Poster Sessions
Poster sessions by LIS grad students and library residents are on Friday, May 3rd from 1:15-1:45 p.m. and from 3:40-4:10 p.m.
Blogging is Half the Battle: Best Practices for Content Development, Implementation and Addressing Patrons’ Needs with Social Media
Rachel A. Lux (University of Illinois at Urbana-Champaign)
Social media is regularly used in the Undergraduate Library at the University of Illinois at Urbana-Champaign as an instructional tool. Blogs, social network platforms and photo/visual accounts can all highlight and point to resources and services around the library. But simply linking to items isn’t enough. This poster explores ways to create dynamic social media use policies and procedures; develop content that is timely, meaningful and makes the biggest instructional impact; and use analytics and online patron interactions to guide future content decisions.
Building a Better Subject Guide: Tools for Creating Standards and Increasing Usage
Dani Brecher and Megan Slemons (University of North Carolina)
Library research and instruction departments are increasingly focused on improving and expanding their online subject guides. These growing collections benefit from centralized management. Our research, drawn from two original case studies, provides empirical evidence for the importance of creating an institutional set of subject guide standards.
In this poster presentation, we propose a set of best practices for subject guide creation, based on the data gathered in these two case studies. Our data indicates that these standards lead to increased usage and utility. We will also discuss strategies for creating and implementing a set of institutional standards for subject guides.
Drawing Out the Melody: An Approach to Organizing and Analyzing Qualitative Assessment Data
Emma Clausen (University of Illinois at Urbana-Champaign)
Met with a voluminous stack of files filled with rich feedback, a librarian’s biggest barrier to utilizing qualitative assessment data is implementing a streamlined method for organization and analysis. This poster presentation will illustrate an analytical approach that grew out of working with over 4000 qualitative comments from 15 events. Librarians will benefit from learning how to preserve necessary relationships among data points that facilitate analysis and encourage a move away from static text files. This time-saving approach will empower librarians to use everyday tools to complete the assessment process and effect change on assessment results reporting and decision making.
Flip for Info Lit: Inverting the Library Classroom
Sara Arnold-Garza (Towson University)
The “flipped classroom” teaching method requires students to view lecture materials (podcasts, videos, tutorials, etc.) outside of class and uses classroom time for active learning. This model has great promise for library instruction, potentially improving collaboration with faculty, enhancing student engagement, and capitalizing on the digital learning objects many academic libraries depend on to reach more students. This poster, which highlights some pedagogical attractions of the model and describes Cook Library’s attempts to flip the classroom, will likely help others who are experimenting with the model or wish to find new ways to adapt to information literacy instruction demands.
GTA=Great Teaching Adventure! Graduate Teaching Assistants in the Library Instruction Game
Kellie Meehlhause (Emporia State University)
It is well known in the academic library community that while many entry-level librarian positions include library instruction responsibilities, many applicants for those positions lack formal experience or coursework in teaching basic and advanced information literacy competencies. To address this problem, this poster will first present findings from a research survey on credit courses in library instruction/information literacy offered at ALA-accredited colleges and universities in the U.S. and Canada. Building off of these findings, the poster’s second part describes the hiring, training, and evaluation of a graduate teaching assistantship program at Emporia State University’s William Allen White Library.
Information Literacy Instruction: Beyond Academic Department Collaboration
Brittany R. Deputy (University of Alabama)
Traditional collaborations with academic departments and teaching faculty are effective in increasing academically based information literacy (IL) across university campuses. However, these traditional collaborations can omit other non-academically based IL student needs, specifically career planning and student health. The purpose of this poster is to illustrate those needs and share how one librarian has collaborated with non-academic departments to bring a wider array of IL instruction to campus. Based on the analysis of these efforts, best practices and possible areas of development have been delineated.
LibGuides and Savvy Shorts for Distance Learners: An Assessment of Impact
Ben Murphy and Cate Kompare (University of Illinois at Urbana-Champaign)
The University of Illinois at Urbana-Champaign Library offers a series of popular Savvy Researcher workshops on topics ranging from library orientation to organizing a job search to getting started with GIS. But many non-traditional students, especially those enrolled in LEEP--the distance education option at the Graduate School of Library and Information Science--have requested an online or asynchronous alternative. This poster describes using LibGuides embedded with Savvy Shorts videos as a way to model both the structure and active learning elements of an in-person Savvy Researcher class, and reports on a survey of LEEP students who used the LibGuide.
Living-Learning Communities and the Academic Library: How Involved Are We?
Denise F. Quintel (University of Tennessee)
Living Learning Communities (LLCs) and the academic library look like the near-perfect collaboration. In college campuses across the United States, partnerships such as these have a history of documented success. Unfortunately, this is not the case in Tennessee, where there is a significant gap in research about these collaborations.
Through a descriptive survey of all public, 4-year institutions in Tennessee, this project aims to measure the level of involvement academic libraries have with their campus LLCs, specifically with instruction.
Moving & Shaking in Music City: Brain Based Learning and Library Instruction
Kristina M. Bradley-Khan (Indiana University Bloomington)
Brain Based Learning examines how the brain takes in and applies knowledge and information to improve learning. One important aspect of this theory is the idea of physical movement. By incorporating movement, teachers are able to keep students alert and interested. Consequently, students are more responsive, excited, and invested in learning. Although this method has been successfully used in grade school classrooms, it is unclear how this may be applied to library instruction, specifically in higher education. This poster will look at the Brain Based Learning model and investigate ways to adjust it for use in collegiate library instruction sessions.
Personal Information Management
Erik Radio (University of Illinois-Champaign-Urbana)
The task of organizing personal information is a process that has grown more complex as new kinds of information become available and in different mediums. The Library at the University of Illinois at Urbana-Champaign offers a Personal Information Management workshop on building effective methods of information management, focusing on new software and applications to aid in this endeavor. Additionally, there is an emphasis on how to stay current with new developments in information management. This poster describes the content of these workshops as well as their considerable utility in equipping students for academic success.
The Embedded Librarian Initiative and the Perfect Pitch at the University of Pittsburgh School of Information Science
Julia Biagini and Jacqueline A. Marsh (University of Pittsburgh)
The Embedded Librarian Initiative (ELI) at the University of Pittsburgh’s School of Information Science is a collaborative endeavor to create a new program offering reference and research services to its students. When the Library and Information Science collection was moved from the iSchool building, reference services began to be offered through the ELI program by embedding within core classes in the MLIS curriculum. The poster will showcase ELI’s efforts to implement an embedded librarian program within a graduate program serving onsite and distance learners, with assessments of our services.
