Program

Opening Keynote 

9:00 - 10:30 AM

Stronger Together: Interdisciplinary Perspectives on Media & Information Literacy

Stefanie Z. Demetriades, Assistant Professor, College of Communication, DePaul University and Co-Director, Center for Media Psychology & Social Influence, Northwestern University

Cathy Gottlieb, Library Director, Naperville Central High School

Tish Hayes, Information Literacy Librarian, Moraine Valley Community College

Cate Levinson, Youth Services Librarian, Niles-Maine District Library

Michelle Oh, Associate Professor, Librarian for Open Access and Equity, Oakton College

Recording

Session 1

10: 40 - 11:30 

Following the Discourse: Using Current Events to Differentiate Source Types

Lindsey Skaggs, Instructional Design Librarian, Illinois State University

As students navigate the digital information ecosystem, nuances between source types are easily lost. If everything is an “online source,” how do we differentiate between sources and contextualize them, identifying appropriate applications for their use? In this session, we’ll discuss the “Event Review”: an assignment in which students select a current event to explore the interconnected relationships between source types and how social media, general interest works, scholarly articles, and books complement each other to add to the discourse surrounding a topic. While this assignment was part of a semester-long course, we’ll discuss strategies for adapting it to other instructional contexts, including the one-shot.

Session Materials: https://bit.ly/IL-Discourse 

News & Media Literacy, Foundations of IL, Digital Literacy

"Humans of Humboldt" [SESSION CANCELED]

Andie Townhouse, Library Director, Roberto Clemente High School

How can students create original research, authentic oral histories, and gallery exhibition- worthy artifacts using the voices and stories of those that live and work in their school communities? Come learn how Juniors at Roberto Clemente High School did just that, modeling the work of Brandon Stanton's wildly popular blog "Humans of New York," students created a gallery exhibition based on their on-the-ground interviews that they conducted in the area surrounding their high school; in the end, students create an authentic catalogue of neighborhood inhabitants entitled "Humans of Humboldt." This project is completely scalable, and can be replicated throughout any district, beginning first with the work of photographers shooting for social change, from Vivian Maier to Jacob Riis; teachers will walk away with the steps needed to implement the same assignment, as well as ways to root this assignment in social justice photographers from the past. 

Collaboration, Social Justice, Pedagogy

Integrating Technology to Support Content Creators in the Library

Danielle Oakes, Media Lab Supervisor, College of DuPage Library

A practical demonstration of how libraries support collaboration and real-time engagement with basic technology while using Media Labs and Makerspaces. Using practical examples from the College of DuPage Media Lab, the presenter will highlight the values of tech integration working with patrons in an academic library setting. At the conclusion of the program, attendees will be more comfortable recognizing opportunities and formulating ideas for how to use existing technology in their libraries to support processes of creation, evaluation, feedback, and distribution of patron content. Opportunity for discussion will be available at the end of the presentation.

Session Materials: presentation slides

Technology and Tools, Collaboration

Students as Partners In the Library: Creating Meaningful Information Literacy Instruction Together

Rachel Fundator, Clinical Assistant Professor, Purdue Libraries and School of Information Studies

Samantha LeGrand, Clinical Assistant Professor, Purdue Libraries and School of Information Studies

In an effort to create more student-centered and inclusive learning environments, instructors are using pedagogical approaches, such as students-as-partners (SAP), to bring student voices into the conversation about teaching and learning and to invite students to make meaningful choices about what happens in the classroom (Cook-Sather et al., 2019). Libraries can and should explore ways to incorporate SAP into our offerings (Salisbury et al., 2020). In libraries, student partners can become co-creators of information as they develop goals and curricula and bring interdisciplinary perspectives from across the institution to the development of information literacy (IL) programs. By inviting students into the pedagogical conversation, librarians can develop IL programming that is informed by authentic student experiences and is meaningful to students’ academic, personal, and professional lives (Boyd, 2014). In this session, presenters will describe efforts developing a new undergraduate IL research lab with students as partners. Attendees will have the opportunity to explore the benefits, opportunities, and challenges of adopting a SAP approach to developing or informing information literacy (IL) programming. In this interactive session, presenters will take turns sharing our experiences developing an IL research lab and asking attendees to envision relevant scenarios at their local institutions with others in attendance. The presenters will share logistical and conceptual challenges, as well as insights and practical suggestions that have emerged from the collaboration. Attendees will consider examples of SAP in different kinds of IL programming before evaluating opportunities to invite students to make meaningful contributions to their current or future programming. Attendees will leave this session with at least one actionable strategy for bringing students as partners into the development or refinement of IL programs at their institution.

By participating in this session, attendees will be able to do the following:

Session Materials: Presentation slides

Collaboration, Foundations of IL

Session 2

12:30 - 1:20 PM

Centering the Student: Using Lesson Study to Guide Interdisciplinary Curricular Design

Alexander Deeke, Undergraduate Teaching & Learning Librarian, University of Illinois Library at Urbana-Champaign

Kirsten Feist, Undergraduate Instruction & Engagement Strategist, University of Illinois Library at Urbana-Champaign

Learn to revamp a lesson plan through a student-centered, interdisciplinary approach! Lesson Study is a SoTL methodology that originated in Japan and flips conventional observation practice from focusing on the instructor’s teaching practice to observing student learning. Lesson Study is also well-suited for interdisciplinary teams as it takes an inherently collaborative approach to designing, observing, and revising a lesson plan. You will learn the fundamentals of Lesson Study in a library instruction context, the benefits of taking an interdisciplinary approach when forming a Lesson Study team, and how to create your own Lesson Study plan through a hands-on activity.

Session Materials: Presentation slides, Handout

Collaboration, Foundations of IL, Pedagogy

Going Beyond the Source: A Revised Curriculum for Source Evaluation

Firouzeh Rismiller, Instructional Services Librarian, DePaul University Library

Grace Spiewak, Health Sciences Librarian, DePaul University Library

Sveta Stoytcheva, Data Literacy Librarian, DePaul University Library

In this presentation, we will share information about a redesigned source evaluation curriculum created by DePaul University Librarians. The purpose of this redesign was to encourage students to evaluate sources in the context of the broader information landscape, to incorporate lateral reading, and to employ critical thinking skills. We replaced the linear checklist, which was based on the CRAAP method, with an updated framework that asks students to consider criteria related to the source and broader information landscape. This framework builds on other source evaluation methods that are used in academic libraries. The lesson plan and sample activities will be shared during the session.

Foundations of IL, Digital Literacy

Librarians Leading the Way: Exploring AI Language Models as a Catalyst for Cross-Disciplinary Collaboration in Higher Education

Atticus Garrison, Reference and Instruction Librarian, Black Hawk College

This session will explore the impact of Artificial Intelligence (AI) on information literacy in higher education and the vital role that librarians can play in exploring that impact. Specifically, the session will focus on language models such as ChatGPT and their current and potential applications in higher education. Attendees will gain an understanding of the basics of AI and language models, and will engage in a facilitated discussion to explore the implications of AI for information literacy in higher education and the role of librarians in this changing landscape. The session will provide a valuable opportunity for librarians to stay informed about the rapidly advancing field of AI and its potential impact on higher education and information literacy as well as brainstorming avenues for cross-disciplinary collaboration opportunities where Librarians can be an advocate for how to navigate this ever-changing landscape of large language models.

Session Materials: Presentation slides

Technology and Tools, Digital Literacy, Collaboration

Teaching to Teach: Developing a Collaborative, Supportive and Interdisciplinary Teacher Training Program for MLIS Interns

Terri Artemchik, Research and Learning Librarian, Loyola University Chicago 

Kirk Bowman, Research and Learning Services Intern, Loyola University Chicago 

Ellie Colbert, Research and Learning Services Intern, Loyola University Chicago 

For many librarians, learning to teach is an unsupported and daunting process. It is often through self-directed tactics, sheer determination and experience that we find our authentic teaching selves in the classroom. At Loyola University Chicago, a Research and Learning Services Intern Program was created to support MLIS interns as they learn to teach. The program provides scaffolded training and observation experiences as well as co-teaching and peer-learning opportunities. Participants will hear directly from the intern program coordinator on the pedagogies, strategies and resources used to train interns and from two current interns who are teaching information literacy instruction sessions for the first time in the Spring 2023 semester.

Pedagogy, Foundations of IL, Collaboration

Session 3

1:30 - 2:20 PM

History and Primary Sources: Integrating Information Literacy across the curriculum

Mary Spevacek, Reference and Instruction Librarian, Elgin Community College

The concept of reliable primary sources – written or emerging during a period of time -- has become more challenging for students.   While collaborating with history instructors, librarians have found that additional class time is needed to focus on defining and locating primary sources.  Similarly, research guides continued to expand until we needed to go back and clarify the concept and identify ways to locate reputable primary sources.  In response to instructors’ increasing frustration, the librarians at Elgin Community College have created a variety of instructional approaches, libguides, and handouts.  You will be provided online and printed examples of possible solutions.

Session Materials: Presentation slides

IL in the Disciplines, Foundations of IL

Less “Me” and More “We” at the Ref Desk: Strategies for Teaching Information Literacy through Virtual Chat

Kadet Alaks, Reference Librarian, Assistant Professor, College of DuPage Library

Kamallah Kaplan, Reference Librarian, Assistant Professor, College of DuPage Library

At the College of DuPage Library and elsewhere, virtual chat reference is increasingly being used by students with complex, multi- and interdisciplinary research questions. While chat is sometimes seen as more challenging or transactional than face-to-face reference, when done well it can be an effective, collaborative research experience. In this session, two faculty librarians from COD share our best practices for creating meaningful connections on chat while teaching media and information literacy to students across the curriculum. Participants will leave with practical takeaways, including our quick tips and best practices, and are encouraged to share their own challenges, strategies, and questions. 

Session Materials: Presentation slides, Handout

Technology and Tools, Pedagogy, Foundations of IL

Skyline and Media Literacy: How CPS librarians are developing a K-12 media literacy framework for equity across the curriculum

Sarah Steiger, Library and Digital Media Manager, Chicago Public Schools, Dept. of Curriculum, Instruction, and Digital Learning

MaryAnne Confer, Chicago Public Schools, Librarian, Lindblom Math and Science Academy

Francis Feeley, Chicago Public Schools, Librarian, William Jones College Preparatory High School

A committee of CPS librarians are working to develop a media literacy framework that will be used to integrate the principles of media literacy throughout the Skyline curriculum, a unique equity-focused curriculum developed by CPS to provide a more engaging and relevant instruction to grades K-12 across multiple curriculum content areas. The session will be presented by school librarians who are leading the work in the district and attendees will leave with ideas on how media literacy can be used as a tool for equity and justice.

Social Justice, News & Media Literacy, Pedagogy

You Have the Power: Leveraging Wikipedia for Multifaceted Information Literacy Instruction

Alex O'Keefe, Research + Instruction Librarian, School of the Art Institute of Chicago, John M. Flaxman Library

Wikipedia is stigmatized by academics, despite the fact that it is integrated into Google searches. This complexity offers opportunities for instructors to unpack its place in the broader information landscape, create an exercise in resource evaluation, and give students agency as information creators. Discussing ACT UP, biases in information systems, and information privilege helps students reconsider value and authority and conduct deeper evaluation. This presentation will focus on a lesson plan integrating these concepts and Art+Feminism editor training for one-shot music history classes. Participants will be invited to break into small groups to further discuss opportunities in their contexts.

Digital Literacy, Social Justice, Foundations of IL, IL in the Disciplines

Closing Keynote

2:30 - 3:30 PM

Making Sense of Media: A Framework for Media Literacy & Introductions to News Media Literacy

Michael Spikes, Co-founder, Illinois Media Literacy Coalition

A new requirement for teaching a unit of media literacy has offered teachers and students in Illinois an opportunity to lead the country in building literacy around the use and utility of information and media sources online. And the need for these skills, both for teachers and students, have never been more urgent, as we struggle to distinguish fact from fiction. In this talk, we’ll explore the issues surrounding media literacy and learn about the framework for media literacy from the Illinois Media Literacy Coalition. We’ll also explore a model and examples for teaching media literacy skills through the lens of news media literacy, a subset of media literacy education that builds knowledge and skills for active and critical consumption of media that uses journalism as a lens for developing those skills and news media as a platform for continuous practice of those skills.

Recording