Register now for the 10th annual ILAGO Information Literacy Summit held May 21, 2016 at Cascades Hall on the Central Oregon Community College campus in Bend, Oregon.

Schedule:

8:30 – 9:00      Coffee/Refreshments

9:00 – 9:15       Welcome – Lisa Tegethoff, ILAGO Chair

9:15 – 9:30        Oregon Writing & English Advisory Committee (OWEAC) Update – Christopher Syrnyk, Oregon Institute of Technology

9:30 – 10:20     Panel Discussion:

  • Collaboration! The do’s, the don’ts, and how to get started Tania Wisotzke, University of Western States; Lori Lieberman and Colleen O’Leary, Portland Public Schools; Michele Burke, Chemeketa Community College; Jackie Partch, Multnomah County Library; Amy Richards, St. John Fisher School

10:20 – 10:30   Break

10:30 – 11:30     Presentations:

  • Howdy, Pardner!: Community Collaboration for a Win-WinHeather McNeil, Public Services Manager, Deschutes Public Library

Deschutes Public Library knows that partnerships are essential in order to promote library resources that can positively impact their communities. They have established a variety of collaborative efforts with the public schools, social services and Education Services District that resulted in Library Linx (public library books delivered to schools for check out), early literacy storytimes at the Pre-K schools and Early Learning Center, museum passes available for check out, early literacy storytime kits for preschools, college and Parks and Recreation classes at the library, and more.  Public Services Manager Heather McNeil will describe the successes and challenges of partnering with multiple organizations to achieve a win-win.

  • Collaborating Across Faculty to Build an Information Fluency Assessment Tool for Students in Public Health Graduate ProgramsLaura Zeigen, Liaison Librarian, OHSU

Although measuring student competency on medical procedures and knowledge is a long-established process in most health science graduate programs, measuring information fluency is not something that has been done to any extent at Oregon Health & Science University (OHSU). Erin Foster, OHSU’s second year National Library of Medicine fellow, has evolved masters work done by Laura Zeigen, OHSU Liaison Librarian, to start developing such measures. Erin and Laura are currently in the process of collaborating with faculty, staff, and administration in the new OHSU-PSU School of Public Health (SoPH) to develop meaningful measures to assess information fluency in students, in particular the students of the Master of Public Health (MPH) Epidemiology program. As ACRL Information Framework language is unfamiliar to non-librarians, Erin and Laura have endeavored to utilize language and concepts from the Epidemiology program learning objectives. Developing such measures in conjunction with SoPH faculty, staff, and administration ensures validity and reliability of assessment results, gives both the OHSU Library and program faculty much needed information about the skills their students do and do not have coming into the program, and provides an opportunity for more effective library support of discipline specific learning outcomes. Without such faculty collaboration, Erin and Laura could develop an assessment tool independently, but would miss or not have vital opportunities to administer such assessments at the most appropriate times. Presentation will include the challenges and opportunities encountered in developing the assessment tool in collaboration with SoPH faculty and staff and plans for administering the tool.

  • Active Learning Strategies for Information Literacy Barbara Oldham, Reference and Instruction Librarian, Wenatchee Valley College; Amy Carlson, Writing Instructor, Wenatchee Valley College

Barbara and Amy collaborated on a two week unit on writing a argumentative essay. They will share a few of the active learning strategies they used to engage the students in learning. In one activity the outcomes were: to know what a database is, understand what fields are, and how to use a database. They used another group activity to teach students how to evaluate sources using a rubric. If time allows they will share some of the other information literacy related assignments they have created for this unit.

11:35 – 12:35      Presentations

  • Library Instruction Customized: A Librarian, Archivist and Faculty CollaborationQing Meade, Outreach & Inclusion Librarian, Eastern Washington University; Charles Mutschler, University Archivist, Eastern Washington University

This presentation will introduce the perspectives of a subject specialist librarian and university archivist on working in collaboration with the faculty instructor of a lower-level undergraduate history course cross-listed with Chicano Education.  The session will discuss how the librarian and archivist collaborated closely with the instructor to tailor library instruction to the specific objectives for the course, including both general library research and the use of primary sources in an archival environment.

This course has been taught every quarter since Fall Quarter of 2014. The library component has been refined each quarter to meet the specific needs of the course assignment, which required students to conduct oral history interviews of members of the Chicano population in the region served by the university.  One improvement has been the quarterly revision of the LibGuide for this course, which facilitates the use of both library and archival resources. Another refinement of both the LibGuide and instruction session has been the inclusion of resources pertaining to oral history practice and privacy concerns. The collaborative partnership with the instructor allows the librarian and archivist to expose students to the specific skills and aspects of information literacy required for successful completion of the course.

  • Moodlizing and Flipping Instruction:  Piloting the Information Commons Interactive Handbook to First-Year Seminar and Expository Writing studentsLynda Irons, Research and Instructional Services Librarian, Pacific University

The Information Commons Interactive Handbook (ICIH) was piloted in two First-Year Seminar classes and one English Expository Writing class in Fall 2015.

The instructional librarians often cover information that can be delivered by the flipped classroom model.  The ICIH development is an innovative model of how learning objectives are created and shared and includes activities and worksheets that are completed prior to class.  The in-class learning and activities are then devoted to the application of the higher level information literacy frameworks.

The Pacific University Libraries’ Strategic Initiatives stresses equitable services and resources to all, regardless of geography, time, and learning modalities.   As learning occurs 24/7, the ICIH can be a refresher tool for when librarians are not always immediately available or when the student just wants a point-of-need quick answer.

The project’s goals are:
●        To create a robust web-based open handbook that consolidates the various information literacy components and learning activities currently in practice, focusing on library research at Pacific University (however, with universal application).  
●        To align current and future information literacy practices to the Framework for Information Literacy for Higher Education.
●        To design suggested curriculum guidelines for faculty inclusion into their course syllabi.
●        To brand and market research at Pacific University.

You will learn how the ICIH was developed and implemented with Moodle as the initial platform for launch.  You will also discover what’s left to do as well as the many lessons learned.

What do the works cited by a student say about their mastery of information literacy proficiencies? How do the sources chosen establish the credibility, consistency, and reliability of the author? Can the student follow the conventions of the discipline in the citation style? Is the research scholarly, relying on peer-reviewed or discipline appropriate sources? Most importantly, do the sources a student chooses to highlight establish an authority to address the topic adequately?

This workshop will explore what the cited references in student work samples say about information literacy learning outcomes and student achievement. Based on a three-year collaborative effort by the library and university assessment committee and between the library and individual departments, this workshop will lead participants through a process to gain a practical understanding of how to assess cited references and how to set up a collaborative authentic assessment between library and departmental faculty with the intent to gain an authentic understanding of student learning and teacher effectiveness.

Participants in this workshop will actively review sample references guided by a rubric to measure the quality, variety, and breadth of sources. As participants examine student work samples, they will gain insight into how the research was done, what sources were used, and the strengths and weaknesses of the student research. As this story unfolds, we will reflect upon the “Why?” question to guide our intention to improve instruction and student achievement.

12:35 – 1:30       Lunch

1:30 – 2:30        Presentations

Meetings are not fun. And all too often, they are also not productive. During our departmental meetings the Instructional and Research Services Librarians at Whitman College have introduced and adopted a “seminar” format. We scrapped an agenda in favor of a creative approach to problem solving. Specifically, we share and discuss a growing syllabus of professional literature, which has resulted in collaboratively written documents that reflect our interpretation of the new Association of College and Research Libraries’ (ACRL) Framework for Information Literacy.

Our instruction program is notable because it includes the college archivist and focuses on teaching with and about primary sources. We believe other librarians, regardless of their institutional context, can learn from our meeting culture. In this session we will share how this approach has reinvigorated our unit and helped us share our message and goals with faculty, students, and administrators across campus. We will discuss the documentation we created, describe several concrete instructional scenarios informed by those documents, and talk about how we intend to use these tools to aid in our assessment of student learning.

  • “Is This Something We Can Do?”: Exploring the Possibilities of Instructor-Librarian Collaboration Patrick Wohlmut, Teaching and Research Librarian, Linfield College; Kena Avila, Associate Professor in Education, Linfield College

The Nicholson Library’s teaching focus follows a strong introductory model, being well integrated in the Freshman seminar classes and introductions to the major, though not necessarily across the upper division classes. Patrick and Kena will present the story of their collaboration during the course of an upper-division Education class at Linfield College in the Fall of 2016. After presenting some of the research on departmental faculty/librarian collaboration, they will talk about the unique factors that made this collaboration one that was fulfilling, useful, and educational for both the teachers and the students. Though the class was delivered in a face-to-face format, Patrick and Kena interacted in ways that were more closely related to Embedded Librarianship, and that involved Patrick in a more integrated way than simply teaching research skills in a one-shot session. Through this deeper involvement, instructor and librarian increased the value of these research sessions for their students and strengthened a vital connection between the Education department and the library moving forward. The presentation will end with a discussion of challenges moving forward and take-aways for collaboration in other levels and courses.

Embedding a librarian in an online course can be as simple as providing a contact link, or as involved as co writing assignments, providing open class sessions, and having mandatory librarian interaction throughout the information literacy model. In 2013 we started with one librarian in one class and a simple message in a discussion board. Three years later we have five librarians in 125 classes offering services ranging from a discussion board contact to assignment creation and grading. This presentation will discuss the services offered by Oregon Tech Librarians, and how the program was developed and continues to grow. By building relationships with faculty and online learning administrators and staff, embedded librarians can expand and adapt library services to student and faculty needs in the online setting.

2:35 – 3:35       Working Groups (TBD – possible topics listed below)

  • IL Framework: From Discussion to Action
  • Partnering Across Different Kinds of Libraries:  Best Practices in Reaching Out and Crossing the Divide
  • Aligning the Oregon State Library Standards to grade levels
  • Wildcard – idea to be solicited during lunch hour

 

3:40 – 4:15       Report from working groups/wrap-up

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