Please note that not all sessions have Readings.
Research Rescue: Flipping Instruction for Scalability, Learning, Assessment, and Sanity by Melia Fritch & Joelle Pitts, Kansas State University
Amargosa Room, Lied Library 1st Floor Thursday November 14 10:45-11:45 am
Abstract: Learn how the Instructional
Design and Instruction Teams at Kansas State University Libraries moved library
instruction for the Expository Writing course from meeting face-to-face with
1,000+ students in four days to having all students complete an online library
assignment with a "research rescue" follow-up. Their innovation
changed the workload for the instruction from involving 12 librarians and
specialists to only four librarians. Session will include discussion of
barriers, challenges, assessment and their success.
Bios: Melia Erin Fritch is an Assistant Professor and Undergraduate & Community Services Librarian at Kansas State University Libraries. She works as the Undergraduate Instruction Team Lead and has lead responsibility for the Dow Center for Multicultural and Community Studies housed in Hale Library. Her research interests include information literacy instruction, assessment, training & education, diversity, and feminist pedagogy.
Joelle Pitts is an Instructional Design Librarian and Assistant Professor at Kansas State University Libraries. She is responsible for the creation and maintenance of web-based learning objects and environments aimed at improving the information literacy of the Kansas State University community. Her research interests include distance education and e-learning theory and design, as well as the design and implementation of games-based learning environments. She holds degrees in Agricultural Business and Library Science.
The Power of Partnerships: Assessing the Impact of Information Literacy on Student Success by Julie Tharp & Kate Frost, ASU
Amargosa Room, Lied Library 1st Floor Thursday November 14 3:15-4:15 pm
Abstract: The partnership between the
Arizona State University Libraries and University Academic Success Programs
began approximately four years ago when it became clear that the curriculum in UNI
110: Critical Reading and Thinking course needed an information literacy
skills component to help students discover, evaluate, manage, and utilize
information from library sources for course projects. We observed
students’ successful application of information literacy, which led to several
assessment projects that primarily informed and improved practice.
However, we struggled to find a truly effective method of assessment that would
demonstrate the impact of the library and the course on student success.
applied to be part of ACRL’s Assessment in Action: Academic Libraries and
Student Success project to focus on measuring that impact. Our involvement
in the AiA project will expand awareness of both the library’s and the
course’s contribution to student learning and to long-term institutional
success measures including grade point average, retention, and progress toward
degree. This breakout session will explore how mutually-beneficial intercampus
partnerships can be formed to integrate information literacy skills at the
program level and how involvement in an assessment project such as AiA
measuring student success can lead to greater institutional support and
Bios: Julie Tharp is the Undergraduate Services Librarian at the Arizona State University Libraries where she supports the English Composition, Academic Success and Interdisciplinary Studies Programs. She received her Bachelor’s degree from the University of Hawaii and her Masters of Library Science from the University of Arizona. Her recent publications include articles in Library Media Connection and LOEX Proceedings, and she presents at conferences (AERA, ACRL, LOEX, AzLA) on the subject of first-year student issues related information literacy, outreach, grade 12-13 gap, and more. Julie is currently participating in ACRL’s “Assessment in Action” project, conducting a research study on the libraries’ role in student success and retention.
Kate Frost is the Program Manager for University College Academic Success Programs at Arizona State University. She develops curriculum for courses that support first-year and at-risk students, including UNI 110 Critical Reading and Thinking. She also teaches literature and freshmen composition courses in the English Department at ASU. She received her bachelor’s degree in English from Rutgers University-New Brunswick and her master’s degree from Arizona State University. Kate is currently participating in ACRL’s “Assessment in Action” project, conducting a research study on the libraries’ role in student success and retention.
Scaling IL Assessment – Building a Foundation at the University of Arizona Libraries by Yvonne Mery & Jill Newby
Goldfield Room Friday November 15 10:15-11:15 am
order to scale our instructional services, librarians at the University of
Arizona migrated instructional activities to an online environment more than 5
years ago. This scaling of instructional services also included the
development of a more scalable form of
assessment that could potentially reach thousands of students each year. One of
the outcomes of this movement was the development of a one-credit online IL
course, originally focused as an attachment to a mandatory English
course. In order to demonstrate the effectiveness of online vs.
face-to-face instruction for this student population, we developed a research
study that measured student learning using pre- and post tests of multiple
choice questions. We will present the research study methodology, along
with the outcomes of our testing. We will discuss the impact of having a
reliable and valid set of question items for our subsequent IL assessments and
usability testing within the UA Libraries. Also, we will outline our
explorations of a question bank platform for storing and delivering IL quizzes
Bios: Yvonne Mery is an instructional design librarian for the Instructional Services Team at the University of Arizona. She works with students and faculty from around campus to create tutorials that focus on the undergraduate experience. Her research interests include information literacy assessment and the design and development of interactivity in online learning.
Jill Newby is an Associate Librarian at the University of Arizona and has been teaching information literacy at academic libraries for over 25 years. She is currently teaching a one-credit online information literacy course for graduate students.
Readings: (Not required prior to session.)
- Mery, Y., Newby J., and Peng, K. (2012). “Performance-based assessment in an online course: Comparing different types of information literacy instruction. portal: Libraries and the Academy 12(3), 283-298. http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.3.mery.html
- Mery, Y., Newby J., and Peng, K. (2012). “Why one-shot information literacy sessions are not the future of instruction: A case for online credit courses.” College and Research Libraries 73(4),366-377. http://crl.acrl.org/gca?submit=Get+All+Checked+Abstracts&gca=crl%3B73%2F4%2F366
- Mery, Y., Newby, J., and Peng K. (2011). “Assessing the reliability and validity of locally developed information literacy test items.” Reference Services Review 39(1), 98-122. http://www.emeraldinsight.com/journals.htm?issn=0090-7324&volume=39&issue=1&articleid=1906427&show=abstract
Conducting and Using Library Assessments to Forge Effective Partnerships by Kacy Lundstrom & Erin Davis, USU
Goldfield Room Thursday November 14 10:45-11:45 am
Abstract: In 2011-2012 our library
instruction program conducted a rigorous assessment of student work using the
AAC&U Value Rubric for Information Literacy, which we revised in order to
suit our assessment needs. Several
librarians scored nearly 900 student papers, and we used a combination of
consensus and inter-rater reliability to ensure the validity of our data. While the process required a lot of time and
effort, we felt confident in our results and we used these findings in
conversation with faculty in order to improve our practice and contribute to
collaboration that emerged was with our Writing Department in an effort to
revise our information literacy learning outcomes for our first and second year
writing courses to reflect the areas our assessment indicated students
struggled with the most. We conducted a
summer-long Information Literacy Fellows Workshop that allowed us the time to
carefully collaborate, design and discuss revisions for new learning outcomes,
as well as draft assignments and lesson plans that supported those
outcomes. By sharing our assessment data
with faculty and using it to begin conversations about improving student
learning, faculty were receptive and willing to forge these important
Bios: Kacy Lundstrom is the Coordinator of Library Instruction at Utah State University, where I’ve been for the past four years. My most recent research focuses on helping students learn how to effectively synthesize their research. I live in Logan, UT with my husband, nervous dog and naughty two-year old.
Erin Davis is Library Coordinator of Regional Campuses and Distance Education at Utah State University’s Merrill-Cazier Library. She currently serves as an editorial board member for the Journal of Library & Information Services in Distance Learning. Her published works include articles in Reference Services Review, Reference User Services Quarterly, Libraries Unlimited Publications, and IFLA Publications. When not helping freshmen narrow their research topics, she can be found roaming the mountains with her husband and two dogs, Bella & Lucy.
Improving and Measuring the Impact of Library Instruction on Student Academic Success by Melissa Bowles‐Terry, UWY
Goldfield Room Thursday November 14 3:15-4:15 pm
This session will
focus on four questions:
kind of impact does your library instruction program make?
kind of impact would you like your library instruction program to make?
do you need to change in order to make that impact?
can you measure and document that impact?
group discussions and brain-storming conversations, attendees will use Megan
Oakleaf’s “library impact model” to think about how library instruction can
impact campus needs and goals such as student learning, retention, and
graduation. The University of Wyoming Libraries instruction program will be
used as an example of a program that has documented the impact of library
instruction and made changes to the program in order to enhance and improve
Bio: Melissa Bowles-Terry is the Instruction and Assessment Coordinator in the Research and Instruction Services Department at University of Wyoming Libraries. She has published articles in library and information science journals including Evidence Based Library and Information Practice, Communications in Information Literacy, and Reference and User Services Quarterly. Melissa has presented at conferences including the Association of Research Libraries (ARL) Library Assessment Conference, Association of College and Research Libraries (ACRL), and LOEX. Her research areas include assessment of student learning and information literacy instruction.
Readings: (Readings not required prior to session.)
Being Proactive Track
Supporting Students Where They Are When They Need It – Proactive Instruction at the University of Arizona Libraries by Leslie Sult & Mike Hagedon, UA
Rhyolite Room, Lied Library, 1st Floor Thursday November 14 1:00-3:00 pm
Abstract: The University of Arizona
Libraries have had a long history of proactively leveraging technology to
support students in attaining information fluency. In this presentation, we
will discuss how the University of Arizona Libraries developed, refined, and
shared via the open-source community a scalable and interactive online approach
to instruction, Guide on The Side. We will discuss how the software and
the approach can be adapted and used by other libraries to make pedagogically
sound tutorials to meet learning outcomes in a number of different
instructional contexts including online and in flipped classrooms. We will also
provide an opportunity for workshop attendees to work hands-on with the tool
and to consider ways in which it could be used to support student at their
Bios: Leslie Sult is an Instructional Services Team librarian at the University of Arizona Library. She earned her MLS from the School of Information and Library Science at the University of North Carolina at Chapel Hill. Over the last 10 years, she has worked with numerous campus departments including the University's English Composition program and the Department of Psychology to develop and improve scalable teaching models that enable the Library to reach and support many more students than was possible earlier through traditional one-shot instructional sessions. She also developed the Libraries' first fully online credit granting course and helped overhaul the manner in which course and subject guides are created and delivered to the campus community. Leslie spent the last several years collaborating with University of Arizona programmer Mike Hagedon to develop and expand the "Guide on the Side" tutorial creation software, which was released by the University of Arizona Libraries as an open source tool in July of 2012. The Guide on the Side software was named a 2013 Cutting Edge Technology Service by the American Library Association's Office for Information Technology Policy and has received the 2013 Association of College and Research Libraries’ Instruction Section Innovation Award. Leslie can be reached via email at email@example.com.
Mike Hagedon is an Applications Systems Analyst/Developer, Senior, at the University of Arizona Libraries. He is the principal software developer behind the award-winning Guide on the Side open-source tutorial creation software, as well as the Library Tools tab, which connects students to relevant Library resources within the University’s course management systems. He participates in the University web development community as Chair of the UA Web Developers Group. Mike holds a Bachelor of Science degree in Computer Science from Oklahoma Baptist University and a Master of Arts degree in Classics from the University of Arizona. He may be contacted by email at firstname.lastname@example.org.
Reading: ( Reading not required before session, but will be discussed during session.)
- Sult, L., Mery, Y., Blakiston, R., & Kline, E. (2013) A new approach to online database instruction: developing the guide on the side. Reference Services Review, 41(1), 125 – 133. DOI: 10.1108/00907321311300947
Curriculum Mapping to Integrate and Communicate Information Literacy Learning Jen Fabbi, Erin Rinto & Nancy Fawley
Goldfield Room Thursday November 14 1:00-3:00 pm
Abstract: As the educational roles of
libraries continue to expand and calls for accountability with regard to
student learning grow louder, the importance of placing the instructional work
of libraries and librarians within institutional contexts grows as well.
Input/output data regarding the number of sessions taught and the number of
students reached can provide only partial insight into the impact that
information literacy instruction has on student learning. The curriculum
mapping process can provide deeper insight into the impact of library
instruction practices as well as provide direction for continuous improvement.
For institutions that are articulating learning outcomes such as the Essential
Learning Outcomes advocated by AAC&U’s LEAP Initiative, this workshop
provides a method for analyzing curricular alignment.
this workshop, participants will engage in a series of case study analyses,
discussions, and hands-on activities. Mapping templates will be provided.
Participants are strongly encouraged to bring a laptop or other
internet-enabled device. By the end of the session, participants will be able
to: identify institutional learning outcomes that can be addressed by
information literacy instruction; articulate a subset of those outcomes in a
developmental context using performance indicators from the ACRL Information
Literacy Competency Standards; create course and departmental/ programmatic
curriculum maps that document current instructional efforts; analyze the maps
to identify instances of opportunity and over-duplication; and generate an
action plan for the local implementation of a mapping project.
Bios: Jen Fabbi is Associate Dean
for Research and Education in the Libraries at the University of Nevada, Las
Vegas, where she leads the Libraries’ efforts in partnering on the university’s
research, education and community engagement mission. Jen has served in several
leadership capacities in the Libraries and on campus including: Head of the
Curriculum Materials Library; Interim Director of Libraries Technical Services;
Special Assistant to the Dean of Libraries; and two terms on the Executive
Committee of the Faculty Senate. During the 2009-2010 academic year, she was on
reassignment to the Office of the Associate Vice Provost for Academic Affairs,
concentrating on an Undergraduate Education reform proposal, which was
subsequently approved by the Faculty Senate in fall 2011. Jen leads the campus
faculty development efforts by partnering with others to implement new general
education curriculum through “faculty institutes” on course design. Jen's
current research is on factors impacting the information literacy of first-year
college students. Jen earned her Masters in library science at the University
of Arizona and her PhD in Higher Education Leadership at UNLV.
Erin Rinto is the Undergraduate Learning Liaison Librarian at the University of
Nevada Las Vegas, where she contributes to the University’s new General
Education initiatives by supporting the integration of information literacy
instruction across the curriculum. Her primary focus is the English
Composition Program, where she is currently implementing a revised information
literacy instruction plan. Her current research focus is the authentic
assessment of student information literacy skills through the development and
application of rubrics.
Nancy Fawley is the Head of the Library Liaison Program at the University of
Nevada Las Vegas, where she is responsible for leading a department of subject
liaison librarians in the programs and services they provide to advance the
research enterprise and foster a climate of scholarly inquiry and student
achievement. After a first career in the fashion industry, Nancy received her
MLIS from the University of Kentucky in 2003. From 2004-2011, she served as
Head of User Services and then Interim Library Director at Virginia
Commonwealth University in Qatar. She came to UNLV in the summer of 2013 from
the University of Alabama, where she served as Head of Gorgas Information
Services. Her current research is on discovery tool use.
A Place at the Table Track
Information Management for Professionals: A Three Credit Online Course by Lori Townsend & Kathleen Keating, University of New Mexico
Amargosa Room, Lied Library 1st Floor Friday November 15 10:15-11:15 am
This session will begin with an overview and brief history of the
development of INFO 320, a three credit hour, online course at the University
of New Mexico, College of University Libraries and Learning Sciences. Student
learning outcomes, course content, course delivery (online learning), student
demographics and future directions will be covered.
Bios: Lori Townsend is an Assistant Professor and Learning Services
Coordinator for the UNM University Libraries. She earned her Master's in
library and information science at San Jose State University in 2005. From 2005
to 2010, Lori served as the Electronic Collections Librarian at California
State University, Hayward. Her research concerns the application of the
threshold concepts pedagogical approach to information literacy instruction.
Kathleen Keating is a Professor at the University of New
Mexico Libraries. She is currently the Fine Arts and Design Librarian. Kathleen received her Masters of Library Science from the
University of Arizona. She has also attended the Florence Academy of Art in
Florence, Italy and specializes in Renaissance and Academic drawing techniques. She has over 26 years of professional library
experience. Throughout her career she
has had experience with legal and government collections as well as teaching
Library and Information Science courses at the undergraduate and graduate