Breakout Session 1 (11:00 a.m. - 11:50 a.m.)
Presenters: Megan Kocher, Science Librarian; Scott Marsalis, Social Sciences Librarian; Julie Kelly, Science Librarian; University of Minnesota, Twin Cities
Systematic reviews are journal articles that present a comprehensive evaluation of the literature on a particular narrow topic. They have been popular among faculty in the health sciences for a number of years and recently there have been many more systematic reviews published by researchers in other areas of the sciences and social sciences. Librarians in the health sciences have been actively participating on systematic review teams for some time and many of the guidelines for systematic reviews on health-related topics call for a librarian to develop the search strategy and conduct the searches. As researchers in other areas begin to work on systematic reviews, more librarians should learn how they can support the comprehensive, highly-sensitive searches needed. This session will cover what systematic reviews are, how they differ from other kinds of reviews, and how academic librarians can prepare themselves to participate in the development of systematic reviews.
Presenter: Melissa Prescott, Associate Professor and Research Librarian; Robin Ewing, Professor and Research Librarian; St. Cloud State University
In recent decades, the percentage of women in high-level leadership positions within academic libraries has increased to over 50%. While this seems like significant progress, women continue to represent at least 80% of the library workforce. In this presentation, we will address factors that contribute to the disproportionate number of women in leadership positions and identify obstacles for women to attain leadership roles. We assert that librarians must develop a critical awareness of the culture within academic libraries that continues to privilege men and masculine leadership traits as well as our individual roles in perpetuating that culture. Only then can we determine how we can change our language and behaviors surrounding work and leadership in order to encourage women to pursue leadership positions and to fully support them in these roles.
Integrating Information Literacy & Evidence-Based Practice into the Nursing Curriculum
Presenters: Eric Jennings, Outreach Coordinator and Instruction Librarian; Hans Kishel, Research and Instruction Librarian; University of Wisconsin – Eau Claire; Brian Vogh, Library Technology Coordinator, University of Wisconsin - Stout
This presentation describes the process of librarians and nursing faculty working together to incorporate information literacy and evidence-based practice into the nursing curriculum. Traditionally, librarians taught in a typical, one-shot method, with little co-development of library instruction. Instead, by using the lesson study methodology, librarians and faculty collaboratively developed a series of lessons scaffolded throughout the nursing curriculum. In this session we will describe what lesson study is, how it was used to change information literacy instruction to a scaffolded approach, and its implications for higher education. The goal of our integrated lesson study was that students would be able to retrieve various levels of scholarly information and apply or evaluate its usefulness to clinical practice while demonstrating development of skill in evidence-based practice. The interdisciplinary lesson study team consisted of three library faculty and three nursing faculty. Results from this longitudinal study will be discussed.
Breakout Session 2 (1:00 p.m. - 1:50 p.m.)
Transforming Learners, Transforming Teachers: How Feminist Pedagogy for Library Instruction Can Energize Your Teaching and Your Students
Presenter: Maria Accardi, Coordinator of Instruction and Reference, Indiana University Southeast
A form of critical pedagogy, feminist pedagogy seeks to raise consciousness about sexism and other forms of oppression through a collaborative, student-centered classroom. Feminist teaching strategies include decentering the authority of the teacher, empowering student voice, and privileging experimental knowledge. This interactive workshop will engage participants in a conversation about what feminist pedagogy might look like in the library instruction classroom and other kinds of learning experiences the academic library helps facilitate, with an emphasis on practical applications that can transform and invigorate student learning.
Presenters: Michael Mitchell, Reference and Instruction Librarian; Lyndi Fabbrini, Public Services Librarian; Bethel University
Due to a campus initiative to offer more online courses at our institution, Bethel University Library decided that 2014-2016 was an appropriate time to revisit our library instruction programs. The presenters will discuss their process for managing a large-scale project that involved rethinking information literacy outcomes and developing library instruction videos that could be used for online classes. This presentation will focus on how the presenters managed both the big picture process of rethinking instruction and the daily tasks of organizing sub-groups and calling meetings to carry out the work. Attendees will learn how we received input from each of our instruction librarians, decided on the priority of different projects, acquired technical skills across our entire staff, and made sure we had buy-in as the projects became more concrete. Our project demonstrates how a library can make online instruction more manageable through collaborative projects.
Realizing the Read: Multiple Perspectives on a Community-Wide Read
Presenter: Martha Hardy, Reference and Instruction Librarian; Katherine Gerwig, Information Commons Specialist; Evelyn Rolloff, Associate Director, Institute for Community Engagement and Scholarship; Raj Sethuraju, Assistant Professor, School of Law Enforcement and Criminal Justice; Margaret Vaughan, Associate Professor, Ethnic and Religious Studies; Peter Rachleff, Co-Founder East Side Freedom Library; Metropolitan State University
Want to bring readers from your university and local communities together to read a single book? This spring, librarians, staff, faculty, and community partners involved in Metro Big Read brought together Metropolitan State students, participants from corrections sites, Saint Paul high school students, and members of the communities surrounding Metro State campuses for a shared reading experience of Their Eyes Were Watching God by Zora Neale Hurston. Hear perspectives from grant writers, planning team members, faculty who taught the book, discussion group facilitators, and community partners. Learn from our successes and failures in the grant application, planning, project management, promotion, implementation, and evaluation of the Metro Big Read.
Breakout Session 3 (2:00 p.m. - 2:50 p.m.)
A Day in the Life of a Joint-Use Tribal Library
Presenter: Hannah Buckland, Director of Library Services, Leech Lake Tribal College
In February of 2015, following the opening of its new library building, the Bezhigoogahbow Library at Leech Lake Tribal College (LLTC) began operating as a joint-use academic/community library, serving both LLTC students and residents of the greater Leech Lake Reservation. As one of just two joint-use tribal libraries in Minnesota, the Library provides a unique blend of academic and public services. For example, while one librarian provides research instruction in an LLTC class, another conducts story time for a nearby Head Start; while one librarian organizes audio recordings of Leech Lake Elders speaking Ojibwe, another librarian plans public computer classes. This presentation will provide background information on Minnesota’s joint-use tribal libraries; tell the day-to-day story of the Bezhigoogahbow Library, highlighting its current services and data-driven plans for future service growth; and provide recommendations for outside organizations interested in partnering with tribal college libraries.
Presenters: Kristen Mastel, Outreach and Instruction Librarian; Shannon Farrell, Natural Resources Librarian; University of Minnesota, Twin Cities
What is the return on investment for our outreach activities? Better assessment of our activities leads to better understanding of the impact of our activities. Determining in advance what impact we want to make dictates what types of events we hold, and how we measure them.
In this workshop, participants will be presented with different outreach scenarios and will learn to apply various assessment strategies based on the goals and outcomes of the outreach event. Participants in this session will walk away with an action plan to assess an outreach activity within their unit/department, including objectives, potential partners (both internally within the academic institution and external organizations), and assessment strategies. This session will be useful for those who plan and coordinate outreach activities and events.
Activity for Addressing Multiple Frames: Adaptable for Varying Breadth, Depth, and Discipline
Presenter: Nicole Juve, Agricultural Sciences Librarian, North Dakota State University
The session will start with participants engaging in an activity designed to address multiple frames in the Framework for Information Literacy for Higher Education. The original activity was designed to get the students thinking about more than just how to identify a peer-reviewed article. It asks students to make connections between different steps and parts of the scholarly publication process, and think about where peer-review fits into the conversation. The participants in the session will complete the activity as it is meant to be completed in class by students.
Though the activity was originally built with a focus on peer-review, it could be adapted by breadth, depth, and discipline. The remainder of the session will include discussion and brainstorming ways in which the activity could be adapted for other instruction sessions and needs of the participants.
Breakout Session 4 (3:10 p.m. - 4:00 p.m.)
Making your Website More Findable and Usable: Best practices in SEO, Keywords, and Linked Data
Presenters: Jennifer DeJonghe, Reference and Instruction Librarian; Becca Peters, Cataloging and Acquisitions Librarian; Nathan Carlson, E-resources and Discovery Librarian; Metropolitan State University
All libraries would like to make their websites more findable and more navigable. Modern SEO (Search Engine Optimization) and metadata practices can help. In this session, presenters will demonstrate simple, practical SEO and metadata strategies that librarians of any technical ability can use to make their digital content more discoverable. Presenters will also demonstrate some advanced strategies such as structured data markup and linked data for semantic search. Librarians lacking control over their web content can also advocate for changes at the institutional level if they are equipped with a basic understanding of these concepts, all of which improve the experience for library patrons by creating more usable, accessible online spaces.
The Blurry Lines of Academic Integrity
Presenters: Ginny Moran, Fine Arts and Humanities Research and Instruction Librarian; Ron Joslin, Sciences Research and Instruction Librarian; Aaron Albertson, Social Sciences Research and Instruction Librarian; Macalester College
When does group work on a Google Doc go too far? If I can copy code in industry, why can’t I for my homework? How much help can I get from a native speaker for my Spanish essay? There’s often an expectation that librarians will cover issues of academic integrity, but that usually means plagiarism in a paper. What about these other situations? After three years of working with students accused of plagiarism to help them improve their “research hygiene,” it was apparent that “copy and paste” plagiarism was only a portion of the situations students and faculty encounter. To address all the other blurry areas, Macalester College has begun development of “The Mac Student’s Guide to Academic Integrity” touching on these situations with plans to go further. Come share situations, solutions, and strategies for creating opportunities for student learning and faculty conversations before those blurry lines are crossed.