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!

Circuit Training IPAL 2015

The Activity
Explore your choice of 5 different stations, then switch to another area of interest when the bell rings. Stations included:

• Instruction - Getting to "Go!:" brainstorm teaching ideas, discuss where you get your inspiration, and how you get past instruction "writer's block"
• Instruction - Bells & Whistles: discuss manipulatives/learning objects for inspiration, flipped classrooms and other strategies & activities
• Computers vs. Non-Computers: when is it best to walk away from computers? How do you work when you're not in a computer lab?
• Potpourri: just like on Jeopardy, it's a little bit of everything from assessment to accreditation, formal/informal ideas, great tools & technology, closing the gap, sharing information with students or instructors, and anything else you happen to think of!
• Beyond Instruction: brainstorming professional development for librarians and ways to provide development for faculty, workshop offerings, sharing scholarship, and strategies for reflection and improvement

The Recap
There were several wonderful ideas that were shared during the Circuit Training session; you can find the notes from the various stations in the embedded document below. Did I miss something or do you have something to add to the conversation? Share it in the comments below!

Solution or Sympathy IPAL & ILA/ACRL 2015

The Activity

Write down (or share) instruction/library-related questions or concerns. Share the questions anonymously to see if the group has experienced something similar. Offer up possible solutions, or sympathize, and let the person who submitted the question know that at least they're not alone. 

The Recap
I'm so glad we were able to try out the Solution or Sympathy activity this year! It's wonderful sharing ideas and visiting about struggles and successes. Thank you to everyone who contributed to the discussion! After Thursday's discussions, we thought utilizing the unconference time during Friday's ILA/ACRL conference to continue the conversation would be helpful, and it was so nice to have that extra time to share and discuss. You can find notes from both days below -- Did I miss something or do you have something to add to the conversation? Add it in the comments below!

There were several wonderful questions that were submitted during the Thursday morning IPAL session but, unfortunately, we ran out of time to discuss them all. We are sharing those as Ask the Masses posts over the next several weeks, so check back in regularly (or follow the blog in your RSS) and comment with your ideas.

IPAL IL Interest Group Solution or Sympathy

ILA/ACRL Unconference Solution or Sympathy

IPAL 2015 Conference -Drake University, Des Moines

Interested in instruction and information literacy?

Join us at the 2015 IPAL Conference in Des Moines

for the IL Interest Group morning session where we will share ideas, brainstorm, and engage in great conversation!

Prefer the details with cheerful mandolin music in the background? Here’s a video: http://youtu.be/Ii1-WHfIspg Otherwise you can find information below. 

Interested in what we did last year? Scroll through the blog to learn more:  http://ilove-instruction.blogspot.com/

IPAL registration and conference information: http://www.ipalgroup.org/IPAL_2015_Conference.pdf

Questions regarding the IL session?  Contact Cara Stone (cstone@grandview.edu) or Becky Canovan (bcanovan@dbq.edu) 

Instruction Swap Ideas and Ongoing Repository Project

It was suggested that we collect the Instruction Swap ideas and share them with each other. I've uploaded all that were sent into an Evernote notebook, and added a few tags to help folks navigate and find what they're interested in.  View it here: https://www.evernote.com/pub/iloveinstruction/firstnotebook

Also, others mentioned in their IPAL session evaluations that creating some sort of drop box or  repository where people could easily share instruction ideas at any time (not just during IPAL) would be helpful. It wouldn't have to be polished, or fancy, or overly detailed--Just enough detail for someone else looking at it to get the gist and figure out if the lesson plan or document is something that they could adapt/use. If that's something you're interested in, add the following email to your address book and start sending away: iloveinstruction.3a8241a [at] m.evernote.com

When using email to contribute to an Evernote notebook, your subject line becomes the title of the new note. You can add tags (identifying categories/labels used to group like notes together) after your note title in the subject line by using the hashtag symbol (#). For Evernote, your tags can include spaces (see image below). When you click send, Evernote will then upload your email as the note, apply the labels you've indicated, and include any attachments you added.

If you have any questions or issues, feel free to contact Cara Stone (cstone [at] grandview.edu).

IPAL IL Discussion Group Photos

As you can see from the photos, there were so many wonderful conversations happening during the IPAL Information Literacy Interest Group morning session held May 1, at Grand View University in Des Moines!

 

 

 

  

 

 

 

 

 

As mentioned in earlier posts, we plan on compiling the Instruction Swap materials and will get those distributed to those who attended.

Interested in what was discussed during the Circuit Training sessions? Check our our previous post: http://ilove-instruction.blogspot.com/2014/05/ipal-recap-2014-circuit-training-notes.html 

Ask-the-Masses: Conferences

Cara Asks: 
I'm planning on attending ILA/ACRL in Indianola tomorrow and am interested in hearing what others are most looking forward to about the conference. If you're not attending, what are the things you most value about conferences in general (either in the presentations, keynotes, or outside of sessions)? What types/formats of presentations do you find most valuable?