8:30 – 9:00 Coffee/Refreshments
9:00 – 9:15 Welcome – Bryan Miyagishima, ILAGO Chair
9:15 – 9:30 Oregon Writing & English Advisory Committee (OWEAC) Update
9:30 – 10:20 - Information Literacy and Rural Oregonian Students
What Information Literacy needs and concerns do rural Oregonians face? A panel of librarians, writing faculty, and a journalist, discuss issues ranging from the digital divide to the future of local and regional information resources in the state of Oregon.
- Candice Watkins – Library Chair, Clatsop Community College
- Katie Cunnion – Faculty Librarian, Umpqua Community College
- Nancy Knowles – Writing Faculty, Eastern Oregon University
- Christopher Syrnyk – Writing Faculty, Oregon Institute of Technology
- Erin Marlowe – Editor of The Source weekly newspaper in Bend, former journalism instructor at Central Oregon Community College
10:20-10:30 – break
10:30 – 11:30 – Presentations
Students Take the Lead: Undergraduate Staff at the Reference Desk
Presenter: Jean Caspars, Reference & Instruction Librarian, Linfield College
When a student-driven petition to keep the library open longer hours succeeded, the library received additional work study funding, members were added to the existing team of lead workers’ and their work hours were extended. In order to assure quality reference services for students doing research into the wee hours after librarians had gone home, training for the lead workers needed to intensify although the hours available for training were not increased. Using a combination of face to face and online training (use of Blackboard combined with a shared online journal), teaching opportunities as well as the assessment of lead worker learning has been improved, giving all the reference librarians a stronger sense of the capabilities of our undergraduate reference providers, thus enhancing team spirit. This program will provide details about the training program and the ways the lead worker’s’ knowledge and skills relevant to reference work and research consultation with their peers is continually assessed.
Mapping course outcomes to I.L. objectives: the Research Support Framework
Presenter: Pam Kessinger, Library Faculty Department Chair, Portland Community College
This developmental framework maps critical thinking stages and delineates information literacy competencies at the community college level in a way that makes the dimensions of learning evident. It is used to select learning outcomes by librarians and faculty across the curriculum, sparking collaborative conversations about pedagogy, student achievement, and the preparatory steps necessary for students to rise to the next level, from pre-college-ready to junior-rising. From the Framework we have set up Course Specific Research Support forms, for courses with Information literacy outcomes, which will allow us to track the activities and assessments used for each course. Together, the forms and the framework will help us prepare for programmatic evaluation.
Romancing the Library: Creating Space for Information Literacy in the Composition Classroom
Chad Iwertz Graduate Teaching Assistant, Oregon State University
Alicia Rosman, Composition Assistant and Graduate Teaching Assistant, Oregon State University
Haley Larsen, Composition Assistant and Graduate Teaching Assistant, Oregon State University
Philip Watts Brown, Graduate Teaching Assistant, Oregon State University
The Information Literacy Project (ILP) is a core component to Oregon State University’s Introduction to Composition course. In line with the class’s goals to prepare students for future academic writing and to strengthen their critical thinking skills at all stages of the writing process, ILP is a compilation of activities and assignments that boost skills in finding, evaluating, integrating, and using a wide variety of sources ethically and powerfully. In a time of quickly evolving technologies, these skills have become more essential than ever. However, as more freshman classes are created to match growing enrollment, the use of the library and already overworked library staff for ILP has become problematic.
In this presentation, a panel of graduate writing instructors will present their teaching of information literacies during a pilot program aimed at putting more responsibility on instructors rather than librarians for ILP while also creating a clearer definition of a term with which freshman often grapple: peer review. This winter-term pilot provided the opportunity for instructors to teach various elements of information literacy traditionally taught through library services. Each instructor achieved the same goal of preparing students for research-intensive writing through a library at the college level; however, each instructor also developed lesson plans specific to the students in his/her class with different goals in mind for application of information literacy to the research-based assignment it was to support. Some instructors, for example, will present the benefits of keyword-heavy literacy, while others will demonstrate the benefit of literacy in a focus on databases.
11:30 – 12:30 – Presentations
K-12 to College Connection in Yamhill Valley
Presenter: Michele Burke, Reference Librarian, Chemeketa Community College
In 2013, Chemeketa Community College Library began making outreach visits to Yamhill Valley High Schools. We are generally active in anything having to do with student success, and our library outreach activities fall under a larger umbrella of college recruitment, retention and student success initiatives. We approached the project from a standpoint of wanting to facilitate conversation with our K-12 partners and with an overarching goal of encouraging student matriculation to any college. To make contacts and schedule meetings, we contacted school librarians as well as College Credit Now/Dual Credit writing instructors. As Chemeketa faculty members, and indeed, as faculty at any school in Oregon, we are asked to incorporate student success instruction into content area instruction. Chemeketa librarians are drawing on principles we learned by teaching First Year Experience/Student Success courses at Chemeketa and it is natural to integrate these FYE principles into our outreach work. In this session, we will discuss what we have learned about the logistics of reaching out to our High School teaching partners, ah-ha’s around supporting research for High School students and integrating information literacy instruction into the High School one-shot library session, as well as ideas for incorporating FYE principles into outreach work. We will include a quick activity to help participants identify personal expertise in student success principles and discuss ideas for using that personal expertise as an in-road to connecting with students and building resonating moments.
Low Stakes, High Returns: Advancing IL Through Online Discussion Boards
Rebecca Schneider, Graduate Teaching Assistant, Oregon State University
Chris McDonald, Instructor, Oregon State University
Sally Parrish, Graduate Teaching Assistant, Oregon State University
Our panel views digital literacy as a necessary, ever-evolving component of information literacy. We are composition, business, and creative writing instructors who prioritize digital literacy, specifically by using online discussion boards as an extension of the writing classroom. We are especially intent to reinforce digital literacy for our students as they will no doubt encounter interactive media in future classes, research projects, and careers which all depend on the increasingly digital modes of information literacy. In short, this panel will offer its “best practices” of online discussion board use in the university and community college writing classroom including introducing new technologies, mitigating fear of new technologies, enhancing English language acquisition, and correcting an inadequate sense of online persona.
In our enthusiasm for digital literacy, we strive to hold students accountable for critical thinking, polished writing, and professional/academic attitudes within online discussion boards, whether in individual or group assignments. Acknowledging that digital literacy often reflects privilege among our students, we consider strategies to address student affect toward digital discussion boards. Low-stakes and self-directed practice with minimal instructor intrusion plays a key role in our digital literacy and information literacy pedagogy. Though our practical experience is limited to the traditional classroom setting, we see our activities as easily translatable to librarian-directed webinars or an e-campus setting.
Information Literacy for International Students
Uta Hussong-Christian, Instruction Librarian, Oregon State University
Dennis Bennett, OSU Writing Center, Oregon State University
Laurie Bridges, Instruction Librarian, Oregon State University
As the international student population grows at Oregon State University, and throughout Oregon, librarians and other instructors are meeting the challenge of providing information literacy instruction in class, via email, and in reference consultations. In this session two OSU librarians will discuss their experiences over the past two years working with OSU INTO international students; they will be joined by the OSU Writing Center Director who will provide additional insight. The speakers will talk about the challenges facing students and instructors including plagiarism, cultural perspectives, and language acquisition.
12:30 – 1:30 lunch
1:30 – 2:30 working groups
- Advocacy needs of Oregon Academic and k12 Libraries – facilitated by Candice Watkins, Clatsop Community College
- New reforms in Oregon Higher Education – what does they mean for libraries – Brian Greene – Interim Chief Academic Officer, Columbia Gorge Community College: and Rick Stoddart, – Assessment Librarian, Oregon State University
2:30 – 3:00 report from working groups/wrap-up