Lightning Talks

Alien: There's a Predatory Publisher on this Ship
Abbie Basile (Engineering & Physical Sciences Librarian) @ Old Dominion University

New graduate students are often eager to publish and begin building their CVs. This makes them easy prey for predatory publishers who use deceptive marketing techniques to promote journals and conferences that lack legitimacy. By working with graduate program directors and chairs, librarians can present seminars to educate graduate students on how to identify credible publication and presentation opportunities.

Collaborating via Conferencing: How to Plan and Sustain an Information Literacy/[Insert Discipline] Conference on a Shoe-String Budget
Ielleen Miller (Reference/Instruction Librarian & Associate Professor) @ Eastern Washington University

How often do you attend a conference outside of librarianship? Probably more often than departmental faculty attend a librarian conference. Yet we have shared student learning outcomes. One possible solution: hold your own conference around those shared outcomes. Librarians and composition instructors in our region have held an annual, one-day retreat for the past 9 years with little formalized planning structure and on a very limited budget. The talk will highlight our goals, what we’ve learned from each other, and what you need to be successful in organizing your own regional conference.

Consider the Humble Slideshow
Marybeth McCartin (Instructional Services Librarian) @ New York University

Flipped classroom, online courses, hybrid courses, global campuses -- what’s an instruction librarian to do? If the prospect of designing instructional videos for these environments leaves you daunted, consider the practical alternative of creating self-running slideshows using Google Slides. In their humble way, slideshows can be very effective learning objects -- and they are quicker and easier than video to generate, deploy, edit, and update. Get the seven-minute synopsis on creating and embedding self-running slideshows, along with some quick examples.

Not Reinventing the Wheel: Using Ten Institutional Repositories to Upgrade your Library Instruction Framework Game
Avril Cunningham (Head Campus Psychology Librarian) @ The Chicago School of Professional Psychology

This session will demonstrate how to explore and find already created custom lesson plans, activities, and assessments to upgrade your instruction to align with the Framework for Information Literacy. This session will roundup the top ten free resources available to all librarians for Framework instruction. It will highlight both well-known repositories and little=known consorital project websites, toolkits, wikis, archives, and hashtags. In the two years since the Framework has been adopted, librarians are being called to change from standards-based outcome instruction to information literacy threshold framework instruction. The institutional repositories covered in this session include (1) CORA (Community of Online Research Assignments), the (2) Framework Sandbox (ACRL Framework for Information Literacy Sandbox), the (3) Frame Listserv, the (4) Framework Toolkit (ACRL Framework for Information Literacy Toolkit, the (5) PALNI Consortium Framework for Information Literacy for Higher Education resource, the (6) Framework Fundamentals web resource, the (7) CARLI Instruction Toolkit (Consortium of Academic Libraries in Illinois, the(8) ACRL Framework hashtag, (9) the TRY-ACRL-Frame Wiki, and the (10) Ellen Clarke Bertrand Library's Framework Lesson Plan Archive.

You Can See Them from Space: Collecting 4,000 Post-its from Business Writing Students as Minute-Paper Formative Assessment
Heidi Blackburn (STEM and Business Librarian) @ University of Nebraska at Omaha

Do you have one minute for assessment? Everyone take a Post-it! We collected over 4,000 writing prompt responses from 56 sections of Business Communications and we can’t wait to share what we found! This short presentation will highlight faculty buy-in, data analysis, and emergent themes such as better student preparedness for company and industry research. Collecting student feedback increased student buy-in and class participation, ultimately leading to fewer questions and positive student attitudes about conducting research. Changes to library instruction and course curriculum will be shared and audience members encouraged to evaluate using this method for their own instruction.