Oregon IL Summit 2014

Register now for the 2014 Oregon Information Literacy Summit
on Saturday, May 10th in Albany at Linn Benton Community College.

Schedule:
8:30 – 9:00 Coffee/Refreshments

9:00 – 9:15 Welcome – Candice Watkins, ILAGO Chair

9:15 – 9:30 Oregon Writing & English Advisory Committee (OWEAC) Update

9:30 – 10:20   Information Literacy in the K-12 Environment [presentation]

Teacher Librarian Shelly Buchanan and Debi Briggs-Crispin, the recipient of the 2013 OASL Distinguished Library Service Award for School Administrators, will present about their library program at Rosemont Ridge Middle School in West Linn, Oregon, how that program has evolved over the years, and where they hope to take it in the future. Presenters will also touch on IL in the Common Core Standards, collaboration with partners, and how ILAGO can be an effective partner in supporting Information Literacy in the K-12 environment.

10:20-10:30  Break

10:30 – 11:30  Presentations

• What Color Is Your Submarine, Baby? The Intersection of Media and Information Literacy [presentation] – Kael Moffat, Graduate Asst., Emporia State University
  • Library instruction tends to focus on information access issues–how, when, who has access to information–but we often forget or fail to address the rhetorical issues of the information source itself.  What relationship does it try to create with the user and how is it trying to create this relationship?  Using basic principles of media literacy, this presentation will look at a way to help our students begin to think more critically about the information they consume via the lens of color.
• Collaborative Information Literacy Assessment: Culture as Catalyst [presentation]– Garrett Trott, Reference/Instruction Librarian, Corban University
  • At Corban University, information literacy and assessment are infusing the culture. Assessment is not only the new norm, assessment speaks to accreditation and questions regarding return on investment. Assessment at Corban is leading the implementation of information literacy (IL) as a campus-wide value and increasing opportunities for the library to collaborate with faculty across the disciplines. This case study will discuss how Corban University has adopted information literacy as an assessed skill set across the curriculum. It will look at how the library partners with faculty to inculcate IL within both first year curriculum and upper-level discipline specific courses. We will also explore the increased recognition and value this process is giving to the library, as the concepts of information literacy becomes a part of campus ethos. Discussion will focus on the following:
    • The circumstances contributing to this adoption and the framework used to steward faculty toward the adoption were generated by administration holding a summative approach rather than demanding the “perfect plan.” Administrators are change agents and collaborate with the library.
    • The evidence gathered from the piloted information literacy modules and aligned curriculum within first-year writing courses creates viable evidence for faculty. This evidence encourages faculty in their understanding of the importance and viability of information literacy within other disciplines.
    • Resources available at little to no cost for other institutions to begin assessing IL at their own campus.
• Kids, Information Literacy and the Public Library [presentation]– Jackie Partch, School Corps Librarian, Multnomah County Library
  • What does information literacy for students look like at the public library? Multnomah County Library youth services librarians have successfully partnered with county schools to increase the information literacy of K-12 students. The library’s upgraded Homework Center website utilizes blog posts highlighting resources on common curriculum topics as well as information literacy videos created by local teens. The library’s School Corps outreach program has created several programs at the request of educators, including ones on library resources, Internet safety, and online searching for text and images.
• IL for All: Using Pinterest and Other Social Media to Expand Learners’ Understanding of Information Literacy for Active Engagement in Creative Assignments [presentation] – Sara Jameson, Senior Instructor/Assistant Director of Writing, Dalicia Fennell, Writing Instructor, and Alexandra Hesbrook, Writing Instructor, Oregon State University and Michele Burke, Reference Librarian, Chemeketa Community College
  • This presentation will show how Pinterest, Facebook, and other social media sites can be effectively used for active student engagement in classes, for research and for assignments. We will look at ways to use Pinterest in the research process, such as searching Library and public Pinterest boards as databases and sources of information, and using individual and class Pinterest boards to share findings as a research log.  Individual and class Pinterest boards can also become a final product.  As active learners ourselves, we will share ways to add engaged value to classes.

11:30 – 12:30  Presentations

• Research through the Writing Process [presentation] –Dawn Lowe-Wincentsen, Wilsonville Campus Librarian, Oregon Institute of Technology
  • We often separate research from writing, and students miss the process of using research in their writing, leading to out of context quotes, accidental plagiarism, and uninformed works. This session will talk about a collaboration between the library and a business professor to work with students at multiple points in the research and writing process, building better researchers, and better writers. The class has been taught as a distance class, allowing the collaboration to transcend campuses, and helping to better track each student’s progress. The librarian has also been able to expand the project outside the one class, and offers services based on this pilot to all students.
• Source Code: Assessing Cited References to Measure Student Information Literacy Skills  [presentation] [handout] – Dale Vidmar, Information Literacy and Instruction Librarian, Southern Oregon University
  • Sustainable instruction in today’s environment of reduced resources must be aligned with student learning outcomes and measurements. As such, the assessment of student work—in particular, the assessment of foundational goals such as information literacy along with oral and written communication and critical thinking—is paramount to a thriving information literacy and instruction program that benefits the library, the institution, and ultimately student learning. The key is to assess what is valued in a way that is manageable and informative. At the same time, it is important to analyze actual work samples that students complete to the best of their ability—that is samples that are required to complete specific assignment or requirements for their degree. These embedded assessments could include capstone papers or course projects in order to provide a direct and more accurate picture of student achievement and program effectiveness than other measurements such as standardized testing. This session will explore measuring students’ ability to access and evaluate information effectively through an analysis of the cited references used in a research paper or project. Guided by a rubric to review the sources listed in a bibliography—without necessarily reviewing how they are used within the paper itself—an assessment can be drawn as to the students’ ability to find, retrieve, and use a variety of high quality information sources to support their research.
• Making Learning Social: Using a Professional Social Network for IL Instruction – Elizabeth Brookbank, Instruction Librarian, Western Oregon University
  • Students live in a digital world, constantly connected to social networks. Instead of fighting to keep this trend out of the classroom, a Business professor and a librarian at Western Oregon University decided to embrace it. Working together, this faculty team experimented with using Yammer, a professional social network. Through the use of this tool, information literacy was more deeply and meaningfully integrated into the course. The participation in, and sophistication of, in-class discussion also increased, and collaboration between students on a final presentation project ran more smoothly. This presentation will give a brief introduction to Yammer as a tool for information literacy instruction, as well as for student engagement and collaboration. It will also discuss the theory behind the decision to use this specific social network, the positive results of this pilot project and future plans, and the collaboration between Western Oregon University faculty that brought it about and led to its ultimate success.
• Information Literacy and Student Success in Education, a Partnership with Education Department, Library, and Learning Success Center [presentation] – Amy Stanforth, Reference & Instruction Librarian, and Myranda Doering, Education Instructor, Mt. Hood Community College
  • Studies show community college students who access academic support services provided by the institution are more likely to experience success and persistence (Barbatis 18). This session reports on the successful partnership between the Mt. Hood Community College Library, the Education Department, and Learning Success Center in creating an informal learning community. Students enrolled in ED200 must complete a 10 page research paper. Though the class has a prerequisite writing course, the majority of students are experiencing academic research for the first time. Throughout the term, students attend 3 sessions, each designed to present one aspect of the skills needed to successfully produce a 10 page research paper. Students are first introduced to study and time management skills, then move into a scaffolded approach to the research process. The final session allows for follow-up questions and focuses on creating citations. At the conclusion of each term, students are asked to give a brief personal assessment of their experiences. This qualitative evidence allows us to make changes to each iteration of the class. Recently, this class has moved to a hybrid course, with 50% of the course content in an online learning platform. Our session will also report on the successes and challenges of transferring the program to this new environment.

Barbatis, Peter (2010) Underprepared, ethnically diverse community college students: Factors contributing to persistence. Journal of Developmental Education, 33(3).

12:30 – 1:30  Lunch and Presentation

• Instructional Videos that Work [presentation] – Sara Seely and Roberta Richards, Reference Librarians, Portland Community College
  • Librarians are well aware of the time intensive process and learning curve involved with creating instructional videos and learning objects, and yet it still seems worth the effort. Now that we’ve been creating asynchronous instruction for a few years, it’s time to take a step back and consider what works. How are videos and tutorials being used by librarians? When is video the preferred instructional medium? How do we know when point-of-need instruction is actually working? Join us for a lively presentation and discussion.

1:30 – 2:30 Working Groups

• Developmental Education in community colleges. How does IL fit into this changing picture and how do we continue to communicate that to faculty and administrators that are shaping this change? This work group developed language for inserting information literacy into the Dev Ed Redesign Steering Committee’s recommendation. View ILAGO’s Dev Ed recommendation. This is an evolving recommendation. Updates will be posted.
• Assessing threshold concepts for information literacy: Teaching information literacy threshold concepts means introducing our students to some of the “big ideas” that can transform their understanding of the information landscape. Development of an assessment practice that might demonstrate whether students have crossed IL learning thresholds is in its infancy. This work group will start from existing examples to draft new instructional activities that can help students approach learning thresholds for IL.
• How amazing would it be if ILAGO could offer a solid set of “elevator pitches” (short, clear, engaging) to take back to our institutions so we could all use common language to explain things like: What we mean when we say Information Literacy; Why ‘teaching students how to search and find sources is only the beginning; How expanding IL in our curriculum campus-widewill help faculty and students deal with the increasing complex information universe. Other documents developed by the work group: a “Elevator Pitch” template and Foot in the Door: Building “Elevator Pitches” for Information Literacy in Oregon.
• The Oregon’s District Improvement Indicators: Teaching and Learning require that school districts provide “equitable access to a professionally-developed and well-managed school library collection of current and diverse print and electronic resources that support teaching and learning, college and career readiness, and reading engagement.” How can we work together to ensure that this happens?

2:30 – 3:00  Report from working groups/wrap-up

3:00-3:10  Break

3:10 – 3:45  Final Presentation [presentation]

WMLA’s Craig Seasholes will talk about the successful campaign to bring back school librarians in the Bellevue, Washington School District. After many of the district’s teacher librarians were cut in 2012, local parents, educators, and WMLA advocated for those positions. Now, the district plans to hire two Research Technology Specialists for the spring in hopes of strengthening Information Literacy and technology skills across the curriculum.

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