You are invited to an ILAGO Social Hour!
Join colleagues Thursday, May 20th at 4pm.
The ILAGO Social falls between two great days of the 2021 Information Literacy Summit. Let’s get together to catch up and celebrate another year of good work and learning.
All are welcome! Email ilago.chair@gmail.com for Zoom link if you’d like to join and we’ll send you the connection information.
Join us for the 15th Annual Oregon Information Literacy Summit, a virtual series free lightning talk-style sessions on topics of interest to our IL community.
Registration is open to any person, so register soon! Please register for each session separately. The sessions will be recorded. If you register, we will email you a link to the recording after the session. Questions about the sessions can be directed to ilago.chair@gmail.com
Registration form: https://forms.gle/vugChgiJZ3aXBdGM8
Functional and Subject Specialists Collaborating in the Remote Classroom with Andrew Wang and Kate Thornhill
This presentation will describe a collaborative instruction session facilitated by Kate Thornhill (Digital Scholarship Librarian) and Andrew Wang (Art and Architecture Librarian) for an upper-level undergraduate/graduate course in the Historic Preservation program at the Portland campus of the University of Oregon. As the instructor of the course was still in the midst of finalizing the parameters of his assignment, Kate and Andrew were challenged to build a multi-part session that included both an asynchronous module and a synchronous remote session. The session incorporated multiple interactive and scaffolded components that ultimately helped shape the assignment itself. Moreover, this session has provided their institution with a model for: (1) innovative library instruction in the remote classroom; (2) an effective collaboration between a functional and subject specialist; and (3) incorporating several forms of assessment that meet a variety of learning outcomes.
Talking Stories: An Open Pedagogy Collaboration and Partnership with Kate Thornhill
At the University of Oregon between July and December 2020, Dr. Michelle Scalise Sugiyama and four UO librarians under the leadership of Kate Thornhill, Digital Scholarship Librarian, collaborated to develop an open educational resource that incorporated WordPress and open pedagogy approaches aimed at showing how Indigenous peoples around the world use storytelling to transmit their traditional ecological knowledge. This collaboration supported first-year undergraduate students participating in Dr. Scalise Sugiyama’s Origins of Storytelling course, an online first-year seminar dedicated to developing content for the resource. Entitled Talking Stories: An Encyclopedia of Traditional Ecological Knowledge, this resource aggregates traditional narratives, explications of the ecological knowledge they encode, descriptions of their culture and habitat of origin, and links to related scholarly research. It is intended for use by educators around the world seeking to integrate traditional Indigenous literature and natural history into their courses, and by students and researchers investigating this body of knowledge. For this presentation, Kate Thornhill will discuss how Dr. Scalise Sugiyama and she approached their collaborative partnership to center students with an introduction to academic research, professional writing, and digital literacy within the Origins of Storytelling course.
Transparent Library Instruction with Garrett Trott
This session will provide a brief definition of transparency in addition to some examples of how transparency can be implemented in either face-to-face or online instruction. It will briefly discuss what makes transparency valuable for instruction as well.
Registration form: https://forms.gle/2cFbVc8WWuAUJEeG6
On “Developing Information Literate Abilities”: Uncovering Whiteness at the Center of the ACRL Framework for Information Literacy with Anders Tobiason
What does it mean to be information literate? Who is the model information literate individual? Taking its cue from Critical Discourse Analysis and Antiracist Black Language Pedagogy, this presentation questions the foundational image of the information literate individual lying at the heart of the ACRL Framework for Information Literacy. Using critical race theory and an understanding of how whiteness functions as a presumed neutral background in our society, we begin to understand the whiteness of this individual. In this presentation, I briefly outline how whiteness functions and then move on to show how whiteness functions within the Framework more specifically. One of the main features of the Framework is an emphasis on “developing information literate abilities.” But for BIPOC individuals this fundamentally involves code-switching. As many scholars have recently argued code-switching causes harm beyond a change in individual language. When one’s understanding of what knowledge is and how information is constructed clashes with the aspirational model, one begins to question the validity of one’s own identity. As we begin to understand how whiteness underlies the Framework, we can begin to problematize its concept of information literacy and eventually find ways to allow a variety of information literacies to flourish.
Transparent Teaching in Action: Developing a First-Year Seminar Lesson Plan with Lynda Irons
Attendees will learn how the presenter applied the transparent teaching principles to develop a transparent-friendly, step-by-step lesson plan to teach a one-shot instruction session on scholarly articles to freshmen students. The presenter used the Searching is Strategic Exploration ACRL Framework as the foundation for developing the lesson plan. By the end of the presentation, attendees will:
Learn the transparent teaching principles and why they matter;
Learn to differentiate between purposes and tasks;
Leave with a strategy to apply transparent teaching principles to their own First-Year Seminar/Experience instruction.
An adaptive/ open information literacy model for the sciences with Dawn Lowe-Wincentsen and Alla Powers
Transparent course and assignment design gives students a framework with which to understand why the information is important and how it fits into the greater scheme of education and career. Open educational resources (OER) and open pedagogies use alternative copyright to make materials accessible and adaptable. This case study describes using these two principles to create an adaptable course module on information literacy. This case study will also talk about the request and need for more accessible materials during the covid period and beyond. As an open resource in an electronic format this case study will also discuss the possible uses outside of the local university environment.
We are excited to be accepting proposals for the 15th Annual Oregon Information Literacy Summit, a virtual series of events over the last two weeks of May. MLS/MLIS graduate student presentations welcome!
Each separately scheduled 60-minute session will have one or more 15-minute presentations on a topic, followed by group discussion with attendees.
Possible presentation topics include:
–Critical assessment
–Dual credit and IL teaching
–Information literacy and data literacy or digital scholarship
–Misinformation / disinformation
–Open pedagogy
–Racial justice and information literacy
–Social media / algorithmic bias
–Transparent design for IL instruction
Please indicate whether you’re interested in presenting at the following Google Form: https://forms.gle/bFTzkk4WwcUxz2Sq7
Thank you!
Amy Stanforth, Sara Robertson, & Bronwen Maxson
ILAGO Board Members
Saturday May 30, 2020, 9:00am-12:00-noon
NEW ZOOM ADDRESS — you can log in through OLA meetings. This will also be updated on the ILAGO List-serv. Contact pkessing@pcc.edu if you need assistance
Agenda
Introductions
Build-a-bear Agenda: add stuffing to the frame
OWEAC report — Mindy Williams
Oregon Association of School Librarians (OASL)
Upcoming LSTA Grant Project: Transparent Design in Information Literacy — Isaac Gilman and Xan Arch
Workgroup Summaries
– MILA
– IL-AAOT
– Membership
Summer Board meeting: August 28…?
Join us in Astoria!
Saturday, October 5, 2019
Clatsop Community College, 201 Towler Hall
9:30 Social time
10:00-3:00 Business
The Northwest Commission on Colleges and Universities (NWCCU) First Draft of the revised Accreditation Standards are oversimplified to the point that libraries are mentioned mainly in terms of collections. Information literacy has been demoted to merely one of several examples of potential core competencies set at the institution level.
The ILAGO Board have joined with other information literacy leaders (including ACRL-OR, and the Orbis Cascade Alliance) to advocate for the critical role of college libraries, and qualified personnel, for information literacy to be clearly stated in the Accreditation Standards.
We have sent the following response to NWCCU. We need your help. Comment on the draft with this feedback form at NWCCU. Or, email comments to standards@nwccu.org.
Further tips are available at: https://acrloregon.org/
When: Saturday May 11, 2019
Where: Linn-Benton Community College Library (Willamette Hall building) in Albany, Oregon.
The IL Summit typically has 50+ attendees who are eager to hear new ideas and ways to approach information literacy.
We invite a diverse range of presentations across library environments (e.g. academic, public, school), curriculum, and/or examples of successful collaboration between librarians and external stakeholders.
Programs can be of various formats including, for example: interactive workshops, guided discussions, panels, or poster presentations.
Presentations are 45 minutes each, including Q & A. Longer programs/workshops will be considered on a case-by-case basis; if submitting a longer proposal, please include that in the Comments field.
Please submit your proposals here: https://goo.gl/forms/K9BhoOFLdvgafThC2
Pam Kessinger
ILAGO Chair, 2018-2019
(Updated 1/9/2019: Zoom meeting information added at the end)
An ILAGO workgroup has revised and updated the existing Information Literacy Outcomes and Criteria for the AAOT General Education curriculum (found in Appendix E) to better align with the ACRL Framework for Information Literacy. After an extensive drafting and open comment period, we are ready to share the final draft: Outcomes and Criteria for Transferable General Education Courses in Oregon: Information Literacy.
Currently, most examples of Information Literacy are from the Writing course sequence, we need to demonstrate IL teaching and learning in other areas of the Gen Ed curriculum (from Cultural Literacy, Mathematics, Sciences, Social Sciences, and more). Do you have examples of Information Literacy in a discipline area that you’d like to include? Add them to this working draft of Information Literacy Criteria for AAOT Discipline Areas. We also welcome suggestions for language revisions for clarity or context.
Next steps:
This effort is an example of Information Literacy advocacy for Oregon students, and we hope you’ll join in!
To join the meeting, use the information below:
Join Zoom Meeting
https://zoom.us/j/411595590
One tap mobile
Dial by your location
Meeting ID:
411 595 590
Find your local number:
https://zoom.us/u/jgvKNosq
— Sara Robertson and Sarah Ralston
What: Board and Membership meeting
When: Saturday, October 6, 2018, 10:00-3:00
Where: University of Oregon, Science Library or online via GoToMeeting — see draft agenda for details
The Information Literacy Advisory Group of Oregon (ILAGO) is pleased to announce that we are offering two scholarships of up to $100 for a library school student and an early career librarian to attend the annual Information Literacy Summit on May 12, 2018. Application is open to any Oregon resident who fits one of these categories:
Application deadline has been extended to April 30, 2018. For details and to apply please visit our webform.
If you have any questions, please feel free to contact Tracy Scharn: scharnt@wou.edu
