Adapting to Asynchronous: Creating a LibWizard Tutorial for ESL Courses
Izzy Westcott @ University of Illinois at Urbana-Champaign
The shutdown of in-person instruction due to the COVID-19 pandemic forced many librarians to turn to e-learning objects in order to teach remotely. This session discusses the use of a LibWizard learning module to provide asynchronous instruction to English as a Second Language (ESL) courses by adapting an existing in-person session outline to an online tutorial. The poster presents the process of creating a tutorial for ESL courses, emphasizing useful pedagogical strategies for asynchronous instruction and best practices for creating learning objects through LibWizard.
Concept Mapping for Synchronous and Asynchronous Online Instruction Delivery
Erin Smith @ Kent State University
The flexibility of the Concept Mapping technique not only for in-person instruction but also within digital instruction in either asynchronous or synchronous formats makes it a valuable tool for librarians. Benefits of Concept Maps include engaging students creatively while also demonstrating how to generate keywords and organize knowledge in a way that speaks to different learning styles. This poster displays information not only on how this activity encourages such flexible searching and organization, but also on how the process is adaptable to imparting research skills in the digital classroom where it sparks discussion and presents absorbing learning opportunities.
Empathy-driven Online Learning during the Pandemic, Black Lives Matter Uprising, 2020 Presidential Election, and, and, and...
Criss Guy @ University of North Carolina at Chapel Hill
This poster outlines how the presenter centered empathy in the instructional design and delivery of online information literacy lessons for first-year undergraduate learners during the intersecting crises that defined the year 2020. The presenter applied theory that could make synchronous and asynchronous online library instruction sessions less daunting. Through a synthesis of pedagogical literature, the presenter developed techniques that 1) acknowledge the difficulties of teaching and learning online during a pandemic, 2) increase motivation to learn by supporting the development of authentic research interests, 3) give students choices for how to engage with relevant yet potentially triggering online learning content.
Primary Source Literacy Instruction with the Marcel Breuer Digital Archive
Breeann Austin @ Syracuse University
This poster presentation covers the planning, implementation, assessment of a virtual workshop, "Telling the Stories of the Forgotten: Using the Marcel Breuer Digital Archive to Investigate and Evaluate Primary Sources." The workshop instructed students in evaluating the content of primary sources, while illustrating how students could use special collections and archives, which have traditionally focused on preserving and telling the stories of white males, to tell the stories of those history has traditionally ignored. The poster discusses ways to teach information literacy skills while promoting inclusion and diversity in our student's research and representation.
Roll for Initiative: Using Gamification to Engage Students with Critical Information Literacy
B. Austin Waters @ Syracuse University
This poster looks at gamification and motivation of students within the use of a board game, to teach information literacy skills. This board game uses the tenets of self-determination theory and critical information literacy to not only engage students in the learning process, while teaching them foundational research skills, but also to open a dialogue regarding what authority is, how it is constructed, and what groups may be left out of the conversation.
Teaching Search When Search is Biased
Gigi Swinnerton and Hanna Seraji @ Syracuse University
A workshop for students addressing how the problem of systemic racism and bias fundamentally shapes the research process was delivered in Spring 2021. Participants in the workshop learned about how both man-made and algorithmic knowledge organization systems (KOS) often contribute to the amplification of white voices and the silencing of others. They learned how to identify such bias and were provided with strategies to circumvent the process and develop more inclusive research practices. We'll share results from the workshop that assesses how well participants were able to apply their learning to their own research practices.
Transformation of Literacy Instruction Using Transformative Works
B. Austin Waters, Lauren Earl and Alayna Lee Vander Veer @ Syracuse University
This poster demonstrates the pedagogical benefits of using a fanfiction archive to encourage students to associate the ease of personal research and the vigor of academic research. This is an extension of both our work in information literacy as well as critical information theory and feminist pedagogy. Our goal is to demystify academic research, take away the intimidation of using databases, and inspire students to take agency over their research. Additionally, we aim to open a dialogue for students to discuss and understand the power dynamics in what is considered authority and whose voices have been historically silenced.
Using the Framework to Build Critical, Active, and Mindful Literacy: Stepping Stones for Researchers in a College English Classroom
Amy Mallory-Kani @ Indiana University and Hillary Richardson @ Mississippi University for Women
In 2017, the presenters co-taught Critical Writing and Research to English majors at Mississippi State University. Known as the department's "bootcamp," the course was a source of anxiety for students and instructors because of the overwhelming number of objectives. In order to address the fractured course content and fraught attitudes, we reconfigured the class by incorporating the ACRL Framework. We built activities that helped students to develop not only a critical stance towards research, but also an active and mindful one. These enabled students to actively combat their negative assumptions about the research process and to develop a more mindful understanding of the affective conditions of that process.
Virtual Escape Rooms: Using Fun, Game-Based Learning Resources to Engage Students
Kirsten Cessna @ Wayne State University
The increase of distance learning provides an opportunity to integrate fun, game-based remote and asynchronous techniques into library instruction. The Wayne State University Library System created a Halloween-themed online escape room to engage students with a variety of library resources, including search tools, eBooks, streaming media, archival finding aids, and subject guides. In a survey of escape room participants, 87% of respondents indicated that they learned about at least one new library resource. Game-based learning is an enjoyable and effective way to engage students and increase information literacy. This session provides instruction for game creation and implementation.
Welcome Aboard! First Stop, Do the Work: The Integration of a First-Year LibGuide into Blackboard to Cultivate Racial Justice Conversations
Gabrielle Baumert @ Syracuse University
As technology continues to rapidly and dramatically revolutionize the world, academic librarians and faculty increasingly use technology to support justice movements and to cultivate conversations in the classroom. This session will walk participants through a first-year LibGuide that takes a deeper dive into exploration of antiracism scholarship and provides resources to use in the classroom or for self-education in the hope of fostering dialogue and actionable practices. This session will further highlight the effect of adding the Springshare's LTI tool to Blackboard, allowing this LibGuide to be embedded into a Blackboard course for seamless student use.