Please note that not all sessions have Readings.
Scaling Assessment Track
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.
We 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 visibility.
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
Abstract: In 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 and tests.
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 student learning.
One 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 partnerships.
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
Abstract: This session will focus on four questions:
· What kind of impact does your library instruction program make?
· What kind of impact would you like your library instruction program to make?
· What do you need to change in order to make that impact?
· How can you measure and document that impact?
In small 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 student learning.
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.)
- Bowles-Terry, M. (2012). Library instruction and academic success: A mixed-methods assessment of a library instruction program. Evidence Based Library and Information Practice, 7(1), 82- 95. http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/12373
- Oakleaf, M. (2011). Are They Learning? Are We? Learning and the Academic Library. Library Quarterly, 81(1), 61-82. http://meganoakleaf.info/aretheylearningoakleaf.pdf (See Figure 1 on page 67 and Table 2 on page 69.)
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 institutions.
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 firstname.lastname@example.org.
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 email@example.com.
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.
During 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.
- UNLV Libraries Instruction Framework. (2011). http://www.library.unlv.edu/sites/default/files/documents/pages/InstructionFrameworkcomplete.pdf
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
Abstract: 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 levels.