Oregon Information Literacy Summit 2010

4th Annual Oregon Information Literacy Summit:

• Date: Saturday, April 3, 2010
• Location: Linn Benton Community College Library and Learning Center
• Sponsored by ILAGO (Information Literacy Advisory Group of Oregon), co-sponsored by OLA Library Instruction Roundtable and ACRL Oregon
• Online registration is now closed; for late registration, contact Uta Hussong-Christian. Registration fee: $25, student registration fee: $20

Schedule:

Click here for IL Summit session descriptions

8:30-9:00       Check-in and Continental breakfast

9:00 – 9:10       Welcome

• Bryan Miyagishima, Linn Benton CC – Welcoming remarks

9:10 – 10:00     Opening remarks

• Kate Sullivan, Lane CC, President of OWEAC – State of the State Report
• Heidi Senior, U of Portland, and Karen Diller and Sue Phelps, WSU Vancouver – Learning From Each Other: A report on information literacy programs at Orbis Cascade Alliance libraries

10:00-10:45    Keynote

• Dr. John Bean and Lynn Deeken, Seattle U – Creating Students as Expert Insiders:  Using backward design and library/faculty partnerships to teach disciplinary writing and research
• Presentation. Handout.
  

10:45-11:00    Coffee break – Book tables; Poster displays

• Poster: Janis Tyhurst and Annette Nemetz, George Fox U – Business Information Literacy Faculty/Librarian Collaboration and Assessment in an UG International Management class.
• Poster: Kevin Moore and Monica Martinez-Gallagher, Portland CC – Library Services in Second Life

11:00-11:45    Concurrent Sessions A

Panel 1

• Travis Margoni, Oregon State U – Authentic Engagement: The literacy narrative as a path to proficiencies
• Marjorie Coffey, Oregon State U – Starting Early: Assigning literature reviews in first-year writing to develop information literacies
• Jeffrey Breitenfeldt, Oregon State U – I’m Not Making This Stuff Up: Contextualizing information literacy through audience analysis

Panel 2

• Rob Priewe, Linn Benton CC – Using Social Media to Promote Research and Writing
• Natasha M. Luepke, U of Phoenix and Kaplan U – Judging a Library By its Cover: Creating goal oriented interfaces and assignments

Panel 3

• Mary Kelly-Klein and Anna Johnson, Mt Hood CC – Sequential, Strength-Based IL Instruction for Underprepared College Students in a Learning Community of Three Linked Courses

12:00-1:00      Lunch

• Jen Klaudinyi, Western Oregon U –  CLIP tutorials

1:00-1:50        Concurrent Sessions B

Panel 4

• Richenda Hawkins, Dana Emerson, Robert Harrison, and Linda Spain, Linn Benton CC – Instructor Strategies for Encouraging Lower-Division Students to Engage with Primary Sources

Panel 5

• Jaime Zinck, Oregon State U – Instructor Resistance: Facilitating communication and good will in librarian supported composition classes
• Garrett Trott, Corban College – Conspiracy and Coherency at Corban College
• Jennifer Nutefall, Oregon State U – The Timing of the Research Question: First-year writing faculty and instruction librarians’ differing perspectives

Panel 6

• Katherine Cunnion, Javier Ayala, and Jillane Michell, Umpqua CC – Implementing the Change at UCC: An IL case study
• Smita Avasthi, Southwestern Oregon CC – Embedding IL Outcomes in WR Classes: A practical approach for understaffed community college libraries

2:00-2:50        Concurrent Sessions C

Panel 7

• Eldon McMurray and Anna Johnson, Mt Hood CC – An experiment in confidence analysis: Assessing students’ perceptions of their information literacy skills before and after library instruction

Panel 8

• Robert Schroeder, Portland State U – The Marriage of Critical Thinking and Information Literacy: A match made in heaven or a shot-gun wedding?

Panel 9

• Kate Gronemyer and Anne-Marie Deitering, Oregon State U – Beyond the gripe-fest: Sharing stories to develop new perspectives on teaching research and writing

3:00-3:30     Wrap-up; Next Steps; Evaluation

3:30-4:30     Break-down and clean up

4:30-2:00    Post-conference merriment at The Calapooia Brewpub

Keynote:

“Creating Students as Expert Insiders:  Using Backward Design and Library/Faculty Partnerships to Teach Disciplinary Writing and Research.” Dr. John Bean and Lynn Deeken, Seattle University.

What’s possible when conversations about outcomes assessment bring together departmental faculty, a specialist in writing-across-the-curriculum, a writing center director, and a reference librarian?  Such conversations are now underway at Seattle University, partly funded by a Teagle Foundation grant titled “Building Communities of Assessment in the Majors and the Core Curriculum.”  Although the university is still early in this grant, John Bean (Professor of English and Consulting Professor for Writing and Assessment) and Lynn Deeken (Instruction and Assessment Coordinator, Lemieux Library) will share our work in one of the grant’s major components—the Writing in the Majors project.

Our project is inspired by the outcome goal that graduating seniors will be able to produce what Susan Peck MacDonald calls “expert insider prose” in their majors.  By studying strengths and weaknesses in senior projects and applying to the curriculum the principle of “backward design,” departmental faculty hope to develop improved assignments and instructional methods early in the curriculum to accelerate students’ growth as disciplinary thinkers and writers. We will discuss our findings so far related to the following questions we are using with faculty:

• What should a graduating student in a major be able to do?
• What does authentic or “expert insider” writing look like?
• How is information literacy or students’ ability to do research part of that proficiency?
• As they progress through the curriculum, where do students learn the skills of inquiry and research?
• How could we accelerate their learning of these skills?

In our talk, we will address the conference theme of Curriculum, Courage, and Collaboration (the C’s of Change).  We’ll describe the rhetorical theory behind the Writing in the Majors project, explicitly relating it to the complex knowledge and skills needed for information literacy. We will also explain Seattle University’s “discourse approach” to assessment, which generates rich faculty discussion of student learning, and show why this discussion is enriched by the participation of reference librarians.  Finally, we’ll give some examples of the kinds of assignments and instructional methods departmental faculty members have developed to link writing and information literacy.

The Call for Proposals is now closed.

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