Program
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.
Schedule
__Thursday, May 5 |
|
| __12:30 - 8:00 p.m. | Registration & information |
| __1:30 - 5:00 p.m. | Optional: Andy Warhol Museum - Group Visit (additional fee) |
| __1:30 - 4:30 p.m. | Optional: Pre-Conference Workshop (Melissa Mallon, Vanderbilt - additional fee) |
| __4:45 - 5:30 p.m. | Optional: First-time Attendee Orientation |
| __5:30 - 7:30 p.m. | Hors d'oeuvres Reception (at conference hotel) |
__Friday, May 6 |
|
| __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 (Dr. Sheila Corrall, University of Pittsburgh) |
| __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 7 |
|
| __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
#TechTools: ReEnergizing Formative Assessment for Enhanced Learning Using ACRL Framework Threshold Concepts
Lori Mardis and Frank Baudino (Northwest Missouri State University)
As Seen on TV: Reimagining Monroe’s Motivated Sequence for Library Instruction
Candice Benjes-Small (Radford University)
Concept Inventories: Teaching Information Literacy like a Physicist
Greg Szczyrbak (Millersville University)
Engaging Students Through Information Literacy Based Service Learning Assignments for Community Benefit and Academic Success
Leah Galka (SUNY Buffalo State) and Theresa McDevitt (Indiana University of Pennsylvania)
Everything in Its Right Place: Effective, Strategic, and Differentiated Outreach
Meggan Press and Amy Pajewski (Paul Smith's College)
From Wikipedia to Academia: A Transliteracy Approach to Undergraduate Instruction
Katherine Ahnberg (University of South Florida)
On the Rhode to Success: DIY Designing a College Research Experience for High School Students
Jennifer Thomas (Paul Cuffee Charter School) and Mary MacDonald (University of Rhode Island)
Reaching Over the Fence: Building Partnerships with New Teaching Neighbors
Julia Feerrar (Virginia Tech) and Rebecca K. Miller (Pennsylvania State University)
ReMix: Combining Motivational Design with Problem-Based Learning to Build Real World Information Competencies
Lindsay Roberts (University of Colorado at Boulder)
Rework, Reuse, Reflect on Your Research: Writing Center and Library Collaborations
Holly Jackson and Jill Tussing (Wright State University)
A Sample Is a Tactic: Hip Hop Pedagogy in the Library Classroom
Craig Arthur and Alyssa Archer (Radford University)
Starting with “Yes, And...”: Collaborative Instructional Design in Digital Scholarship
Erin Pappas (Georgetown University) and Kate Dohe (University of Maryland)
Steal This Idea! Getting from Awesome to Action
Karla Fribley (Emerson College) and Erica Schattle (Tufts University)
Stick it to the Wall: ACRL Framework Poster Collaboration
Nancy Frazier, Jill Hallam-Miller and Ben Hoover (Bucknell University)
A Surrealist Reframing of the Research Pyramid
Mary Fairbairn (Furman University)
Weaving Librarian Expertise into the Work of a Faculty Development Center to Enhance Teaching and Improve Student Learning Outcomes
Theresa McDevitt and Stephanie Taylor-Davis (Indiana University of Pennsylvania)
Presentations
Are you HIP?: Building the Value of Libraries and Library Instruction with High-Impact Practices
Ngoc-Yen Tran (University of Oregon)
Assessment Remix: A Mixed-Methods Approach to Assessing Instruction
Candice Benjes-Small (Radford University)
Becoming Legit: Reimagining Instructor Support through Communities of Practice
Jonathan McMichael and Laura Dimmit (University of North Carolina at Chapel Hill)
"Breaking" Good: Becoming Integrated into Student Learning Communities
Michele Santamaria and Tatiana Pashkova-Balkenhol (Millersville University)
Built to Trash, Built to Last: Creating High-Impact Screencasts When Time Is Scarce and Change Is Constant
John T. Oliver (The College of New Jersey)
Code for Change! Practical Techniques for Making Your Assessment Data Actionable
Annie Armstrong, Catherine Lantz, Annie Pho and Glenda Insua (University of Illinois at Chicago)
Connecting Through Cultural Diversity: Leveraging Campus Initiatives in the Creation of Library Embedded Curriculum
Emily Crist and Megan Allison (University of Vermont)
Crafting the Question: Get the Most Out of Your Student Response System
Ann Agee (San Jose State University)
Creating a Framework Tutorial: A Transformative Process
Allison Hosier (University at Albany, SUNY)
The Credible Hulk: Smashing Student Expectations through Instructor Credibility
James Gilbreath (University of Alabama) and Katherine Eastman (Brown Mackie College)
Dread Data No More: Crash Course in Data Visualization for Librarians Liz Johns (Johns Hopkins University)
Engaging Diverse Learners: Creating Accessible IL Instruction with Universal Design for Instruction
Emilie Vrbancic (University of Colorado, Colorado Springs)
Everything We Do Is Pedagogy: Critical Pedagogy, the Framework and Library Practice Jeremy McGinniss (Summit University)
From Theory to Praxis: Reframing Adult Learning Theory through Professional Development Melinda Malik (Saint Anselm College)
Future Reimagined: Shaping Teaching Through Design Dominique Turnbow and Amanda Roth (UC San Diego)
Gearing Up: Using Technology to Reinvigorate Instruction Maggie Nunley and Paula Roy (University of Virginia)
Grappling with Information Issues: ReImagining the Credit-Bearing Information Literacy Course Christy Stevens (Cal Poly Pomona)
Growing Your Instruction as the World Becomes Smaller: International Students and the Academic Library Susan Avery and Kirsten Feist (University of Illinois at Urbana-Champaign)
Hashtag Outreach: Using Twitter as Subject Specialists to Integrate the Library in Classroom Discussions Carolina Hernandez (University of Oregon)
High Enough, but not Too Steep: Collaborating to Design Effective Bridges for Developing Information Literacy Jennifer Jarson and Lora Taub-Pervizpour (Muhlenberg College)
Helping Outliers Become College Ready: Using Technology to Cultivate Positive Relationships with Students Enrolled in Remedial Curriculum Savannah Kelly (University of Mississippi)
Hindsight Is 20/20: Garnering Institutional Support for the Implementation of Media Literacy in Science and Business Classrooms Kelly LaVoice, Kelee Pacion and Ashley Downs (Cornell University)
How to Make Information Literacy Real: Reimagining Library Instruction to Prepare Today’s Business Students for the Workforce Cara Cadena and Beth Martin (Grand Valley State University)
Into the Gauntlet: Letting Students Teach One Another Jessica Crossfield McIntosh and Amy Parsons (Otterbein University)
Making Information Literacy Flexible and Re-Mixable: Instructional Designers and Librarians Collaborate in the Canvas Learning Management System Catherine Baird (Montclair State University)
Making the Case for Credit Courses: Results from a Study on Student Perceptions of a Required Library Research Course Lyda Ellis and Dr. Brian Iannacchione (University of Northern Colorado)
Making the Invisible Visible: Metacognition and the Research Process Susan Ariew (University of South Florida)
Mentoring Teaching Librarians: a Discussion of Possibilities, Pitfalls, and Best Practices in Supporting New Instruction Colleagues in Your Library Steve Cramer (UNC Greensboro) and Lisa Louis (Texas A&M - Corpus Christi)
Mixing It Up: Teaching Information Literacy Concepts Through Different ‘Ways of Learning’ Lorna Dawes (University of Nebraska-Lincoln)
Modeling the Research Process in the Natural Sciences: Utilizing Data, Observation, and Theory to Improve Library Support Kate L Ganski (University of Wisconsin- Milwaukee)
Neighbors helping Neighbors: Partnering with Undergraduate Research Offices to Present Scholarship as a Conversation Elise Ferer (Drexel University), Elizabeth “Beth” L Black (Ohio State University) and Matt Upson (Oklahoma State University)
One Tutorial, Two Universities: How Technology Can Be Adapted to Meet the Needs of Multiple Libraries Betsy Williams and Rita Kohrman (Grand Valley State University) and Eric Kowalik and Valerie Beech (Marquette University)
Playing with FIRE: Gamifying Library Instruction in a First-Year Experience Program Kathrine Aydelott (University of New Hampshire) and Kellian Adams (Green Door Labs)
The Practice and Promise of Critical Information Literacy in Library Instruction Eamon Tewell (Long Island University, Brooklyn)
Recycling the First-Year One-Shot Workshop: Using Interactive Technology to Flip the Classroom Crystal Goldman and Tamara Rhodes (UC San Diego)
Reduce, Reuse, Upcycle: Turning interactive instruction into game-based camogogy Bethany Tschaepe, Jovanni Lota and Megan Hopwood (University of Houston Downtown)
Reinvigorating a Library Workshop Series: Moving Workshops into the Online Environment Mandi Goodsett (Cleveland State University)
ReInvigorating Partnerships: A Case Study of Two Feeder High Schools with Varying Information Literacy Preparedness and Resulting Academic Library Interventions Caitlin Gerrity and Scott Lanning (Southern Utah University)
ReModeling the Library Tour: Active Learning through Active Spaces Matthew Pickens (Missouri University of Science & Technology)
Restructure, Recycle, and Renew: Moving to an Improved, yet Sustainable, Information Literacy Program Nancy Falciani-White (Wheaton College, IL)
ReThink: Connecting Libraries to Metacognition, Student Learning, and Student Success Amy Riegelman and Kate Peterson (University of Minnesota)
Revitalizing Information Literacy Curricula: Leading to Create Change after a College-Wide Assessment Brandy Whitlock (Anne Arundel Community College)
Rhetorical Reinventions: Rethinking Research Processes and Information Practices to Deepen our Pedagogy Donna Witek (University of Scranton), Mary J. Snyder Broussard (Lycoming College) and Joel M. Burkholder (Penn State York)
This Is an Intervention! Using a Campus-Wide Initiative and Assessment to Transform the Information Literacy Program Anna Carlin and Charles Gunnels (Florida Gulf Coast University)
Unmediated Archives: Creating an Immersive Experience for Undergraduate Students Across the Disciplines Peggy Keeran, Jennifer Bowers and Katherine Crowe (University of Denver)
Upcycle Your Audio: Creating Recorded and Live Web Audio Your Audience Can’t Refuse Diana M. Finkle (Clemson University)
What Am I Doing and Why Am I Here?: Meaning, the Moment, and Combating Burnout Megan Browndorf (Towson University)
What Can We Learn from a Can Opener? Adapting Design Thinking for Library Instruction Elizabeth Psyck (Grand Valley State University)
What Do Undergraduate Students Know About Scholarly Communication? A Research Study & Conversation About Implications in Light of Current Trends Catherine Fraser Riehle (Purdue University) and Merinda Kaye Hensley (University of Illinois at Urbana-Champaign)
Writing the Scripts for Interactive Library Skills Tutorials: Re-Think, Re-Define, and Re-Vise Christine Bombaro (Dickinson College)
You Can Go Your Own Way: Rethinking Credit-Bearing Courses in Light of the Framework Amanda Foster and Kyle Denlinger (Wake Forest University)
