Register now!
Registration is now open for the 12th annual ILAGO Information Literacy Summit on May 12, 2018 at the Yamhill Valley Campus of Chemeketa Community College in McMinnville, Oregon.
Cost: $30, which includes light morning refreshments and a buffet-style lunch
Registration: https://ola.memberclicks.net/il-summit-registration-2018
Note: Conference registration requires an Oregon Library Association account. If you are a current or former member, or have created an OLA account in the past year to attend an OLA event, there should be an account on file for you. You will need to login using your username and password. For new registrants, you will create a free account as part of the registration process.
Schedule
8:30 – 9:00 Check in/Coffee/Refreshments
9:00 – 9:30 Welcome & updates – Sara Robertson, ILAGO
9:30 – 10:20 Morning Plenary
Grade Level Learning Goals for the Oregon School Library Standards: Skill and Knowledge Continuum from Kindergarten through Community College
Pam Kessinger, Portland Community College
Leigh Morlock, Jefferson High School
Presenters will summarize the process and progress of the Grade Level Learning Goals (Oregon School Library Standards) project. They will clarify vocabulary since the same terms are used differently between K-12 and College. Attendees will engage with the Learning Goals to some depth, looking at them from a variety of viewpoints:
- Connections to national and professional standards
- Application to library instruction at various developmental levels
- Potential for the Grades 13-14 Learning Goals to become some sort of statewide recommendation for undergraduate students
10:20 – 10:30 Break
10:30 – 11:30 Breakout sessions
More Questions than Answers: Thinking through Visual Thinking Strategies in Library Instruction
Erica Jensen, Lewis and Clark College
Visual Thinking Strategies is a structured, dialogic teaching tool that uses visual works to spark critical thinking. VTS was originally developed by educators at the Museum of Modern Art as a response to evidence that visitors were evaluating educational programming very positively, but not actually learning or retaining very much from it. Since then, it has been widely adopted in elementary and secondary education settings as well medical and nursing education. While there appears to be growing curiosity about VTS within academic library contexts, that interest does not yet seem to have translated into widespread adoption. Are there logistical obstacles to translating VTS into the one-shot scenarios that many of us accept as our default instruction mode? Is there a deeper philosophical mismatch? Or does this approach to teaching have the potential to energize and refocus library instruction? A librarian who is deeply curious about VTS, but who has not yet figured out exactly how to implement it, will give a brief introduction to VTS and a demonstration, and then propose questions for discussion.
Getting it Together! Creating a functional inventory of information literacy instruction materials at Seattle University
Billie Boyd, Seattle University
As information literacy instruction continues to grow and evolve, so do our collections of classroom activities, handouts, and related learning objects. To address this, we developed an accessible, searchable index of learning objects.
Seattle University library faculty contribute to the inventory and utilize inventory materials. Contributions enable us to take stock of and manage our various instruction materials, review them for accuracy and relevance, and identify gaps in coverage. The inventory has also created new opportunities to encourage sharing and collaboration among colleagues, prepare for assessment projects, and revisit familiar assignments in light of new challenges and implementation of accessibility and Universal Design for Learning.
In this presentation, we will share our process and tools for creating the inventory. Participants will be invited to create their own inventory template, and discuss opportunities for application across different libraries and information literacy contexts.
Bring your laptop and get your own inventory template to take back home with you!
11:35 – 12:35 Breakout sessions
Assessment in Action: Using the Power of Meaningful Assessment to Inform Alternative Library Teaching Practices
Heath Ray Hayden, Bellevue College, Deborah Moore, Highline College, and abby koehler, Bellingham Technical College
Following their attendance at a two-day, intensive Assessment in Action workshop developed by ACRL, the presenters were awarded mini-grants to perform assessment activities at their institutions. Through collaboration with their faculty and Institutional Research departments on their respective campuses, the presenters are currently undertaking efforts to inform their teaching practice with meaningful assessment. They will share their recent projects, their experience of the grant process itself, their preliminary results (if available), and their personal outlook for continued assessment in their campus Library instruction.
Reading and Metacognition in Library Instruction
Pam Kessinger, Portland Community College
Let’s share our ideas from prompting questions such as: what are the connections that you see between reading, metacognition, and information literacy instruction? In light of these connections, what changes have you made in how you teach? What strategies do you use now? How has your understanding of teaching evolved? How do you collaborate with other librarians or content instructors?
Throw Away the Highlight Marker and Post-It Notes: Digital Tools for the 21st Century
Dale Vidmar, Southern Oregon University
The use of online and digital technologies is growing in popularity and effectiveness for contemporary researchers. There are programs that can help researchers save and organize article files, annotate, highlight, create notes, and make these articles and notes searchable. Other programs assist in the thinking or brainstorming about the research and how to coherently package ideas. Citation generators can make the creation of the list of references as well as the in-text citations easier and more accurate. Writing and grammar checkers, image editors, and voice to text programs help nurture creativity and clarity. While it may not be incumbent upon librarians to master all the various digital tools available to students and researchers, having a passing knowledge of most and perhaps a specific expertise in some can open new doors to teaching information literacy, research, and writing skills.
In this presentation, participants will learn about a variety of tools that can change the way students currently read, annotate, organize, and process their research. The session will be structured as part presentation and part workshop activity in which participants share and discover digital research tools. The intent is not only learn about emerging digital tools, but how to incorporate these tools into classes to further the process of information creation and management.
12:35 – 1:30 Lunch
1:35 – 2:35 Afternoon Work Sessions
MILA Shared Self-Assessment Work Session – The ILAGO MILA Project Group will host an interactive work session so participants engage in the development of a statewide and open source assessment tool
AA/OT Information Literacy Outcomes & Criteria – Participants will provide input on suggested revisions to the Information Literacy Outcomes and Criteria for the AA/OT and the development of a crosswalk to subject area outcomes and criteria (see the existing outcomes in Appendix E).
2:45-3:45 Afternoon Plenary
Essential Tools for Building Learning Habits: Assumption Hunting, Reflection, and Critical Thinking
Hannah Gascho Rempel, Oregon State University
Anne-Marie Deitering, Oregon State University
Teachers – librarians and faculty alike – struggle to help students see academic research as a process where new questions can be explored and ideas can be respectfully challenged. Using examples from our own collaborative work with WR 121 instructors, we will examine the assumptions we as instructors and librarians bring to our teaching and discuss ways we can build in reflective activities that model the types of thinking we would like to encourage.
We will also explore ways students can discover and acknowledge the assumptions they bring to the research process and to the topics they research. We will lead participants through exercises we developed to help students and instructors engage with their assumptions as a step toward developing critical thinking habits. And we will talk about some of the barriers students face as they practice entering the research conversation, and the role librarians can play in advocating for students’ needs. Participants will leave with concepts and tools they can use to help learners solve evolving information problems.
3:50 – 4:15 ILAGO business and wrap-up
Directions
Parking at the Chemeketa Community College, Yamhill Campus is copious and free!
288 NE Norton Ln
McMinnville, OR 97128
