ILA Informal Meeting Notes 10/15/15

The Information Literacy Interest Group met for our annual informal gathering at the ILA Fall Conference recently. Seven different institutions from across the state were represented by ten librarians, including two librarians new both to Iowa and the profession. Much of the meeting was spent introducing ourselves and talking about the state of IL at our respective institutions. Across the state Information literacy is embedded in pieces across required courses, an explicit Core outcome, a component of the Core without a dedicated course, in IL-designated courses, and in a professional development type course. There was talk of portal courses, integrating research and writing centers, and the “suggestion” model (meaning the variety of levels that faculty are expected to incorporate IL instruction with their course, ranging from strongly recommended to lip service with minimal library contact). The topic of incorporating more storytelling into teaching was raised and Josh Vossler’s work about constructing stories (presentation & handout) and using active ideas framed around big issues was shared. Kristy Raine, from Mount Mercy University, also talked about a course in which she compiled a backpack containing what a local child might actually have to better illustrate and make personal the idea of poverty impacting women and children in the U.S. The group plans to meet again during the IPAL and ILA-ACRL spring conferences.

We started with introductions, welcoming two new-to-the-profession (and to Iowa) librarians to the group. Then we went around the table and shared where we currently are in terms of IL within our institutions.

Those from Central College shared that they have been embedded in the first-year seminar course since 2000, with a big change in that course's organization having taken place last year. Previously the courses were all common, meaning texts and syllabi were the same. Now the courses have shifted so that a fourth of the content is shared across all sections (to meet the same learning outcomes) but the readings or approaches are not common. The librarians are working to find a balance in how much instruction they are able to do with each section; 4 sessions was too much, 2 was too few, so working to find the sweet spot. Currently they're working to modify their approach and brainstorm new ideas for working with this first-year population. Beyond that, librarians have involvement in the research and writing class where they work to bridge the divide between research and writing.

One of the new professionals in the group was from Wartburg College, and is still growing in her understanding of the level of library/librarian involvement, but provided the group with the following information. Currently there are 5 IL librarians embedding in a variety of classes, withing within the upper level courses/subject specific courses, but also working with a first year course for basic collegiate skill stepping stones such as ENGL 101 and other 100-level classes wherein they usually do approximately 2 workshops per semester per section.

Librarians from Grand View University shared that their focus has shifted from 1-shot sessions (though they do still happen in upper level courses) to a focus on embedding within the core courses after a curriculum update a few years ago. Each section of their first-year seminar has an embedded librarian where the librarian sees their section between 4-8 sessions. Instructors work with the librarians to meet the needs of their students, using a "menu" of sorts where they can select when various skills/approaches to IL will be covered in their course. This embedded relationship ensures all traditional freshmen receive instruction to help build their IL foundation in their first year. Then that foundation is built upon in a way that is subject/assignment specific, using different activities and approaches, should they return to the library for future instruction in upper-level courses. This helps prevent "library fatigue" and the "I already know this because I was in the library for class all freshman year" response. Throughout the curriculum there are courses that have to meet an IL requirement, which has led to faculty seeking out librarians as they develop assignments and look to teach their students more.

Librarians from Simpson College shared that they use scavenger hunts to increase engagement with students, getting them into the library and exploring the resources and space. Information literacy is part of the core, and IL instruction from librarians is suggested for faculty to incorporate (which many do). They've also found success in having students be required to meet with them for a research appointment (and then receive the librarian's signature after it is complete). They've cultivated a good relationship with the Writing Center where they refer students back and forth depending on their needs (i.e. Editing? Writing Center. Finding good stuff? Librarians.)

At Brown-Mackie College their non-traditional student population tackles month-long classes, which can be intensive. The librarian has access to the new, incoming student classes approximately three times. Because it is an iPad campus, 2 sessions are allotted for technology (iPad use, Apps), with the other being databases use/resource finding and APA citations. There is some interest in composition classes and others, but it can be difficult given time and staffing constraints to get into more classes.

Those from University of Dubuque shared that the campus has a wide range of student populations, academically ranging from traditional undergraduates, non-traditional/adult learners, seminary students, and masters level students. IL has been a core objective for the last 5 years, and librarians have been highly active with their instruction for the last 10-15 years, which took time to build up. In many of the core classes, students see librarians several times (6ish?), and there are many IL menus/modules lessons for professors to select from (and then are tailored to their class, particularly upper-level courses). They also work with the BRIDGE program, which is set up to help at-risk students be successful and develop strategies for how to approach assignments and classes at the college level. Librarians also help with assessment of student presentations/posters, both in developing the IL rubric, and assessing student work using the rubric.

The Mount Mercy representative indicated that, while there is no free-standing IL dedicated course, IL is a part of their core curriculum. There are portal courses for all freshmen, built around a theme, and several student support services are incorporated into the course, including the library. However, the level of involvement/buy in varies depending on the professor. Some departments have more interest in having a librarian partner with them in their courses for IL instruction than others (i.e. nursing has a lot of involvement and it is difficult to make headway in business). The librarian emphasized the importance of building relationships with faculty and advocating for library instruction; by building connections and serving faculty, the students are also served.

Interest was expressed in using more storytelling in library instruction. Josh Vossler’s work about constructing stories (presentation & handout) and using active ideas framed around big issues was shared. Kristy Raine, from Mount Mercy University, also talked about a course in which she compiled a backpack containing what a local child might actually have to better illustrate and make personal the idea of poverty impacting women and children in the U.S. In the bag she included what these kids (in the specific community they were examining) would have or not have, i.e. food, supplies, latch-key kid type foods that they could make or eat by themselves, etc. Others have mentioned using icebreakers, like having students pair up and share the story behind their name, can start to get conversation going.

We also briefly mentioned the Evernote repository where attendees of previous iLOVE events have shared resources, ideas, visuals, etc.

We're looking forward to seeing folks again soon for the spring conference -- Keep your eyes peeled, but it is looking like it will be held May 19, 2016.

IPAL IL Interest Group Meetup at ILA 2015

Are you interested in instruction and planning on attending the fall ILA Conference in Des Moines?

Share ideas, brainstorm solutions, and talk about innovative approaches to instruction at the IPAL Information Literacy Interest Group informal meetup on Thursday evening (Oct. 15). All academic librarians are welcome (Regents, private, community college, library school students, etc.)--The more the merrier!

We will begin immediately after the ILA-ACRL business meeting (likely around 5:15 p.m.) in room 175 on the first floor.

No need to bring anything or prepare any ideas or questions. We’ll keep things fairly unstructured. Think of it as a chance to check in to see how the semester is going, address any issues or questions, and share any triumphs you’ve had in instruction so far. Many of the spring workshop attendees indicated interest in an informal meet up at the fall conference again this year, and we're excited to reconnect! Worried about time? We’ll be sure to wrap up the conversation with plenty of time to make it to dinner/trivia night with Dan Wardell.

Please contact me at cstone [@] grandview.edu or Becky Canovan at bcanovan [@] dbq.edu if you have any questions.

You can add it to your schedule here: http://2015ilaconference.sched.org/event/27fd001d8b7e89bbd0c930f948f84a5a#.VgHYcNJViko

Building Your Instruction Toolkit ILA/ACRL 2015

The Activity
Pair off and share an instruction strategy, technique or lesson plan with each other. Find another pair and share again.

The Recap

Please share  your ideas in the iLOVE Ongoing Repository (info. here: http://bit.ly/ipalinstructionswap) or email bcanovan@dbq.edu any details, manipulatives, or resources to add to our Evernote instruction database. 

The Activity

How do you brainstorm your instruction? What do you consider first? How do you balance faculty

expectations and the realities of time & student skill development?

The Recap

Did I miss something or do you have something to add to the conversation? Share it in the comments below!

Discussion Points from ILA Meetup - 10/23/14

Eleven instruction-minded librarians gathered after the ILA/ACRL meeting to discuss, brainstorm, and sympathize for the IPAL IL Interest Group informal meetup on Thursday, Oct. 23. We began with introductions and jumped right into instruction ideas. (If I missed anything or my notes are incorrect, please let me know in the comments!)

Jen Bishop, Kirkwood Community College, shared a fun idea: Zombie Concept Map. Focusing on critical thinking in her College 101 courses, students are given the scenario that zombies have taken over campus and that this class of students are the last humans on earth. Students are given 5 minutes to find good hiding spots in the library, and then come back and report back to the class their chosen location, describe it, and explain why they chose that location. (This helps orient the students to areas within the library, and helps get the activity rolling.) Next they are asked to discuss in groups what is most important to know, do, and save during a zombie apocalypse. What knowledge must be preserved? What skills or other knowledge would be helpful? Turning issues into questions to be answered, the students come up with research questions such as: Would I have to kill my dog? By discussing this question, they can shift it to research similar to what they might be doing in classes, looking at human-to-animal disease transfer factors, etc. I believe somewhere in this process a winning group is chosen by the course instructor and the other groups become zombie bait.

I posed a question about online instruction. I have struggled, and have seen others struggle, with making online instruction engaging and helping students achieve higher-level thinking. We've all seen examples where the coursework is standard: read, fill out a worksheet, post something in a discussion, take a test, repeat. We've also seen great examples of engagement and interesting discussion, but unfortunately that sometimes feels like the exception to the rule. We discussed options for two-way communication, engaging assignments/activities, and other ideas.

• Students can create videos as parts of their assignment (can help those who may have stronger speaking skills over writing, and also helps the students -- & instructor -- feel more connected, like they know their classmates rather than just a name on the screen. 
• Sara Scheib (University of Iowa) mentioned that Dan Gall (also U of I) has students do a video assignment where they essentially flip the classroom; the students select a database and create a video teaching that database to their peers. 
• Discussion boards can sometimes be tricky. Some just use them as correspondence between an individual student and the instructor, while others use them to help connect students (students post and also respond to the posts of others). 
• Instructor feedback for every activity helps students feel more connected. 
• Course wikis: good for a running log/discussion (rather than having to go and click into each discussion post), better flow perhaps?
• Can we use full online programs/colleges as models or glean best practices from them to use in our blended or completely online courses? Can they help serve as a model for us?
• Online courses can be helpful for introverts or those less likely to speak up in a traditional classroom; in the online environment each student is individually held accountable for their contribution to the discussion
• Identifying what types of students are attracted to online over traditional study:
• Self-starters?
• Adults?
• Other life circumstances?
• Identifying characteristics of online learners can help us craft a better online learning environment for them
• Tools for feedback:
• Voicethread: record vocal comments http://voicethread.com/ ($) - Creates a thread where students can respond with text, voice, or video.
• Similar technology from Notre Dame: Remix: http://learning.nd.edu/remix/
• University of Wisconsin Milwaukee has online instruction modules that balance video, text and worksheets
• Libguides can help
•  You can have upper-level students create libguides to helpstudents who will be coming after them. A "what I wish I would have known/had" experience; gives students choice and a sense of power and helps first-year students
• Skype or Google Hangout office hours weren't really utilized 

Some of the other things we discussed were:

• Satellite office hours: it's best to have regular, established hours (so they know your schedule/routine); shows students you are part of the department and can help engagement with both students and faculty in that department
• Instances of "oh, yeah! I was going to ask" or "since you're here."
• How to make it scalable to research/state schools? 
• How to get more librarians willing to teach/more comfortable teaching? Breaking them out of their comfort zone a little...
• Offering observation time
• Collaborative prep/lesson development or developing the lesson and providing it for them
• Asking for their input (they're experts in another area; you're developing a lesson plan for that area; ask for their help with developing the lesson; ask for them to come observe you as you teach) - This may help them feel more comfortable with the idea of it if they've had input about what should be taught, how it should be taught. 

There was also discussion of having some more similar brainstorming/work sessions during both IPAL and ILA/ACRL conferences in the spring, so keep your eyes peeled!