learn shapes how we teach. This session will culminate in an open discussion with participants to share tips and tricks.

Type: Roundtable

Time: 10:15 - 10:45 am PDT

Collaborative notes access

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Saint Martin's University Campus, Pacific Avenue Southeast, Olympia, WA, USA

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Roundtable Title: Libraries are not a metaphor: Thoughts on desettling librarianship  

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Roundtable Title: Libraries are not a metaphor: Thoughts on desettling librarianship  

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Presenters:
Kael Moffat (he/him)
John P. Hopkins (he/him)

Affiliation:
Saint Martin's University

Description:
Ever since its conception, decolonization has really centered on dispositions and actions carried out by Indigenous persons and communities to struggle against colonial and settler colonial structures.  Fanon (1963), in his seminal work, The Wretched of the Earth, declared that the “need” for decolonization “exists…in the consciousness and in the lives of the men and women who are colonized” (p. 35-36).  To be sure, there have been many colonizers/settlers who have declared and acted in support of Indigenous peoples and communities, but Tuck and Yang (2012) pointed out that when the discourse of decolonization is applied to other social justice efforts it turns the struggle into a metaphor, it weakens the concept, recentering settler narratives and effectively erasing Indigenous resistance.  Unfortunately, well-intentioned LIS discourse has participated in this process of turning decolonization into a metaphor.

The presenters have spent a considerable amount of time discussing the work of settlers who support Indigenous struggles and have called this work “desettling,” which Hopkins (2020) calls a “transformative learning process that [settlers must] undergo to undo the damages that settler colonialism” has wrought on Indigenous communities for the past half millennium (in the case of European colonization), “[disrupting] the myths, stories, discourses, and ‘truths’ [settlers] have consumed and absorbed through settler colonial institutions” (pp 144-145).  The presenters will use the enthnomethodological technique of interactive interview to discuss the danger of misusing decolonizing discourse and exploring how reframing addressing Indigenous concerns in librarianship as desettling moves can be more liberatory move for both Indigenous and settler communities by recentering Indigenous efforts to reclaim identity, culture, language, and (ultimately) land.

Fanon, F. (1963). Wretched of the earth.  Grove Press.

Hopkins, J.P. (2020). Indian education for all: Decolonizing Indigenous education in public schools.  Teachers College press.

Tuck, E. & Yang, K.W. (2012).  Decolonization is not a metaphor.  Decolonization: Indigeneity, Education & Society, 1(1), 1-40.

Type: Roundtable

Time: 10:15 - 10:45 am PDT

Collaborative notes access

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Presenters:
Amber Eakin (she/her)
Mary Snyder (she/her)

Affiliation:
Strayer University

Description:
Our lightning talk will detail the process we undertook to craft, adopt, and communicate our mission and vision statements in 2020. We wanted statements that showcased the library’s information literacy interest in developing discerning consumers of information. We considered how we could embody our core principles:  approachability, inclusivity, responsiveness, reflection, collaboration, and curiosity. We will share best practices and lessons learned through our successful implementation strategy in under six months.

Type: 10-minute lightening talk

Time: Between 1:20 pm - 2:05 pm PDT

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Virginia Tech, University, Blacksburg, VA, USA

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10-min Lightening Talk Title: Improving GIF Use in the Classroom

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10-min Lightening Talk Title: Improving GIF Use in the Classroom

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Presenter:
Kelsey Hammer (she/her)

Affiliation:
University Libraries at Virginia

Description:
GIFs are no longer the tacky website add-on or even the burgeoning digital medium. They are here to stay in our group chats, social media posts, and more increasingly it seems our teaching practices. As their presence, power, and fun continues to grow, we should ask ourselves as educators why and how we are using this medium to teach and connect with our students and peers. Should we be using GIFs in the classroom? And if we are using them, how can we do so ethically and effectively?

In this presentation, we will start with a quick overview of the history and trajectory of the GIF medium and then move into discussing its strengths and challenges in the classroom. We will dive into strategies for finding and choosing GIFs, specifically drawing parallels to the information literacy practices we teach our students. Finally we will wrap up with tools and strategies for moving beyond discovery and curation. This will include how GIFs are integrated as media into slides, modules, and more and how to create your own GIFs. The goal of this session is to help us as educators to start thinking about GIFs in a way we haven’t before and to challenge our assumptions about the strengths and weaknesses of GIF use in the classroom.

Type: 10-min lightening talk

Time: Between 10:55 am - 12:00 pm

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University of Wyoming, East University Avenue, Laramie, WY, USA

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20-minute Presentation Title: In the Arena: A Framework for Brave & Vulnerable Peer Teaching Observations

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20-minute Presentation Title: In the Arena: A Framework for Brave & Vulnerable Peer Teaching Observations

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Presenter:
Kristina Clement (she/her)
Rhiana Murphy (she/her)

Affiliations:
University of Wyoming Libraries
University of Denver

Description:
This presentation will help instruction librarians overcome the concept of peer teaching evaluations as things to fear and reimagine them as opportunities to grow both professionally and personally. Receiving criticism about your instruction from a peer, even if it is constructive, can leave you feeling hurt and ashamed, even if it is delivered with the best of intentions. There is a lot of fear on both sides--on the side of the one being evaluated and on the side of the one doing the evaluation--of hurting someone’s feelings with feedback. This often leads the evaluator to give an evaluation that doesn’t identify anything for improvement out of fear that their feedback will be negatively received.

Through a lens of empathy and vulnerability, this presentation will share a developing framework that is rooted in trauma-based practice and emergent pedagogy that will help those being evaluated work intentionally with those doing the evaluation to create honest and productive goals, reflect intentionally, deliver & receive feedback with courage, and reality check the feedback that we give and receive. Attendees can expect to learn a little about the concepts behind this framework, the framework itself, how and why it was developed, and the initial results of the soft launch pre-COVID. Participants will also be provided with sample evaluation forms that are designed with this framework in mind.

Type: 20-minute presentation

Time:  Between 1:20 pm - 2:05 pm PDT

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City College of San Francisco, Frida Kahlo Way, San Francisco, CA, USA

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20-minute Presentation Title: Embracing Student Privacy on Library Platforms

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20-minute Presentation Title: Embracing Student Privacy on Library Platforms

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Presenters:
Megan Kinney (she/her)
Michele Alaniz (she/her)

Affiliation:
City College of San Francisco

Description:
In this presentation, we will share how privacy concepts can be threaded within a library instruction session. Building awareness during an instruction session is one way to heighten student awareness of the apparatus surrounding their ‘seamless’ experience of accessing source material via the library.

We will briefly consider privacy issues related to proxies, data retention, consent, and illuminate the places a student would encounter these nearly invisible processes. We will also briefly zoom out to consider licensing agreements that libraries agree to for resource platforms to grow awareness related to the terms we agree to on behalf of our communities.

In relationship to the IL frame 'Information Has Value,' this session will consider the knowledge practice where "Learners who are developing their information literate abilities: make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information." In making students aware of these processes via library platforms, we provide the foundations of a skill that can be applied to many contexts in their lives (beyond library resource platforms).

By taking time to explore privacy in an instruction session, we better position ourselves and students to make informed choices moving forward.

Type: 20-min presentation

Time: Between 10:55 am - 12:00 pm

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Brigham Young University–Hawaii, Kulanui Street, Laie, HI, USA

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20-minute Presentation Title: Improving Campus-Wide Instruction through a Faculty-Centered Information Literacy Toolkit

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20-minute Presentation Title: Improving Campus-Wide Instruction through a Faculty-Centered Information Literacy Toolkit

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Presenters:
Becky DeMartini (she/her)
Zoia Falevai (she/her)
Stephanie Robertson (she/her)

Affiliation:
BYU–Hawaii

Description:
Through continued efforts to update and improve campus-wide information literacy instruction at BYU–Hawaii (BYUH), the Joseph F. Smith Library is creating an Information Literacy Toolkit that can be accessed by all faculty members through our BYUH Library Plug-Ins Canvas course. This presentation will take participants through the outreach process we developed by tapping into information literacy resources our faculty already had in place and discovering which criteria they admitted to needing the most help with to model a commitment to lifelong learning as an institution for the benefit of our students. Through this presentation, participants will be able to apply steps from the outreach process used in informing and creating this Information Literacy Toolkit to their own library instruction practices and goals. Participants will also learn how to integrate best practices for promoting information literacy resources and in addressing faculty reluctance to adopting new materials into their course with ease by meeting them where they are, staying in a perpetual conversation together as lifelong learners, and tapping into what they already have in place as subject-matter experts in their unique disciplines.

Type: 20-minute presentation

Time: Between 1:20 pm - 2:05 pm PDT

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University of Northern Colorado, 20th Street, Greeley, CO, USA

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20-minute Presentation Title: How Do We Grow as Teachers? Practices for Continual Learning and Self-Reflection 

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20-minute Presentation Title: How Do We Grow as Teachers? Practices for Continual Learning and Self-Reflection 

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Presenters:
Brianne Markowski (she/her)
Natasha Floersch (she/her)
Rachel Dineen (she/her)
Darren Ilett (he/his)

Affiliation:
University of Northern Colorado

Description:
Am I a good instructor? Is my lesson okay? What do the students think of me? Anxieties around teaching often lead to questions that we are afraid to ask. Standard student evaluations that rely on quantitative/satisfaction scales often add to those anxieties and rarely provide helpful suggestions for improving teaching. How can we build community around instruction in our libraries to create opportunities to learn and grow as teachers?

Our information literacy department engages in three practices that help us to reframe evaluative questions about our teaching into questions that encourage self-reflection and to develop our identities as teachers. First, we practice peer observation, which provides opportunities to learn from each other. Second, we solicit verbal feedback, which provides an opportunity to hear from our students. Finally, we participate in a learning community where we discuss the works of experts in learning theory and pedagogy who can help us better engage with our diverse student population.

During this presentation, we’ll discuss how we’ve implemented these practices and share practical tips for those interested in adopting them at their libraries. We will also critique these practices and reflect on what we still don’t know (and may be afraid to ask).

Type: 20-min presentation

Time: Between 10:55 am - 12:00 pm PDT

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Florida Atlantic University, Glades Rd, Boca Raton, FL, USA

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Poster Title:              Curiosity as a Catalyst for Teaching Ourselves and Others: Results from an Exploratory, Mixed Methods Study  

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Poster Title:              Curiosity as a Catalyst for Teaching Ourselves and Others: Results from an Exploratory, Mixed Methods Study  

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Presenter:
Michelle Keba Knecht (she/her)

Affiliation:
Charles E. Schmidt College of Medicine at Florida Atlantic University

Description:
Have you worked with students that waited to search for sources until after they had already written their papers or seemed to only include sources because they were required by their professors? How can librarians avoid these situations and encourage students to incorporate the best sources into their papers? Cultivating students’ curiosity is one possibility.

This presentation will highlight the results of a mixed methods study that explored the role curiosity plays in the research process by investigating first-year, nontraditional undergraduate students’ perceptions of their curiosity during the research process. These nontraditional students were typically adult learners (over 26 years old) who took advantage of evening and online classes in order to work full-time during the day.

The results of this study provide a detailed overview of how curiosity can be fostered to build connections and engage nontraditional undergraduate students in the research process during their first year of study. In this session, attendees will be provided with a fuller picture of how first-year, nontraditional undergraduate students experience feelings of curiosity during the research process in order to inform how research assignments are designed. Participants will leave the session with tips that can be used online and in person.

Type: Poster

Time: Between 12:35 - 1:15 pm PDT

Access LILi Con 2021 posters

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Arkansas State University, Aggie Road, Jonesboro, AR, USA

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Poster Title: Creating Inclusive Information Literacy Classrooms   

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Poster Title: Creating Inclusive Information Literacy Classrooms   

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Presenter:
April Sheppard (she/they)

Affiliation:
Arkansas State University

Description:
Library anxiety is well documented and it’s vital that library personnel create inclusive environments to make all of our students feel welcomed and to help combat any negative feelings when it comes to using our libraries. While many of us strive to be inclusive in our collections and welcoming at our service points, it is equally important that we put forth the same thought and effort in our information literacy instruction classrooms. For many students, information literacy instruction is their first encounter with an academic library. These encounters are critical, not only for life-long student success, but in welcoming students to the library. Learn how to be inclusive and accommodate all learners, from all backgrounds, through these seven steps:

1. Identify your unconscious biases

2. Use inclusive language; avoiding exclusive, racial, gendered, or ableist language

3. Avoid digital blackface

4. Use universal examples and analogies; avoiding regional humor or language

5. Create online modules and assignments with all backgrounds and abilities in mind

6. Be an advocate and resource; advocate on behalf of students and know available resources for students in need

7. If you make a mistake, take ownership of that mistake and apologize

Type: Poster

Time: Between 12:35 - 1:15 pm PDT

Access LILi Con 2021 posters

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SUNY Brockport, New Campus Dr, Brockport, NY, USA

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Poster Title: Viewing Information Literacy as a Social Practice: Shunning the Deficit Perspective

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Poster Title: Viewing Information Literacy as a Social Practice: Shunning the Deficit Perspective

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Presenter:
Logan Rath (he/his)

Affiliation:
SUNY Brockport

Description:
What could librarians learn by exploring the scholarship of information literacy in the workplace? Situated in the work of information landscapes by Annemaree Lloyd (2010; 2017), this study used a questionnaire (n=87) and follow-up interviews (n=17) to explore librarians’ beliefs regarding information literacy as a social practice. This presentation will provide a brief description of what is a social practice, the work of Lloyd, and a description of the methods used. Then, we will focus on findings from the study that showed how viewing information literacy as a social practice resulted in librarians’ fighting for equity and actively shunning a deficit viewpoint of students. Finally, implications for practice will be discussed. While this study investigate academic librarians, the presentation will focus on ways the findings of the study could relate to all types of libraries.

Participants will interpret the concepts of information landscapes, funds of knowledge, and deficit perspectives in their own contexts. Participants will evaluate the concept of information literacy as a social practice as it applies to their own definition of information literacy.

Type: Poster

Time: Between 12:35 - 1:15 pm PDT

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Pennsylvania State University, State College, PA, USA

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Poster Title:                   The Nimble Association:  Collaborative Teaching and Learning in SLA 

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Poster Title:                   The Nimble Association:  Collaborative Teaching and Learning in SLA 

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Presenters:
Emma Antobam-Ntekudzi (she/her)
Tom Nielsen (he/him)
Tara Murray Grove (she/her)
Seema Rampersad (she/her)

Affiliations:
CUNY
Penn State
The British Library

Description:
Professional associations are an integral part of lifelong information literacy. They provide links for professionals to work together to build knowledge in emerging areas of the profession. This panel will show how the Special Libraries Association (SLA) has facilitated members learning together on emerging issues. The panelists will provide details on two 2020 SLA initiatives that can inform other collaborative learning efforts for information professionals. One is a member-led reading discussion group focused on equity, diversity, and inclusion (EDI) issues in LIS, formed in response to 2020 protests and with a need to act constructively, thoughtfully, and collaboratively. The discussion group has provided a space for members to discuss selected readings and presentations and to develop actions together. The other is the Task Force on Reopening Specialized Libraries, which was charged with collecting and sharing information related to reopening the physical spaces of specialized libraries during COVID-19. The task force used virtual roundtable discussions to share resources and to provide a means for members to share their experiences. The task force is still actively collaborating to share new information with SLA members and communities.

Type: Poster

Time: Between 12:35 - 1:15 pm PDT

Access LILi Con 2021 posters