PROGRAM

Experiential Information Literacy: Infusing Student Partnerships into Higher Education

Rachel Fundator, Clinical Assistant Professor at the Purdue University Libraries and School of Information Studies and Associate Director for the Institute for Information Literacy at Purdue

Maggie Collins, 2025 BA political science (major), Spanish (minor), Pedagogy & Research Undergraduate Assistant to the Institute for Information Research and Literacy (IILP)

In this keynote, Rachel will highlight the characteristics that make experiential, student-partner learning opportunities appropriate for developing meaningful information literacy instruction. The presentation will also spotlight experiential programs and projects within the Purdue Libraries and School of Information Studies that welcome students into our expanding information literacy community and provide various examples of how one might infuse these characteristics of experiential information literacy education into your own campus contexts as educators. 

Attendees are encouraged to imagine and explore opportunities for experiential education where students can act as choiceful and curious partners exploring real-world information literacy topics that are likely to shape their lives now and into the future. 

At a Crossroads: AI and Shaping the Future of Who We Are as Librarians — Roundtable Discussion  [SRC 2032]

Atticus Garrison, Reference and Instruction Librarian, Black Hawk College 

Katie Ediger, Library Department Chair, Truman College (City Colleges of Chicago)

The role of AI in librarianship is contested. Some view AI literacy as an essential responsibility for librarians, others see AI as a tool to improve efficiency, and still others reject AI on ethical grounds. This roundtable discussion will bring these perspectives into conversation, exploring the opportunities, risks, and tensions in AI adoption. Participants will reflect on how librarians can—or should—engage with AI, whether common ground exists, and how to prepare for the future of AI in libraries.

Beyond the Headline: Teaching Students to Identify Fake News, Misinformation, Media Bias, and AI-Generated Content [SRC 3030]

Ashley Kolovitz, Information and Media Literacy Librarian, Lake Forest Academy 

Rita MacAyeal, Library Director and Archivist, Lake Forest Academy

AI-generated misinformation, deepfakes, and biased media are reshaping the information landscape. This session presents a dynamic lesson that helps students identify fake news, analyze bias, detect AI-generated content, and practice fact-checking strategies like lateral reading. Through hands-on activities and real-world examples, attendees will gain adaptable resources to engage students in critical news literacy and walk away with a ready-to-use framework for teaching students how to evaluate sources and think critically in an AI-driven world.

Building Ways of Knowing for Undergraduate STEM Students:  A Case Study of LIS 105: Information Literacy Basics at Truman College (City Colleges of Chicago) [SRC 3031]

Sara Klein, Truman College (City Colleges of Chicago)

Information literacy (IL) is not one-size-fits-all. With time and curricular constraints endemic to education in the US, most undergraduates lack knowledge necessary for researching, reading, and understanding professional scientific articles in depth, as well as about sociocultural contexts and practices in their fields. This session will look at an equity-minded IL course designed for undergraduate biology lab students co-enrolled in LIS105 and BIO299 to foster academic and professional growth and critical thinking around science information literacy, academic research, and professional communication skills. The session will conclude with an activity on reimagining IL pedagogy.  

Guiding the Path to Scholarship: Supporting Student Success at a Global Institution of Higher Learning [SRC 3018]

Nancy Bialek, MLIS, Public Services Supervisor / Reference Librarian, Trinity Evangelical Divinity School

Jodi Craiglow, PhD, Technical Services Supervisor, Trinity Evangelical Divinity School

Joanna Green, PhD, Academic Support Developer, Trinity Evangelical Divinity School

What happens when a school’s tutoring center closes and the library takes it over? Librarians have the opportunity to craft a new program for student success! Hear how the library at Trinity Evangelical Divinity School quickly and inexpensively created an academic support program for our culturally and linguistically diverse student population online and in person.

Empowering Information Literacy in the Misinformation Age  — Roundtable Discussion [SRC 2032]

Kylie Riordan, Information Literacy and Instruction Librarian, Illinois Institute of Technology

Nichole Novak, Head of Reference and Instruction, Illinois Institute of Technology

Misinformation is everywhere, even on college campuses. How do we help our communities engage in critical media literacy? Join us for a roundtable discussion surrounding topics of combatting mis- and disinformation and promoting media literacy.  Presenters will provide an example of one library’s efforts to collaborate with faculty to combat misinformation, followed by a discussion of best practices and opportunities. By sharing experiences and ideas, attendees will develop actionable approaches to address misinformation and collaborate across campus.

Reshaping Information Literacy for Epistemic Justice: Culturally Sustaining Information Literacy [SRC 3030]

Rob Morrison, Teaching & Learning Librarian, National Louis University

This presentation will provide a model of information literacy, Culturally Sustaining Information Literacy (CSIL) that is grounded in critical theories, Indigenous Knowledge, and epistemic justice to help librarians learn how to decolonize their teaching and to reframe information literacy for a more sustainably just practice. 

They Couldn’t Resistor: Why Libraries Fell in Love with Robots (and How We Break Free) [SRC 3031]

Kaiya Schroeder, Reference & Instruction Librarian, DePaul University

With powerful interests pushing a narrative of progress and inevitability around AI, librarians are often encouraged to stop worrying and love our algorithmic overlords. But will embracing these technologies lead to a future we truly wish to inhabit? This session examines how generative AI tools in the provision of reference and instruction services build on longstanding trends in the profession that devalue the labor of academic library workers, compromise community building, and reinforce epistemic injustices. Attendees will discuss strategies for resisting the disconnection fostered by these systems and building more just, resilient, and authentically generative communities of inquiry.

Critical AI & Librarianship: Building a Community of Practitioners — Roundtable Discussion  [SRC 2032]

Kay Slater, Creative Technology Specialist, Oak Park Public Library

Claire Ong Sabala, Health & Wellness Specialist, Oak Park Public Library

Generative AI poses an array of challenges to library work. While it is something our community members engage with, this roundtable is concerned that generative AI poses more harms than opportunities. We are interested in developing a community of practitioners who feel affected by the social, cultural, economic, environmental, and ethical implications of generative AI, both in and out of the workplace. In mitigating the relationship between technology and power, this roundtable discussion seeks to create space for critical perspectives, and will read materials from other information professionals that engage with AI in a critical way. Attendees will leave our discussion with a critical framework for engaging (or not engaging with) generative AI, and become familiar with the work of experts in computer science, information studies and digital humanities. [Session resources]

Whose Knowledge Counts? Reimagining Information Literacy Through the Voices of African American Teens [SRC 3030]

Faith Rice, Teen Librarian III - College and Career Specialist, Chicago Public Library

Whose knowledge counts in information literacy instruction? This session explores epistemic justice and the role of African American teen information behavior in designing inclusive, student-centered literacy programs. Attendees will learn strategies to integrate student voice, recognize diverse knowledge systems, and create culturally responsive learning environments. Through research insights and interactive discussion, participants will leave with concrete steps to challenge epistemic exclusion and foster equity in their teaching practices.

Teaching the Infodemic in Real Time: A Case Study on Student Perspectives [SRC 3031]

Bradley J. Wiles, Associate Professor and Head of Special Collections and Archives, Northern Illinois University

This presentation discusses a librarian-taught course at Northern Illinois University called “The Infodemic: Misinformation, Disinformation, and Conspiracy Culture in the Information Age, 1945-2020.” The course emphasizes the importance of critical thinking and analytical skills in an increasingly fraught information ecosystem. Taught in the wake of several years characterized by the worst excesses of the Infodemic, student interactions and assignments have produced a wealth of insights and observations about their everyday experiences with the Infodemic. The presentation covers the major takeaways from the course, which can further inform library instruction that promotes information literacy, resilience, and engagement.

‘What’s in a Name?’: Investigating Information Literacy Librarians’ Roles in Academic Libraries

Jaclyn Spraetz, Information Literacy Librarian, Miami University

Megan Jaskowiak, Health and Social Sciences Librarian, Miami University

This lightning talk presents findings from a mixed-methods study exploring how academic librarians with "information literacy" in their job titles navigate their roles across institutions. While they hold specialized titles, their experiences highlight universal themes for all those who perform library instruction: the challenge to build meaningful faculty partnerships, the struggle to move beyond one-shot sessions, and the ongoing work to demonstrate library value to stakeholders. This research provides a broader perspective on librarians’ roles within a postsecondary context and challenges us to reflect on how our job titles shape our professional identities in an era of rapid technological change and sociopolitical pressures.

A Shadow of the Past into the Future: The Roots of Information Literacy in the 1970’s Information Industry Lobby

Sherri Farber, Assistant Professor, Reference and Instruction Librarian, Hunter College, City University of New York

What started as a simple curiosity as to why there was little written about Paul Zurkowski, the person attributed with coining the phrase “information literacy," is now an ongoing research project exploring the lobbying efforts of Zurkowski on behalf of the Information Industry Association throughout the 1970’s, the push-back from libraries and librarians on issues like photocopying, interlibrary loan and the right for public libraries to exist, and documenting the narratives persistent to this day  that conflate individual freedom with corporate free reign. I will consider how its original context and intent affect the shape and form of information literacy today. 

Creating Impactful Anti-Stigma PSAs: A Library-Psychology Collaboration

Cynthia Kremer, Librarian, Assistant Professor, Joliet Junior College

Aimee Walker, Librarian, Professor, Department Chair, Joliet Junior College

This lightning talk explores the integration of library sessions into an Introduction to Psychology class. The Library has collaborated with Professors Margo Underwood and Sherri Morrow to embed library instruction throughout the course. The final project for Psychology 101 is an anti-stigma public service announcement video, created by students.

The three library sessions cover:

• Doing Good Research

• Searching the Library and Types of Sources

• Multimedia Tools and Copyright

All sessions and materials are incorporated into Niche Academy, embedded in the Canvas course. Attendees will gain a lesson plan for embedded library instruction in a psychology course.

Expanding Information Literacy: Integrating Social Media Literacy into Academic Library Instruction

Debra Bernstein,  Assistant Professor and Information Literacy Coordinator, CUNY Queensborough Community College

This presentation explores the integration of social media literacy into academic library instruction, focusing on the growing use of platforms like TikTok by students. Research reveals that academic libraries often use social media to market services. However, students increasingly rely on social media for news and use it as a research tool, raising concerns about information credibility and the spread of mis/disinformation. In response, this talk will discuss a series of upcoming workshops at CUNY Queensborough Community College designed to teach students how to critically assess social media content. Attendees will gain practical strategies for enhancing information literacy with a focus on social media

Critical Perspectives on Disinformation: Reflections on a Faculty Learning Community

Sveta Stoytcheva Price, Data Literacy Librarian, DePaul University

This presentation will be a reflection on a Faculty Learning Community that a colleague and I facilitated in Winter/Spring 2025 on the topic of Critical Disinformation Studies. This experiment was an opportunity to dive deeply into the complex issue of disinformation alongside a small cohort of teaching faculty at our institution.  The presentation will cover key takeaways and logistical considerations so that participants can consider if such a project could be adapted in their own institutional context. Readings and other materials will also be shared.