See "Session-only Schedule" (pdf) for details on specific times for each breakout session.
- A full “Schedule at a Glance” and a detailed program will be in your attendee folder at the conference.

Post-conference update: LOEX 2019 Printed Program (pdf)


__Thursday, May 9
__12:30 - 8:00 p.m. Registration & information
__1:30 - 4:00 p.m. Optional: Pre-Conference Workshop (Matts-Benson & Palahniuk - additional fee)
__1:30 - 4:15 p.m. Optional: Walker Art Center- Group Visit (additional fee for Gallery portion)
__4:30 - 5:15 p.m. Optional: First-time Attendee Orientation
__5:30 - 7:30 p.m. Hors d'oeuvres Reception (at Woman's Club of Minneapolis)

__Friday, May 10
__7:00 a.m. - 6:00 p.m. Registration & information
__7:30 - 8:30 a.m. Breakfast buffet
__8:30 - 10:00 a.m. Welcome & plenary speaker (Sara Zettervall, Whole Person Librarianship)
__10:15 - 11:05 a.m. Breakout sessions 1   
__11:20 a.m. - 12:10 p.m. Breakout sessions 2
__12:10 - 1:15 p.m. Lunch buffet
__1:00 - 1:30 p.m. Roundtable Discussions (Five topics)
__1:15 - 1:45 p.m. Poster sessions
__1:45 - 2:35 p.m. Breakout sessions 3
__2:50 - 3:40 p.m. Breakout sessions 4
__3:40 - 4:10 p.m. Poster sessions / Snack break
__4:10 - 5:00 p.m. Breakout sessions 5
__Early evening Dine-arounds at area restaurants (optional; access via attendee wiki)

__Saturday, May 11
__7:00 a.m. - 3:30 p.m. Registration & information
__7:30 - 8:30 a.m. Breakfast Buffet
__8:30 - 8:35 a.m. Announcements (brief)
__8:50 - 9:40 a.m. Breakout sessions 6
__9:55 - 10:45 a.m. Breakout sessions 7
__10:45 - 11:15 a.m. Coffee/tea/water break
__11:15 a.m. - 12:05 p.m Breakout sessions 8
__12:05 - 12:50 p.m. Lunch
__12:50 - 1:35 p.m. Lightning Talks
__1:50 - 2:40 p.m Breakout sessions 9
__2:55 - 3:45 p.m Breakout sessions 10
__3:45 p.m. Conference Concludes

Interactive Workshops

Listed alphabetically by title

Beyond Life Jackets and Eliminating the Deep End: Making Database Tutorial Videos Equitable Learning Opportunities
Lisa Janicke Hinchliffe, Leah Freemon and Andrea Krebs (University of Illinois at Urbana-Champaign)

Blazing a Trail for Literacy Exploration through Design Thinking
Julia Feerrar and Miko Nino (Virginia Tech)

Caring for Your Community of Practice: Collective Responses to Burnout
Dianne N. Brown and Liz Settoducato (Tufts University)

“Do I Know Enough to Have a Voice in This?”: Overcoming Professional Roadblocks on the Assessment Journey
Robert Detmering (University of Louisville), Samantha McClellan (California State University, Sacramento), and Amber Willenborg (University of Louisville)

Fighting the Hidden Barriers: Applying Universal Design for Learning to Library Instruction for People with Invisible Disabilities
Samantha Cook and Kristina Clement (University of Wyoming)

Flip the Class, Not the Canoe! Methods for Formative Assessment in the Fipped Library Classroom
Kelly Getz and Sarah Fabian (Eastern Michigan University)

Going for the Summit: Setting and Maintaining High Expectations for Students in the Classroom
Sara Arnold-Garza (Towson University) and Natalie Burclaff (University of Baltimore)

Keep Calm and Cairn On: Improving Learning Objects with Guided Feedback through Usability Testing
Kayla B. McNabb, Lisa Becksford, Kodi Saylor and Kelsey Hammer (Virginia Tech)

Lost in the Woods?: Using Action Research to Improve Your Assessment
Bridget Farrell and Carrie Forbes (University of Denver), and Katie Fox (Colorado State Library)

Master Manipulators: Using Manipulatives for Tactile and Kinesthetic Learning in the Information Literacy Classroom
Marcela Y. Isuster (McGill University)

Narratives of Information Creation: Telling Stories to Make Sense of Scholarship
Dunstan McNutt (University of Tennessee Chattanooga)

Promoting Critical Thinking and Civil Discourse via Structured Academic Controversy
David Dettman (University of Wisconsin-Stevens Point)

Research Ready: Expanding the One-Shot and Collaborating for Student Success
William Cuthbertson, Irene Korber and Zohra Saulat (CSU Chico)

Sparking Curiosity and Research Questions in the Archives through the Question Formulation Technique
Laura Hibbler and Chloe Morse-Harding (Brandeis University)

Swim Relay: Using a Medley of Techniques to Teach Information Literacy Concepts and Mechanics
Samantha Harlow and Maggie Murphy (UNC Greensboro)

Toward a Critical-Inclusive Assessment Practice
Rachel Dineen (University of Northern Colorado)



Listed alphabetically by title

Adding Value: Off-Roading to Rethink the Needs of Graduate Student Emerging Scholars
Donna Harp Ziegenfuss (University of Utah)

Amazing Races Spanning from Outdoor Instruction All the Way to Virtual Reality
Felicia A. Smith (Stanford University)

Assessment Roadside Attractions: From Mile Marker One to Programmatic Student Learning
Tessa Withorn and Carolyn Caffrey Gardner (California State University Dominguez Hills)

Better Together: Student-Led Collaborative Media Creation
Renee Romero and Doug Worsham (University of California, Los Angeles), and Annie Pho (University of San Francisco)

Beyond the Shallows: Motivating Students to Dive Headfirst into the Vast Information Ocean
Francesca Marineo (University of Nevada Las Vegas)

Blazing Trails through an Untamed Wilderness: Improving your Library’s Self-Guided Help
Ruth D. Terry, D'Arcy Hutchings, Jennifer McKay and Anna Bjartmarsdottir (University of Alaska Anchorage)

Braving the Wilderness: Using Text Analysis and Encoding to Teach Students about Literature Reviews
Sandy Hervieux and Katherine Hanz (McGill University)

Bringing Them up to Speed: Teaching Scholarly Communication to New Graduate Students
Christopher Chan (Hong Kong Baptist University)

Building a Philosophy for Emerging Research Services
John Watts (University of Nevada, Las Vegas) and Joshua Vossler (Southern Illinois University Carbondale)

Bushwhacking the Path to Online Information Literacy Tools: Utilizing User-Centered Design and the Institutional Repository to Blaze a Trail for Users
Carrie Bishop, Maria Barefoot and Sara Parme (Indiana University of Pennsylvania)

Combating Digital Polarization: Teaching Undergraduates Web Literacy Using “Four Moves and a Habit”
Yan He, Polly Boruff-Jones, Matthew Todd Bradley and Paul Cook (Indiana University Kokomo)

Creativity and Wonderment: Applying Waldorf Education to Information Literacy Instruction
Paul Worrell (McKendree University)

Crossover Appeal: Using Reading Apprenticeship Techniques to Support Information Literacy Learning Outcomes
Ryne Leuzinger (Cal State Monterey Bay)

Designing a “Point of Selection” Study Using Simulations: From Trailhead to Terminus
Amy Buhler (University of Florida), Joyce Kasman Valenza, PhD (Rutgers University), and Brittany Brannon (OCLC Research)

Diving into Data Literacy Instruction
Marybeth McCartin, Andrew Battista and Katherine Boss (New York University)

Encuéntranos en la Comunidad: Critical Information Literacy Meets Community Based Learning
Pamela Mann (St. Mary's College of Maryland)

Engaging Student Veterans as Researchers: Libraries Initiating Campus Collaborations
Mark Lenker (University of Nevada Las Vegas)

Exploring Data Management: Identifying Signposts for Graduate Student Researchers
Judith E. Pasek (University of Wyoming)

Fishing for Followers: Putting Students in Charge of Library Outreach
Sarah Parramore, Jonathan Cornforth, Joy Lambert and Michael DeMars (California State University, Fullerton)

Forging a New Path for Instructional Development: Trailblazing for High-Impact Teaching Using Peer Observation and Coaching
Mary K Oberlies (William & Mary), Sara Dewaay, Annie Zeidman-Karpinski and Kristin Buxton (University of Oregon)

A Framework for the Frames: Using the Peritextual Literacy Framework to Teach the ACRL Frames
Don Latham and Melissa Gross (Florida State University)

Framework-Based Gameplay: Library Instruction, Student Employee Professional Development, and the Escape Room 2.0
Glenn Koelling and Alyssa Russo (University of New Mexico)

From the Trailhead to the Summit and Back: A Journey to Information Literacy Program Renewal
Christina Hillman and Nancy Greco (St. John Fisher College)

Glamping up Your Co-Teaching to Provide Elegant Instruction and Rich Learning Experiences in the Research and Writing Tent
Shannon Simpson (Kenyon College) and Dr. Aliza Hapgood Watters (Johns Hopkins University)

Guiding Students Through Choppy Creative Waters: Collaborative Pedagogy to Empower Ethical Creators
Kelsey Sheaffer and Jessica Kohout-Tailor (Clemson University)

Information Literacy, Marshall McLuhan, and Supercomplexity: Teaching Students to Question Everything
Eric Jennings and Hans Kishel (UW-Eau Claire)

Into the Unknown Wilds: Fostering Productive Uncertainty in Information Literacy
Emilia Marcyk (Michigan State University)

Librarians as Threshold Guides: Blazing the Trail with Competency-Based Micro-Courses
Sheila Stoeckel and Alex Stark (University of Wisconsin-Madison)

Lighting the Fire: Gathering Fuel to Build an Undergraduate Research Program
Hailley Fargo (Penn State University)

No Donuts, No Doors: Building and Hosting a Virtual Open House
Nykol Eystad and Susan Stekel (Walden University)

Pool Manager, Lifeguard, Swim Coach, Swimmer: Keeping Your Head Above Water with the ACRL Framework
Dr. Terri Summey and Dr. Sandra Valenti (Emporia State University)

Research Meditations: A Low Stakes Entrée into Research as Inquiry
Kate Hinnant and Robin Miller (UW-Eau Claire)

Research Sprints: A Model for Collaboration
Mariya Gyendina and Jennifer McBurney (University of Minnesota)

Riding the Instructional Rapids: Recognizing & Reveling in Spontaneous Instances of Instruction
Ashley B. Crane, Stacy H. Johnson and Dianna L. Kim and Lisa Shen (Sam Houston State University)

Seeing the Forest through the Trees: Providing Instruction on Reading Journal Articles for All Disciplines
Joanna Thielen and Amanda Nichols Hess (Oakland University)

Setting the Course: Mapping Information Skills Pathways through the Majors
Virginia Cairns and Lane Wilkinson (UT-Chattanooga)

Sharing Our Compass: Faculty Development and Information Literacy
Ula Lechtenberg and Zach Claybaugh (Sacred Heart University)

Sink or Swim? A Case Study Approach to Teaching Information Evaluation
Katie Strand and Rachel Wishkoski (Utah State University)

Skipping Stones: The Ripple Effect of Collaborating with a Center for Teaching and Learning
Clinton Baugess and Kerri Odess-Harnish (Gettysburg College)

Sparking Enthusiasm in Freshman Psychology Majors Using the Library’s Special Collections
Stacey Lavender and Paul Campbell (Ohio University)

Sparking New Modes of Scholarship: Undergraduate Fellows as Service Design Leaders
Cody Hennesy (University of Minnesota, Twin Cities), Nicole Brown and Stacy Reardon (University of California, Berkeley)

Teaching Ways of Knowing: The Challenges of Marginalized Knowledge to Understandings of Authority and Authorship
Christine M. Larson and Margaret Vaughan (Metropolitan State University)

"The Times They Are A’Changing": Information Literacy Instruction, Faculty Ownership, and Student Success
Alexandra Hamlett and Meagan Lacy (Guttman Community College, CUNY)

They Go Together Like Chicken and Wild Rice: Training Tutors to Provide Embedded Writing and Research Support
Maggie Epstein and Bridget Draxler (St. Olaf College)

Tracking Information Literacy at Critical Points in the College Experience: New Ideas and Established Projects
Emily Scharf, Claudia C. Peterson and Sarah D. Calhoun (Carleton College)

Traversing New Terrain: Introducing Academic Research to High School Students
Michelle Guittar (Northwestern University)

Treading the Muddy Waters of the Information Ecosystem: Getting Personal with Source Evaluation
Kathleen Phillips (Penn State University)

Uncovering First-Year Students’ Conceptions of the Research Process
Brianne Markowski and Rachel Dineen (University of Northern Colorado)

Wandering into the Wilderness: Embracing Ambiguity in Information Literacy Instruction
Rachel Flynn (Gustavus Adolphus College) and Megan Adams (Grinnell College)

Why Learn to Swim When You Have a Raft? Motivating Students to Change their Research Behaviors
Sarah E. Fancher (Ozarks Technical Community College) and Jamie L. Emery (Saint Louis University)

The Wilds of Fandom Research: Watch Out for that Ethical Bear Trap
Zoe Weinstein and Alex Willett (Brandeis University)

Wópasi: Using Action Research to Enact Culturally Sensitive Information Literacy Instruction of Native American Students
Carol A. Leibiger and Alan W. Aldrich (University of South Dakota) - cancelled

You Can't Catch Fruit Flies in a Mouse Trap: Teaching Contextual Evaluation of Information Sources
Gary Arave (Indiana University Bloomington)