If you are driving on Friday night or Saturday morning, forecast for the passes looks good – no snow! (some rain, perhaps). Nevertheless, please drive carefully – we look forward to seeing ALL of you in Bend on Saturday. Weather forecast for Bend, by the way, is for a partly cloudy 57 degrees.

The Summit will take place in OSU Cascades Hall on the Central Oregon Community College campus. Map and directions may be found here. Free parking is available just across the street at the Barber Library parking lot. Registration begins at 8:30 with coffee and breakfast served.

If you are going to be in Bend Friday evening, you are welcome to join folks at McMenamin’s Old St.  Francis School. Festivities should be beginning around 4:30 and children are welcome.

We look forward to seeing you at the 2013 IL Summit!

Bryan Miyagishima, 2012-13 ILAGO Chair

Goal

Create a NW regional ACRL Immersion Program in partnership with regional ACRL chapters, the Orbis Cascade Alliance, and other supporters.

Background

In April at the 2012 Oregon Library Association Conference the OLA Library Instruction Round Table sponsored the session “The ACRL Immersion experience- what’s in it for YOU?” a panel describing logistics and benefits of the Immersion Program. At the panel, it was suggested that a NW regional Immersion Program could be a viable opportunity for librarians who are unable to afford or attend a National Immersion.  It was also suggested that a regional Immersion Program would build a strong sense of community among the local professionals who share the experience. Attendees at the panel session showed support for the idea and on May 19, 2012, attendees of the 2012 Oregon Information Literacy Summit also showed strong support for a regional ACRL Immersion Program. Michele Burke is initiating this proposal that regional ACRL Chapters along with the Orbis Cascade Alliance partner on organizing and supporting a regional Immersion Program, and Susan Barnes Whyte, Library Director for Linfield College is a consulting expert and partner on this proposal. Susan was the 2009-2011 Co-Coordinator for the entire National Immersion Program and has been the lead faculty member for many regional Immersion Programs over the last 12 years. She has extensive experience in organizing Immersion Programs and has volunteered to work on the steering team for this project.

Overview of National ACRL Immersion

• Cost for attending a National Immersion is generally about $1,400 plus travel
• The tracks are not sequential, individuals apply for and attend whichever tracks fit best
• What do the tracks mean? (Teacher, Intentional Teacher, Assessment, Program)
  • Teacher Track       focuses on individual development for those who are interested in enhancing,       refreshing, or extending their individual instruction skills (mostly       novice but could be a perfect fit, attendees are asked to come with a       class they are teaching)
  • Program Track       focuses on developing, integrating, and managing institutional and programmatic       information literacy programs
  • Intentional Teaching:       Reflective Practice to Improve Student Learning Track is intended for       the experienced academic librarian who wants to become more self-aware       and self-directed as a teacher (profound personal change, need at least 5       years teaching)
  • Assessment:       Demonstrating the Educational Value of the Academic Library Track is intended for librarians active in teaching and learning and those with  leadership roles for information literacy program development who want to improve their knowledge and practice of both classroom and program  assessment
•  Where to learn more about National Immersion: http://www.ala.org/acrl/issues/infolit/professactivity/iil/immersion/programs

Considerations for a Regional Immersion Program

Generally a Classic Immersion Program is offered and may make the most sense according to Susan Barnes Whyte. Past regional Classic Immersion Programs offered the Teacher Track and the Program Track coordinated to last the same number of days with the faculty members (usually 5 instructors) teaching in both. Although there has not been a regional Assessment Program or Intentional Teacher Program, elements of these could be options and the regional Immersion Program could be tailored to fit local needs (see for example the current program for Cornell University).

Grant funding is a possibility. Washington state community colleges were awarded two LSTA grants to support a Classic Immersion Program with a follow-up (first in the summer of 2006 with a follow-up summer 2011). The LSTA grant allowed many community college librarians from all WA community colleges to attend the Teacher or Program Tracks and reduced the cost substantially for all attendees. Susan will discuss LSTA grant details with Deb Gilchrist and has proposed that we might work on a grant request together. For information on the WA program and links to information about the LSTA grant, see Dipping into ACRL Immersion: Advancing Information Literacy through Good Teaching and Program Design (http://informationliteracywactc.pbworks.com/w/page/39530288/Dipping%20into%20ACRL%20Immersion).

Action Items

• Establish partnership with ACRL-WA, ACRL-OR, ACRL-ID and the Orbis Cascade Alliance
• Form a steering team (Susan has offered to serve on the steering team and assist with logistics)
• Decide which Immersion Program(s) to bring to the region (this decision must be made prior to contacting ACRL National Immersion and Susan recommends Classic Immersion)
• Gather support for the regional Immersion (examples of support include financial sponsorship, a hosting organization, and housing)
• Prior to approaching ACRL National, regional partners must be strongly organized and must have thought about funding in detail

Jen, the ILAGO Technology Officer, is arranging an option to attend virtually using GoogleHangouts. We haven’t used GoogleHangouts for this before, so fingers crossed!

GoogleHangout Instructions from Jen
____________________________________________________

You will need:

1. access to audio (mic + speakers or headset) or audio and video

2. a google account

Before the Meeting (ASAP):

1. send your google account address to my gmail: jenklaud@gmail.com. I will reply to your message from my gmail account
2. Add my gmail account (jenklaud@gmail.com) to a Google+ circle.

Day of the Meeting:
1. Login to your Google account. 2. Navigate to Google+. 3. Look for the “hangouts” icon on the left sidebar (may be under more). 4. You should see me, Jen,  “hanging out.” Join!
Email me (Jen) with any questions (jenklaud@gmail.com) jenklaud@gmail.com; on behalf of; Jen Klaudinyi klaudinyij@lanecc.edu

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ILAGO Meeting Announcement Hello ILAGO members,

I’d like to invite any interested members of the ILAGO list to our Fall meeting on November 19 in Forest Grove, sponsored by the Pacific University Library. We will be meeting from  1:00-5:00 in the Schauermann Conference Room within the Library. On the agenda:

- sharing of IL news and activities

- IL/Library advocacy

- review of the IL charter

- planning for the Spring IL Summit

Please feel free to share this invitation with others who you think might be interested.

While I’ve had a chance to chat over the phone and skype with some ILAGO folks over the past couple of weeks, it will be very nice to have some face-to-face conversation for once. I look forward to seeing you there!

Regards,

Bryan Miyagishima, Linn-Benton Community College Library, ILAGO Chair

The Information Literacy Advisory Group of Oregon is looking for nominations to for the following positions on the board:

Chair – 1 year term as chair / 1 year term as past chair

It is preferable the Chair position alternate from year to year between university/college, two year college, and K-12 representation. 

The current Chair – Robert Monge is from a university/college. We encourage nominations for chair to be from a two year college or K-12 institution.

Vice Chair/Chair elect — 1 year term; acts as Chair the following 1 year term; acts as Past Chair for a 1 year term

K-12 representative – 2 year term

College/University Representative – 2 year term
Interested members should E-mail Robert Monge by May 25^th.  Voting will take place from May 26^th –June 8^th.

Robert Monge
monger@wou.edu

Position descriptions:

Chair organizes the fall meeting and relevant board meetings throughout the year.  The chair coordinates with the working groups throughout the year. The Chair will work as needed with outside groups in the articulation of information literacy. The chair coordinates financial responsibilities with the board.

Vice-Chair/Chair Elect assumes the office of Chair after one year as Vice Chair. The vice-chair assists the Chair; becomes familiar with the on-going conversation around IL in Oregon; facilitates the Oregon IL conversation and IL articulation among ILAGO members; attends meetings and chairs meetings in the absence of the Chair.

K-12 Representative represents the information literacy interests of the K-12 community.  Representatives will participate in board meetings when possible and provide feedback, commentary, and vote on ongoing issues presented by the board.  K-12 representatives are encouraged but not required to attend the fall meeting, Spring Summit, and participate in workgroups as their schedule allows.  

College/University Representative represents the information literacy interests of the college/university and will participate in board meetings when possible and feedback, commentary, and vote on ongoing issues presented by the board. College/University representatives are encouraged but not required to attend the fall meeting, Spring Summit, and participate in workgroups as their schedule allows.  

Jennifer Maurer contributed these comments to the Oregon Association of School Libraries listserv:

I highly recommend reading this informative and thought-provoking 9-page report by Jessie L. Mannisto on the importance of making time to process and reflect on information and the role libraries can play in encouraging that.

I started to pull out some excerpts to share, but the article is so information dense that I found myself copying and pasting bits from every other paragraph. Instead, I will say that I believe that library staff and other educators should consider the research and take appropriate action. For example, maybe help organize Disconnected Day when students and staff avoid distractions from digital devices. Or, you could ask for time to discuss the report with your principal, campus improvement team, PTA, etc. Those who emphasize critical thinking or meta-cognition skills with students (and those who don’t) can stress why it’s important to take time to process information and not just gather it. You can encourage teachers who assign research projects to build in more time for processing information or to emphasize that piece. Because, as Ms. Mannisto points out, “At its core, the distinction between gathering and processing is an issue of information literacy.”

 Article below from ALA District Dispatch: http://www.districtdispatch.org/2012/03/new-report-outlines-power-of-disconnecting-in-knowledge-economy/

Report from Office for Information Technology Policy: http://www.ala.org/offices/oitp/publications/oitpperspectives

Jennifer Maurer is the School Library Consultant for the Oregon State Library.

Visit Education Week to read about new AP courses designed to emphasize critical thinking and research skills. This is wonderful news for our high schools.  I am wondering how involved school librarians in our state are in the design and delivery of such an AP course.  Thought I should pass along the news in case you have not seen it.  I already wrote to our school Superintendent in support of such course offering at our local high schools.  He thinks that this course may first address the needs of our IB program.   I wrote back asking him to consider that such a course is sorely needed by all students beyond the IB program level.  Little by little progress is made….

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Tina M. Hovekamp, Ph.D. , Professor
Associate College Librarian, Information & Access Services
Barber Library
Central Oregon Community College, Bend Oregon

Contributed by Bryan Miyagishima:
I’d like to recommend a resource I came across the other day. It is a blog by a fellow named Daniel M. Russell, who works for Google studying ways that people search and research – in other words, he is a self-described “anthropologist of search.” His blog is available at http://searchresearch1.blogspot.com/ .

Every other day or so he puts out a new research challenge question, asking readers to come up with the answer to some onerous research problem and post their answer and search strategy. While these problems are meant to be solved by using some Google tool or another, the problems cannot be solved by just doing a random Google keyword search. In other words, one has to be quite deliberate about creating a search strategy incorporating several layers of research in order to find an answer. I think the questions and search strategies would make for an excellent 5 minute discussion at the beginning of a class session. It would also make for an excellent discussion about what other research tools (like those available at the library or on the library website) could be used to find the answer.

While I realize that this type of site seems to push the use of Google to the detriment of all other research tools, it’s one that I as a librarian am willing to risk. The main use of this blog as an instructional tool is that it compels students to come up with the right questions in order to solve a problem; this is an extremely valuable skill that is quite difficult to teach. 

                                        Bryan Miyagishima is an Instruction Librarian
                                        at Linn-Benton Community College in Oregon.

- Promote information literacy integration into the K-20 curriculum in Oregon
- Facilitate discussion and innovation in information literacy instruction among practitioners
- Advocate for information literacy related issues

Pre-Defined positions:

• Chair (responsible for finances)
• Past Chair (plans IL Summit)
• Technology/Communications
• K-12 Representative (optional)
• Community College Rep
• University Rep

Functions:

• Facilitate Fall meeting & IL Summit Planning;
• Act on IL related issues between meetings (i.e. letters, advocacy, etc.)

Members:

• Open- membership defined by subscription to the ILAGO listserv
• Join ILAGO listserv, participate in IL discussions
• Vote in board elections – ballot distributed via listserv
• Invited to Fall meeting
  • Report – what’s going on at your institution?
  • Bring materials to share/maybe post on ILAGO website
  • Discuss & set agenda for the year
• Take information from ILAGO meetings back to home institution
• Volunteer for ILAGO projects as needed and desired (including Summit planning)
• Attend IL Summit, volunteer at IL Summit
• Lead and/or facilitate discussions/work groups/presentations at spring Summit based on year’s agenda.

The Fall meeting could be centered around administration (open discussion of the state of IL in Oregon; budget report, if needed;  other items that people submit ahead of time to add to the agenda, etc.) and kick-off for planning the next IL Summit, where non-board folks have the opportunity to volunteer to help and/or host the summit.

The impetus for investigating ILAGO’s fiscal options is the current situation where the organization’s finances are handled by the Oregon Library Association. The funds generated by the annual Oregon Information Literacy Summit are posted to the fund line “Info Lit Summit” (correct?) under ACRL-OR (or is it LIRT?). ILAGO has no direct control over the funds and, in fact, and must run vendor payment requests through the LIRT chair. ILAGO is charged a 6% fee on all credit card transactions (this can flucuate depending on the bank fees that OLA sees being charged by the various credit card providers), but there is no fee levied for invoice payments.

I investigated the following options for managing ILAGO finances:

• through OUS-level foundation (had previous experience with this at another state university system)
• through the Alliance
• following the Code4Lib conference model (Code4Lib is independent of any institution and is not “formally” organized as a non profit)
• through OSU Conference Services (quote is pending)

1. OUS-level foundation
According to Jackie Thorsness (Dir of Budget & Business Svcs) at the OUS Comptroller’s Office, the individual OUS institutions have their own foundations and there is no mechanism available at the OUS level to handle funds from loosely-affiliated organizations like ILAGO. Jackie stated that if an OUS official were affiliated with our organization then they might be able to help us. But since they have no direct control or involvement with ILAGO, managing ILAGO finances through OUS is not possible.

2. Alliance
I contacted Laura Zeigen at OHSU who had experience setting up the Alliance Research Interest Group ARIG) through the Alliance. The Alliance is able to provide webpage and listserv support only; they can provide no support for organization finances.

3. Code4Lib Conference Model
Each institution that hosts Code4Lib handles the finances for that year; it is part of their commitment to figure out how to make that happen with their institution. At the conclusion of the event, any balance of funds is sent in check form to the next hosting institution. I talked with OSU’s Business Affairs folks (they handle OSU Libraries’ accounting matters) who indicated that Code4Lib is unique in that they are able to assign the incoming funds to a index code that is associated with one of our staff member’s endowment funds (the staff member is also one of the founding members of the Code4Lib conference and is active with the event every year).

Typically OSU can’t mingle state funds and other types of funds but this situation is unique because of the endowment. Because there is no endowment-type of fund (I, for instance, don’t have an endowed postion) that could be used for incoming ILAGO funds, this type of arrangement will not work.

4. OSU Conference Services
OSU has a fully operational Conference Planning Center which offers a variety of services including conference registration and “bill pay” for conference expenses among other things. We could keep funds with OSU Conference Services from year to year. The only requirement for continuing a relationship with OSU Conference Services is that someone on the ILAGO board has to have an OUS connection (yes I do mean Oregon University System, which should be no problem). So this frees us from having to have an OSU person always on the board.

The downside to this potential arrangement is the fees that OSU Conference Services charges. The basic work to set up registration websites and do bill pay is either done on an hourly fee or “per registrant” fee (for ~80 attendees, I was told they would just do the hourly rate). Additionally there is a 3% fee assessed for process each incoming payment and a 3% fee assessed for process each outgoing expense payment. OSU Conference Services is putting together a quote for me, but right now the fee arrangement seems quite excessive. Update (2/24/2012): OSU Conference Services quote .

Recommendation
Based on the options investigated, it appears that continuing our present arrangement with OLA is the least costly (and does not require us to formally organize which we need to do if we seek any kind of arrangement where we have a bank account).