Poster Sessions

Creating Connections Between the Classroom and the Library: Integrating Stasis Theory Into a Brainstorming Activity
Charissa Powell (University of Maryland, College Park)

ENGL101 Academic Writing recently went through a curriculum change at the University of Maryland, College Park. The new syllabus relies heavily on stasis theory, a pre-writing process created and used by ancient Greeks and Romans. The Teaching and Learning Department at the University of Maryland Libraries integrated the theory of stasis into an active learning brainstorming activity to start off information literacy instruction sessions. The hope is that this activity will help students realize that what they learn in the classroom carries over into other aspects of their academic life, including at the library.

Slam Dunk Outreach to First-Year Student Athletes
Beth Canzoneri (University of Idaho)

What if finding two books and four articles for your paper seemed an insurmountable task? That's the experience of many student athletes who fall outside the reach of library instruction. Find out how our librarians brought student athletes within reach through the NCAA CHAMPS Life Skills Program, a mandatory course for freshman athletes, and in the process established a new relationship with our university's athletics department.

Taste Testing with Google Forms: Assessing Information Literacy of First Year Students
Katherine Donaldson (Loyola Marymount University)

The librarians at Loyola Marymount University (LMU) provide information literacy instruction across 70 sections of a required Rhetorical Arts class taken by 1300 freshmen. Using a flipped classroom approach, librarians facilitate a task-based team "source finding" activity with students using Google Forms. This activity allows for formative "on-the-fly" assessment of problem areas and facilitates peer learning. To evaluate this activity more formally, a rubric was created to assess several student learning outcomes and to inform future instructional strategies. This poster session will share the activity and rubric and discuss preliminary findings and observations based on a cross-section of student responses.

Tell Me How You Really Feel: Optimizing the Role of the Affective Domain in Library Instruction
Jasmine Woodson (Swarthmore College)

Thinking about the affective domain of learning --that is, student feelings and emotions-- is often perceived as murky waters for educators. Yet those same feelings and attitudes are inextricably linked to any student's learning process. This poster presentation will highlight methods that acknowledge and value the role emotions may play in information literacy education and that teaching librarians can utilize when instructing in formal and informal settings. The focus will be mapping affective domain-based pedagogical principles into an actionable instructional practice that encourages student development through the implementation of active and inquiry-based learning experiences, the facilitation of peer learning opportunities, and the cultivation of communities of learning and practice.

Virtual Reality in the Academic Library – An Innovative Approach
Ernesto Hernandez Jr. (Nevada State College)

Two technologies that have been around for some time now and are gaining more traction as accessibility and technology become more easily accessible include 3-D and Virtual Reality. Although this technology is nothing new, the pedagogy, innovation, and creativity involving this technology is making an ever-more prominent presence in academia. Virtual environments, by their nature, are engaging and may provide an alternative means of delivery for information literacy and information exploration. Nevada State College is exploring innovative approaches utilizing virtual environments and actively exploring how library users could benefit from using a 3-D or virtual library experience.

What Librarians Need to Know about Learning Analytics
Hyerin Bak (Syracuse University)

What are learning analytics and how are they related to academic libraries? Learning analytics is a tool that enables instructors, advisers, and librarians to identify at-risk students and intervene in the learning process with a personalized approach. This poster will prepare librarians to understand learning analytics, anticipate pros and cons, and generate ideas for how to employ these tools.