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:
Describe the benefits of involving students in the development of IL programming.
Evaluate opportunities and challenges for incorporating student voices into their current or future IL programming.
Identify actionable strategies for students to contribute to the development of IL programs and instruction at their institution.
Session Materials: Presentation slides
Collaboration, Foundations of IL