Lightning Talks

These seven minute sessions are on Saturday, May 11, immediately following lunch.


Curriculum Lab: An Arts Integrated Approach to Visual and Information Literacy
Jonathan Lee (Virginia Commonwealth University -- Research and Information Librarian)

In this lightning talk, attendees will learn about Curriculum Lab, a workshop and exhibition series that takes an arts integrated approach to teaching and exploring visual and information literacy. Discarded library materials are used as prompts for hands on, minds on activities that, through art-making and discussion, encourage participants to take a deeper look at the relationships they have with words and images. This presentation will quickly cover the main activities, talking points, and outcomes of the series thus far, hopefully initiating opportunities for further discussion, collaboration, and exploration.

Getting English Language Learners to the Same Starting Block
Molly K Maloney (University at Buffalo -- Undergraduate Education Librarian)

In linguistically and educationally diverse classrooms, developing inclusive instruction benefits both native speakers of English and English Language Learners (ELLs). This diverse demographic is often the victim of broad stereotypes and feel dropped in the deep end. Many information literacy librarians struggle with the best ways to adapt their instruction to serve student needs. Collaborating with on-campus experts and encouraging collaboration with colleagues who wish to develop these proficiencies can strengthen and broaden the impact of these efforts. In this talk, I address some of the best practices for instruction to ensure ELLs kick off from the same starting block.

Prompt, But Take Your Time: Breathing Through Creative Blocks at the Library
Vani Natarajan (Barnard College -- Research and Instruction Librarian)

How might instruction librarians facilitate and grow spaces for students writing creatively and expressively in fiction, poetry, or across/beyond genre, and outside the conventions of the academic research paper? How can we support our library teaching and learning communities in claiming writing as knowledge shifting and world making practice, and in moving through creative blocks? How might we disrupt the white, class privileged, cis-heteropatriarchal hierarchies that constrain writing in academic spaces? I present three flexible approaches to facilitating creative writing projects in libraries. I design each approach to invite conversation and collaboration among library staff and writers. Yes, you can call yourself a writer, writers---even when you are finding it hard to write!

Spurring Student Action through "Information Environmentalism" in the Classroom
Holly Luetkenhaus (Oklahoma State University -- First Year Experience Librarian)

Moving beyond teaching students to identify "fake news" and how to evaluate online content, "information environmentalism" asks students to take active steps to clean up the murky, polluted environment of online information. This lightning talk with define the concept of “information environmentalism” and showcase examples of assignments and in-class activities that encourage students to be active stewards of their online communities.

Towards a More *Personalized* Personal Librarian Program: Progress, Pitfalls, and Potential
Audrey B. Welber (Princeton University -- Librarian for Teaching and Research)

Modeled after Yale’s successful program, Princeton launched a Personal Librarian Pilot in 2017 with the goal of pairing every Princeton undergraduate with the same librarian for all four years. We began with first and second year students and planned to roll in juniors and seniors in the two following years. This plan unfortunately met with a dismal student response rate and increasingly fragile librarian buy-in; my lightning talk will reveal both the issues that stunted the program’s success and several key tweaks that resuscitated the dying pilot and promise to make it one of the library's strongest outreach initiatives yet.