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2018 ALAO Conference: Program
Conference Schedule
Conference Program (pdf version)Sessions (Poster information below) (Room Assignments)Acting on IP: Valuing Students Rights as Intellectual Property CreatorsCarla Myers, Miami UniversityMany works that students create are eligible for some form of intellectual property (IP) protection; however, students are rarely educated about these rights or the management of them. This session will provide an overview of intellectual property law (copyright, trademark, and patents) and the ways in which it impacts works created by students. Campus intellectual property policies and the transfer of IP rights will also be discussed. Session participants will be able to use the knowledge they gain from this session to educate students about the IP rights they may possess in works they create and provide guidance on how they can make thoughtful and informed decisions regarding the management of these rights. Learning Outcomes: Session Audience: Administration and Supervision, Instruction and Reference An Autoethnographic Approach to Actionable Environmental Support EvaluationsKaty Mathuews, Ohio UniversityMacie Penrod, Ohio University Academic libraries typically employ a top-down approach to employee performance evaluations. While this model may help evaluate an individual's job performance, it does little to reveal an employee’s needs within the workplace. In addition, a top-down approach fails to provide supervisors with the opportunity to self-reflect on how their actions influence the workplace environment. Specifically, top-down evaluations do not allow colleagues the opportunity for dialogue that enables a supportive and positive workplace. This project seeks to create an environmental support approach that focuses on supervisor-supported environmental elements. Using an autoethnographic approach, the presenters will describe their experiences creating and administering the evaluation. Additionally, the audience will learn practical applications to implement the evaluation in their home libraries. This project allows library colleagues to take action to assess and understand the needs of employees and the impact that open communication can have on employee satisfaction, support, and well-being. Learning Outcomes: Session Audience: Administration and Supervision, Assessment Practices, Support Staff Behind the Scenes, Ready for Action: Cultivating and Conveying a Large-Scale Humanities Monograph Weeding Project with Campus StakeholdersHeidi Gauder, Roesch Library, University of DaytonFred Jenkins, Roesch Library, University of Dayton Weeding books is a scary prospect for many librarians and faculty, particularly for humanities faculty, since monographs are critical scholarship in those disciplines. At this library, a renovation in one area created the need for a large-scale review of monograph collections in other areas. Library leadership began conversations with campus stakeholders early on, emphasizing renovation needs and outcomes, careful deselection methods, stakeholder opportunities for input, and sustainable collections. In the Fall 2017 semester, all subject librarians began identifying relevant titles for deselection and communicating with departments about the process. The Humanities librarians found themselves making additional collection considerations and working more closely with those departments to assure faculty that the deselection process would not unduly compromise the quality of the existing collections. This session will describe the steps taken to cultivate and engage the campus in a large-scale monograph deselection project, with special attention to the humanities disciplines. Attendees will be asked to imagine how they would approach their own weeding projects and how they might communicate the need for such a project. Attendees will learn how apply collection evaluation tools to humanities collections and determine relevant strategies and communication methods in order to convey value. Learning Outcomes: Session Audience: Audience: Administration and Supervision, Collection Management, Instruction and Reference Break Out of the Box: Developing and Implementing an Escape Room to Teach Information Literacy SkillsLauren Connolly, University of FindlayKristin Cole, Otterbein University Alaine Kay, Muskingum University Escape Rooms are the newest trend in library programming. Three librarians from different institutions wondered how these popular programs could be adapted for an academic library audience. In this panel discussion, the librarians will discuss the different approaches they used to create escape room themed activities in their libraries. The session will cover how the activities were created, how clues and puzzles can be used to improve information literacy, what concerns and issues arise when developing these activities, and how escape rooms can foster cross-campus collaboration, among other topics. The speakers will discuss how to adapt the escape room model for one-shot sessions, library/campus orientations, and student organization activities run by non-library faculty. Attendees will get a chance to check out some escape room props. Learning Outcomes: Session Audience: Instruction and Reference, Marketing and Promotion Building Bridges: College and High School Partnerships for College Credit PlusLorena Popelka, Columbus State Community CollegeDeborah King, Westerville South High School Kristen Macklin, Big Walnut High School As the number of students enrolled in College Credit Plus courses continue to rise across the state, many colleges and universities find themselves challenged to adequately serve and provide support to this unique group of students. A public two-year community college addressed this rising need by creating and sustaining partnerships with local area high school librarians and media specialists. Employing a ‘train the trainer’ model, a community college equipped high school librarians and media specialists with the resources necessary to address the college level research needs of their College Credit Plus students as well as meet the requests of College Credit Plus instructors in their high school. The collaborative efforts resulted in mutual support, engagement, and a true partnership between secondary and post-secondary institutions. Attendees will explore the steps taken to build a collaborative community of both academic and high school librarians with a focus on student success, academic achievement, and college readiness. Presenters will share their perspectives on the collaborative effort, and engage in discussion with the audience on how to best institute similar concepts at their own academic institution. Learning Outcomes: Session Audience: Distance Learning, Instruction and Reference Building On Strengths: Using Asset Based Community Development Principles In Academic Libraries to Improve Library Relationships And ServicesLaura M. Ponikvar, Cleveland Institute of ArtYou can’t identify your community’s needs until you understand your community’s assets. Community asset mapping allows you to better understand the strengths of your institution and helps to identify new partnerships so that your library can increase outreach, better assess community needs and improve library services. As librarians & educators we’re often focused on solving problems based on what we see as our institutional or community deficits. But shifting the focus from our needs to our assets is an empowering & positive way to build new relationships and improve library services. Asset Based Community Development (ABCD) principles, including asset-mapping, allow you to identify the assets of individuals, departments and existing relationships so you can build from strength. It’s an inclusive means of improving your library’s outreach services, aids in spurring innovation, helps identify new partnerships, and ultimately, helps improve your library’s services. I’d like to introduce the basic principles of ABCD, including asset-mapping, discuss real life experiences attempting to apply these principals to my work and then spend some time where participants can start work on their own personal & community asset maps. Learning Outcomes: Session Audience: Administration and Supervision, Assessment Practices, Instruction and Reference, Marketing and Promotion Collaborative Design: Partnering with Students to Improve Library Spaces and ServicesDaniel J. Harper, Ohio UniversityKaty Mathuews, Ohio University Linda Rich, Bowling Green State University Michelle Chronister, Bowling Green State University Kari Johnson, Bowling Green State University This session will be an opportunity to learn about two similar collaborations at two different institutions, each with the intent of gauging user experiences and desires related to library design and services. Presentation #1 will detail the collaboration between an interior architecture faculty member and academic librarians in assessing how students envisioned the fine arts library of the future and specifically the role of makerspaces in the academic library setting. This presentation will feature library design proposals created by interior architecture students and will summarize key design features which students proposed as a result of their research. Presentation #2 will detail the collaboration between an academic library and the College of Business and their students to gather meaningful feedback and data about library services and resources through a design thinking process. The findings resulted in a richer understanding of user experiences and desires while providing College of Business students first-hand experience with data collection and analysis. Attendees will learn not only about the findings of each collaboration but also how each scenario was structured so that they might use a similar model to engage with and learn from academic partnerships at their campus. Learning Outcomes: Session Audience: Instruction and Reference, Marketing and Promotion Creating A Meaningful Learning Framework for Volunteers, Internships, Practicums, and Co-OpsMichelle Sweetser, Bowling Green State UniversityColleen Boff, Bowling Green State University Creating meaningful and mutually beneficial experiences for those interested in experiential or co-curricular learning at your institution can be exhausting and time consuming, especially when these requests come at busy times of the year. Yet these types of opportunities have the power to recruit others to the profession, to help the library make gains in completing special projects, and to provide information literacy skill-building experiences that serve students in the classroom as well. Whether an individual is looking for an undergraduate or graduate research project in the archives or a recent graduate is curious about the behind-the-scenes work in the cataloging department, those of us who work in academic libraries genuinely want to provide a good learning experience. The presenters in this session will share the learning outcomes, syllabus and other supporting documents they have crafted to provide a structured, self-paced experience for these types of exploratory or co-curricular requests. This framework is easily adaptable for all types of library work from access and technical services to reference / instruction and archival work. Attendees will leave this session with the framework materials and a list of experiential learning projects developed by the presenters as well as audience participants. Learning Outcomes: Session Audience: Administration and Supervision Cultivating Connection by Caring: Using Empathetic Marketing to Reach Distance Students and Ease Library AnxietyCarrie Girton, Miami University Hamilton“Feeling overwhelmed and stressed about your research papers? The librarian can help!” Empathetic marketing is the latest marketing trend—showing students how you can meet their core emotional needs. Meeting these needs assists in building connections between students and the library staff, helps ease library anxiety, and provides information about library services in new ways. While all college students experience similar needs, distance students have some unique experiences, feelings, and needs that should be addressed and met. Using empathetic marketing to reach distance students proves to them that we know about these needs and can help meet them. This session will define empathetic marketing, show examples of empathetic marketing, and demonstrate ways that libraries can incorporate empathetic marketing in their outreach endeavors to distance students. Learning Outcomes: Session Audience: Distance Learning, Marketing and Promotion Digital Archives in the Discovery Layer: A Successful Collaboration between Archivists and Technical Services LibrariansChristina Beis, University of DaytonKayla Harris, University of Dayton Stephanie Shreffler, University of Dayton Effective collaboration between archivists and technical services librarians can increase the discoverability of special collection materials. Panelists from a medium-sized institution will discuss archival tools that are available to preserve collections of digital content and how to make the collections available university-wide. Working together, archivists and a technical services librarian created a plan to integrate these collections into the discovery layer so that metadata was indexed on a single, user-friendly platform. Once live, these collections were advertised and usage statistics were collected in order to determine impact. Attendees at this panel will engage in discussion with each other and with the panelists about their own digital archive collections and explore how they can increase their visibility. Learning Outcomes: Session Audience: Emerging Technology and Web Services, Special Collections, Technical, Electronic, and Digital Services Doing More with More: Propelling the Library forward with Usage-Based Purchasing ModelsElizabeth Bernal, Case Western Reserve UniversityStephanie Church, Case Western Reserve University Collection development is challenging for academic libraries, due to the rising cost of e-resources. Over the past 5 years, our library has been experimenting with new ways to actively address these issues through specific strategic initiatives. We have been successful in reallocating one-time funds to user-driven purchasing initiatives, such as demand-driven and evidence based acquisitions models. Our usage data proves these models are cost-effective and aid in the research process by offering a wealth of content at the user’s point of need. This culture shift has influenced our collection development policies, and has changed the way we review and assess collections for one-time purchases and subscriptions. With concrete data-driven evidence, we can confidently communicate the library's fiscal responsibility with our stakeholders. Innovative purchasing initiatives are making a significant impact on library collections, adding value to the library and to the university as a whole. Learning Outcomes: Session Audience: Assessment Practices, Collection Management Finding Value in Virtual Instruction: A Story of SuccessNancy Weissman, Cuyahoga Community CollegeThe struggle is real. It’s real in the classroom and more so in the online environment. The struggle being how to engage students in library instruction. This is a story of one librarian’s adventure into the world of virtual library instruction – she was determined to reach the distance learning students in her college … and did so. Based on doctoral research, this session will look at the effectiveness of synchronous online learning environments in establishing social, cognitive and teaching presence. The mixed methods research was grounded in the Community of Inquiry framework, perhaps the most widely accepted model of online learning, suggesting that learning online is supported by three presences – cognitive, social and teaching presence. In this presentation the model and each presence will be discussed followed by a description of the virtual library instruction and the results of the research study. Learning Outcomes: Session Audience: Distance Learning, Instruction and Reference, Technical, Electronic, and Digital Services Five Ways to Cultivate Open Education on Your CampusMandi Goodsett, Cleveland State UniversityAs academic institutions focus attention on student retention and rising higher education costs, increasing attention has been paid to reducing the costs of instructional materials. Studies show that the high cost of textbooks, for instance, can impact student course choices, academic performance, and retention. Many faculty have found free, open textbooks and other open educational resources to be a successful alternative to expensive commercial textbooks. However, initiating an open education or affordable learning program on your campus can be tricky. Faculty are sometimes resistant to open education, administrators don’t always understand it, and librarians only have so much time to devote to supporting it. This presentation will explore five ways, from modest to extensive, to begin promoting open education right away on your campus. Methods will include collaborative efforts, outreach activities, and impact reporting. The presenter will draw from four years of program growth on her own campus, as well as successful examples at other institutions. Whether you are just beginning to think of open educational resources in your library, or are already taking steps to promote them on your campus, you’ll find something relevant to take home and implement. Learning Outcomes: Session Audience: Curriculum Materials, Emerging Technology and Web Services, Instruction and Reference In Perfect Harmony: Libraries and TRiO Programs Partnering for Student SuccessCarrie Girton, Miami University HamiltonKrista McDonald, Miami University Hamilton Julie McDaniel, Sinclair Community College The U.S. Department of Education funds TRiO Student Support Services (SSS) on college campuses. With over 70 TRiO programs in colleges throughout Ohio, there is a tremendous opportunity to develop connections between academic library staff and first-generation college students and to impact student success. During this session, presenters will discuss collaborations between library staff and TRiO programs at two institutions. One regional campus incorporated the SSS program into the library’s space, directly impacting student success. The other community college’s SSS program provided space for a “Librarian on Location,” which allows SSS students to meet library staff on their own turf and for collaboration between library and SSS staff. Presenters will discuss the partnerships’ impact on student success, logistics of these collaborations, and future plans. Learning Outcomes: Session Audience: Administration and Supervision, Instruction and Reference, Support Staff Integrating Information Literacy without a University Requirement: Digital Badges as the ToolEmily Rimland, Penn StateVictoria Raish, Penn State Anne Behler, Penn State It can be challenging to integrate information literacy instruction in a systematic manner when there is no university-level requirement for undergraduates. Librarians must find ways to be successful in building a library instruction program without required participation. At the same time, the context of higher education is rapidly changing. Over six million students took at least one online course in 2015, while at the same time residential course offerings may be decreasing. Even residential courses often have blended learning components. Clearly, the traditional model of teaching information literacy in face-to-face, one-shot sessions needs to be re-examined in light of these challenges and changes. This session will demonstrate an extremely successful program that built information literacy instruction into over 150 course sections through the use of digital badges which are virtual representations of accomplishments. Our discipline agnostic digital badges scaffold information literacy instruction in a meaningful way that connects information literacy to the course assignments. Specifically, we will cover the implementation, partnerships, scalability, and impact of this approach. Attendees should walk away with the philosophy that sustainable flexible instruction is key towards strategic programming and that meaningful interaction with students does not live strictly within the physical classroom. Learning Outcomes: Session Audience: Distance Learning, Emerging Technology and Web Services, Instruction and Reference Librarian as Archivist in Africatown: A Grassroots ExperimentEboni A. Johnson, Oberlin College LibrariesThe presenter will talk about her recent experience wearing different hats as both a librarian and “field archivist” on an NSF-funded research project in the Africatown area of Mobile, Alabama. Africatown is an area of national significance as the landing site of the last ship known to bring enslaved Africans to the county. Currently its residents are facing – and fighting – climate change and environmental justice challenges that threaten its existence. A team of students and faculty from the presenter's institution are researching connections between African-American and Indigenous communities around these important issues. The presenter will discuss her growing role in this effort, which includes designing archival systems that empower the community to document and preserve records and photographs that are crucial to helping Africatown tell its own story. Learning Outcomes: Session Audience: Diversity Issues, Emerging Technology and Web Services, Instruction and Reference More Than Shiny Toys: Conveying Value of Multimedia Technology and ServicesEmily Thompson, University of Tennessee at ChattanoogaBo Baker, University of Tennessee at Chattanooga Despite perceived inherent value of showcasing computers and trendy tech, how does a library build and communicate enduring value of multimedia creation services and collections? How does an organization avoid the problem of the space and technology being regarded as “finished” and instead continue to innovate? Based on experiences of the of a full-service multimedia service point, this presentation approaches the question from perspectives of students, faculty, and administrators and considers core library values and assessments. What services animate circulating technology to be relevant for all students? How do librarians engage faculty as partners in multimedia project design for existing curricula and new initiatives? How can collection metrics situate circulating technology in the budgeting scheme of library-wide collections? Learning Outcomes: Session Audience: Collection Management, Instruction and Reference, Technical, Electronic, and Digital Services Periodical Holdings Audit: Correcting Discrepancies and Improbabilities in Catalogs and Periodical A-Z ListsKen Irwin, Wittenberg UniversityMany libraries provide periodical holdings information in both online catalogs and through an online “A-Z” list such as Serials Solutions, EBSCO Publication Finder, etc. Errors can occur in both systems. This presentation will outline a method for conducting an audit by comparing catalog information with A-Z list records and identifying discrepancies and improbable data. Six methods for identifying problems will be discussed, as well as workflows for correcting problems. Finally, the presentation will include recommendations for avoiding future problems. Learning Outcomes: Session Audience: Collection Management, Technical, Electronic, and Digital Services Plan, Assess, Repeat! Cultivating a Culture of AssessmentAnn Marie Smeraldi, Cleveland State UniversityBen Richards, Cleveland State University Instruction librarians understand the importance of assessing student learning. We read articles and books, attend workshops, and experiment in the classroom. We plan assessments, collect data, and if we're lucky, we review findings and reflect. Just as we seem to be moving towards / moving in on closing the loop, we suddenly find ourselves bamboozled by real challenges or imagined fears. What if we discover students haven't learned? How do we use the data to demonstrate the library's impact? How do we convince colleagues and campus partners to join in? Do we even have any idea what we are doing? Through the telling of their assessment story, the presenters will share how they figured out what they were doing along the way and provide practical advice for overcoming the uncertainties that come with assessment in the academic library. Attendees will learn about a library's prior assessment efforts, problems and solutions they encountered in building a culture of assessment, examples of assessments used in and out of the classroom, and how all of this has contributed to a more robust assessment program that effectively communicates the value of the work librarians and staff are doing. Learning Outcomes: Session Audience: Assessment Practices, Instruction and Reference Purchasing Accessible E-Resources: Tips and Resources for Licensing and ProcurementJennifer Bazeley, Miami University LibrariesAcademic libraries are proponents of access for all. Student success is dependent on the ability of academic libraries to provide equitable access to its resources for all patrons. In the years before e-resources were commonly purchased by libraries for their patrons, providing access to students with disabilities meant enabling access to the physical: library facilities and tangible materials and collections. As technology has evolved and libraries have embraced e-resource collections, the challenges of providing inclusive access have increased exponentially. While online formats for textual information, data, audio, and video provide greater potential opportunities for increasing accessibility, they also create new challenges for librarians and students. Libraries no longer handle accessibility requirements solely at a patron’s point of need, but proactively from the very beginning of the processes of selecting, licensing, and procuring e-resources. This session will provide information for librarians involved with these e-resource processes, allowing them to better serve the accessibility needs of their students. Discussion will focus on how to communicate and interact with vendors in regard to accessibility standards, how to amend license terms to reflect accessibility needs, and how to collaborate with institutional partners to provide more efficient processes. Learning Outcomes: Session Audience: Collection Management, Diversity Issues, Technical, Electronic, and Digital Services Rethinking Fines: Considering Equity, Inclusion, and RetentionAllison Gallaher, Oberlin College LibrariesAlthough our institution has a long history of not fining for extended loan materials, we have continued to use periodic (hourly or daily) fines to incentivize the return of short term loan materials. As we address the disparities in personal (and especially financial) resources among our users, we began to realize how fines serve as a double-whammy for low-income students. They are more dependent on our shared resources than more affluent users and they are the most likely to be harmed by fines that accrue quickly and eventually suspend borrowing privileges. Students with print disabilities have a legitimate need for longer access to materials, and how do we balance their needs with the needs of competing users? We asked ourselves whether if our loan periods, which the fines are meant to enforce, still made sense for certain materials. We looked at what we could manage within the library circulation system and what we would have to handle by policy. In this presentation, we’ll review our principles and workflows that we think have leveled the playing field for our users. Learning Outcomes: Session Audience: Circulation and Resource Sharing, Diversity Issues Scholarship as Conversation: A Vital ACRL Frame for Student EngagementMelissa Engleman, University of Tennessee at MartinOut of the six current frames of the ACRL Framework for Information Literacy for Higher Education, Scholarship as Conversation has lent itself to fairly easy implementation in even one-shot library instruction sessions. Sometimes, this can be as simple as talking to students about the why behind citations. This ease of integration in instruction belies the depth this frame offers us as information literacy educators, scholars, and as partners to other campus departments. The presenter will share ways to integrate this frame throughout an information literacy program, share research from various fields as it relates to the specific frame, and hypothesize that Scholarship as Conversation can be considered the most vital frame for engaging students. Learning Outcomes: Session Audience: Instruction and Reference Special Collections Outreach: Using Liaison Librarians to Promote the Use of Special Collections in the Teaching and Learning ProcessCindy Krolikowski, Wayne State UniversitySpecial Collections Librarians need to promote and encourage the research and curricular use of Special Collections in the academic setting. Liaison or Subject Librarians have an interest in informing faculty and students of all the resources available to them for research or classroom activities. Our Special Collections Team partnered with the Liaison Librarians to help integrate the use of Special Collections in the teaching and learning process on campus. With the end goal of attracting faculty to a Special Collections drop-in session, a presentation was developed to quickly introduce all the Liaison Librarians to significant Special Collections in their subject areas. This program will explain the planning, execution and results of this collaboration. Liaison Librarians were prepared to contact faculty with specific examples of the Special Collections available to them, and to personally invite faculty members to a Special Collections drop-in session to learn more. Learning Outcomes: Session Audience: Instruction and Reference, Marketing and Promotion, Special Collections Strategic Plan as Communications Plan: Using the Library’s Strategic Plan to Formulate and Implement an Effective and Impactful Library Communications PlanMelissa Cox Norris, University of Cincinnati LibrariesMy role as the Director of Library Communications is to raise the external profile of the library in order to increase and improve collaboration, participation and support. How best to do this so that communications efforts align with the goals and priorities of the library? In creating the Communications Plan for the library, I used the Strategic Plan as a framework and content generator. Its mission, vision, tenets and four pillars determined the content, messaging and audiences of all communications activities and goals. This strategy ensured that the Communications Plan is on target with the priorities and goals of the library, which in turn promoted the value of the library and elevated the work and the profile of the library’s Strategic Plan. Learning Outcomes: Session Audience: Marketing and Promotion Traitors to One World, Imposters in Another: Research Assignments as Academic Engagement Opportunities for First-Generation StudentsAmanda Folk, The Ohio State University LibrariesFirst-generation college students are often labeled as an “at-risk” population, because existing research indicates they are less likely to persist through degree completion (DeAngelo et al., 2011; Engle & Tinto, 2008; Ishitani, 2006). The “at-risk” label places the burdens of success and failure on the students, rather than calling for the interrogation of the ways in which the culture of higher education may create feelings of isolation (Jehangir, 2010) or alienation (Mann, 2001) among this and other “at-risk” student populations. This presentation will introduce Bensimon’s (2005) equity cognitive frame as tool for thinking about how libraries, as partners in student success and advocates of information literacy, can help our instructional colleagues leverage research assignments, a ubiquitous practice in higher education, as opportunities for academic engagement. In addition to the equity cognitive frame, this presentation will address existing research related to first-generation students and academic engagement, as well as introducing findings from a recent research study that explores first-generation students’ experiences with research assignments as they transition into and within higher education. These findings suggest that research assignments may serve as opportunities for academic engagement when students are encouraged to leverage and incorporate their identities and interests into their research assignments. Learning Outcomes: Session Audience: Administration and Supervision, Diversity Issues, Instruction and Reference Transforming Student Assistants to Student AssetsKatrina Rouan, Wayne State UniversityVeronica Bielat, Wayne State University Matthew Wisotsky, Wayne State University Louiza Taylor, Wayne State University SIS Many libraries, traditionally one of the biggest employers of students on our campuses, have embraced recent trends to expand the roles and voices of student employees in our daily work. Our university is no different, but rather than focusing simply on building job responsibilities, we have adopted a more multi-dimensional approach when it comes to these opportunities. Recognizing that our student employees are diverse in their academic, professional and personal interests, our program is based on identifying their unique talents and providing them with an avenue to develop through meaningful work on library teams and projects. In addition, we are placing special emphasis on their personal leadership growth so that they may demonstrate team leadership, creative thinking, and influencing to future employers. With our student assets as partners, we have the ability to be more responsive to our broader student community needs. During this session, we will be sharing the story of how we developed and implemented our student experiential learning program while engaging attendees in activities to identify opportunities to build programs that include library student employees in meaningful professional experiences. Learning Outcomes: Session Audience: Audience: Administration and Supervision, Instruction and Reference, Support Staff Yes, No, Maybe So? A Continuum of Library Options in Response to the Question of Learning AnalyticsMegan Oakleaf, Syracuse UniversityAs student debt rises and fewer students complete their intended programs or degrees, institutions of higher education are seeking ways to augment their support of students and increase success rates. One approach embraced by a growing number of institutions is “learning analytics.” Learning analytics is the “measurement, collection, analysis, and reporting of data about learners and their contexts, for the purposes of understanding and optimizing learning and the environments in which it occurs.” While librarians have long engaged in assessment and other strategies for supporting student success, learning analytics offers new way of understanding the facilitators and challenges surrounding student experiences in learning environments and represents uncharted territory for many academic librarians. Librarians may wonder, “Is there a role for libraries in learning analytics initiatives? And if so, what does that role look like?” Join this breakout session to come up to speed on basic learning analytics definitions, goals, and premises; reflect upon the unique knowledge, skills, and abilities librarians bring to learning analytics efforts; and consider a variety of options for librarian involvement in learning analytics going forward. You Talked To Your Users--What Now?: Developing Codebooks For Qualitative Data AnalysisBrittany Brannon, OCLCQualitative data collection allows you to gather rich, detailed data about how and why your services impact your users. Once you’ve gathered qualitative data, what can you do with it? Coding is a method of analyzing qualitative data by identifying a consistent set of themes across your dataset. It allows you to mine the richness of your data while also analyzing the data thematically. This presentation will discuss the major decisions that need to be made as you develop a codebook, including potential sources of themes, organization of themes, and applying codes to data. Participants will also get hands-on practice extracting and organizing themes. Throughout the presentation, theoretical discussion will be supported by examples from the development of the codebook for the IMLS-funded study Researching Students’ Information Choices: Determining Identity and Judging Credibility in Digital Spaces (http://guides.uflib.ufl.edu/RSIC). This study examines the information-seeking behavior of 180 STEM students from 4th grade through graduate school as they judge the credibility and resource type of online sources. The codebook for this study was applied to think-aloud protocols gathered during these activities, after being developed from analysis of the think-aloud protocols and relevant literature. Learning Outcomes: Session Audience: Assessment Practices Posters (Session information above)#1Lib1Ref: How Library Staff Can Help Make Wikipedia Even BetterCynthia H. Comer, Oberlin College“Imagine a world where every librarian added one more reference to Wikipedia.” That lofty goal is the main premise behind Wikipedia’s annual #1Lib1Ref campaign, which for the past three years has encouraged librarians—and anyone who cares about access to reliable, free knowledge—to add just one citation to a reputable source in a Wikipedia article. The publicity drive aims to increase the rigor of Wikipedia articles and provide readers with more entry points to explore the research behind an article. Learn how your library can participate! Supported by the Wikipedia Library and Wikimedia affiliates around the world, #1Lib1Ref provides a springboard for library staff to share their expertise with the half billion readers who often choose Wikipedia as their first stop for finding information. This poster explains what #1Lib1Ref is; enumerates the benefits of participating for Wikipedia, its users, and library staff members; offers tips for how to coordinate your library’s involvement; points to online resources that can help with publicity, training, and coordination; and encourages more academic library staff throughout Ohio to contribute to the project. (PS: It’s not as hard as you might think!) Learning Outcomes: Session Audience: Emerging Technology and Web Services, Instruction and Reference, Technical, Electronic, and Digital Services Cultivating Instruction Team Success with Low-Stakes Assessment ExperimentsHeidi Gauder, Roesch Library, University of DaytonAssessment of student learning has been a component of this instruction team’s workload, but the approach was narrow and responsibility was not equally shared. The instruction assessment efforts were based on quiz results from online tutorials, which were administered by certain team members. When the tutorial quiz scores remained consistent over time, the responsible librarians decided that it was no longer useful to conduct an annual tutorial assessment. With the support of the library assessment committee chair, instruction team members were asked to try their hands at assessment using techniques of their own choosing with a class that they selected. Thus, the team initiated low-stakes assessment efforts that went beyond first-year and basic information literacy concepts to include instruction at all levels and more advanced concepts--with the ultimate goal of supporting student success. Learning Outcomes: Session Audience: Assessment Practices, Instruction and Reference Cultivating Student Success: Library Programming in an Academic LibraryAmanda Black, University of DaytonWhat is the first activity that comes to mind, when you're tasked with showing a group of first year students the library? Perhaps, a library tour? ......This is a traditional and effective way for students to understand a library space and the services provided. What if you could allow students to learn and gain awareness of the library through their own perspective, without someone telling them what their viewpoints should be? Learn how a library created programming, where students explored all library floors and spaces on their own. With this guided exploration, the library engaged students in an active -learning preview of the services and resources offered to them. The activity encouraged them to become more familiar with the library’s study spaces, special collections, writing /research help and other entities that interest them. Learning Outcomes: Session Audience: Assessment Practices, Diversity Issues, Instruction and Reference Digital Literacy and the Digital Native: Misconceptions and RealitiesMyra Justus, Cincinnati State Technical and Community CollegeBeing a "digital native" does not innately imply digital literacy. This poster examines what digital natives are, what traits they may exhibit, and how to encourage development of digital literacy skills with these patrons. Learning Outcomes: Session Audience: Instruction and Reference, Technical, Electronic, and Digital Services Easy Effort, High Impact, Wide Reach: Cultivating Community Engagement with a Low-Tech WhiteboardCynthia H. Comer, Oberlin CollegeJulie E. Weir, Oberlin College For the past three years, our library has actively engaged with our campus community through a prominently-placed whiteboard that encourages passers-by to pause and read what their peers are saying and add their own voices to the conversation. Though we employ a wide range of social media platforms with success, none have managed to capture the attention and stir the passions of our users in quite the same way as our low-tech whiteboard. As an added bonus, it is cost-effective and ridiculously easy to implement and sustain. Dubbed MuddSlinger (a nod to the name of the building that houses our main library–the Mudd Center), the board has become not only a catalyst for diverse forms of self-expression, dialog, and information gathering–many of which we never anticipated at the outset, but also an effective outreach tool. The presenters will show why libraries may want to adopt this low-tech, high-impact mechanism for interacting with users, cover best practices to make your own whiteboard project go smoothly, and highlight the benefits to students, the library, and the institution. Learning Outcomes: Session Audience: Instruction and Reference, Marketing and Promotion Flying Solo: Implementing a Small Technology Project with Minimal ResourcesBrandon Walker, John Carroll UniversityDue to cost constraints, libraries must sometimes explore open-source and/or community-driven software solutions instead of buying commercial software for small projects. In the summer of 2017 I was asked to implement an open-source software project called Suma so that we could evaluate whether it met our needs for a space assessment project. Neither I nor my supervisor had seen Suma in action. My job was to implement the software and then explore the range of configuration options so that my supervisor could better determine the applicability of Suma to our specific needs. This presentation is about the process of researching and implementing the Suma software package, and recounts critical decision points related to assessing the software requirements, assessing internal resources (personal and institutional), and where and how to get help along the way. Learning Outcomes: Session Audience: Emerging Technology and Web Services, Support Staff, Technical, Electronic, and Digital Services Growing Together: Using IL within a First Year Business CourseAlexandra Hauser, Michigan State UniversityLibrarians at a large research institution have forged a partnership with the undergraduate services unit of the university’s business programs through their involvement in a one-credit freshman introduction to the college course. The library not only provides support to this course through information literacy instruction but also one librarian is the instructor of record for one section and is responsible for developing all aspects of course content including lessons, student assignments, and grades. The librarian serving as instructor of record meets with other course instructors and the course coordinator to discuss any common assignments for the semester as well as share ideas for pedagogical approaches to the class and coordinate requested information literacy instruction for the ten class sections. This close working relationship provides an important and unique opportunity for librarians to be on the other side of the classroom instructional experience. This poster presentation will include a discussion of the course planning process covering the initial collaboration, cultivation of the relationship, coordination of assignments and schedules, and ultimately impact on students. The poster will also discuss the coordination of all information literacy instruction for this one-credit class, which ultimately reached over 600 first year students. Learning Outcomes: Session Audience: Instruction and Reference The Library as a Campus Sustainability ChampionMandi Goodsett, Cleveland State UniversityLibrary collaboration with other campus departments is a key method of cultivating and demonstrating value, both in terms of fruitful connections and increased impact. A library collaboration with the campus sustainability office accomplishes this task, and helps to promote a cause that is important to the entire campus community. This poster will explore how collaborative projects between the library and campus sustainability officer resulted in the increase in the library’s status as a champion of innovative and important initiatives, the opportunity to work with students to accomplish projects, and the chance to make a positive difference in the world. Initiatives included creating a library sustainability committee, co-authoring a grant to add plastic bag recycling to the library, switching to compostable dinnerware for library celebrations, creating a large-scale library display for Earth Month, and working with custodial staff to change the ratio and placement of recycling and garbage bins in the library. Even these modest efforts have increased the library’s profile and allowed library staff to contribute their efforts to a meaningful initiative. This poster will be especially useful for libraries that are looking to get started incorporating some sustainability topics into their outreach and programming efforts. Learning Outcomes: Session Audience: Administration and Supervision, Marketing and Promotion Lights! Camera! Action! Creating a First-Tier Information Service Point (with less than 30 days’ notice)Rob Withers, Miami UniversityLibraries are moving towards consolidating service points and cross-training staff. Due to staffing changes, one university library recently decided to consolidate first-tier information service with the circulation desk. Over a month-long period before classes started, library staff worked to cross-train existing staff, integrate student employees from the previously-separate service point into circulation desk operations, and work out a system for referring advanced questions to research librarians. This session will include information about training sessions and training materials, adjustments made during the first semester of this staffing configuration, and lessons learned during the transition. Learning Outcomes: Session Audience: Administration and Supervision, Assessment Practices, Circulation and Resource Sharing, Instruction and Reference, Support Staff Mapping Student Library Use for Assessment PurposesBethany Spieth, Ohio Northern UniversityKaty Rossiter, Ohio Northern University Following the renovation of the first floor in our small undergraduate library, we needed a way to evaluate the success of the renovation. Were students actually using the redesigned spaces? Although we had a gate counter at our library entrance, this only recorded how many people entered the library, not what spaces they used. To help us determine how students were using the new first floor relative to the second and third floors, we began an assessment program in which we counted how many students were in each area of the library at four times each day. To analyze and visualize the data, we created maps using Esri’s ArcGIS 10.3. We digitized the different areas, creating a single, to-scale polygon for each one. The percent capacity was then input for each polygon and was utilized to symbolize each polygon by how close to capacity, on average, it reaches. Initial results show that the first floor is receiving the most use of all three floors in the library, both by total number of students and by the amount of use in terms of capacity. Learning Outcomes: Session Audience: Administration and Supervision, Assessment Practices Maximizing the Impact of One-Shot Library Sessions for Graduate StudentsDaniela Solomon, Case Western Reserve UniversityResearch shows that graduate students are not as information literate as they believe they are nor are they at the level they should be. While successful outreach to graduate students is hindered by a variety of factors, scheduling a library presentation as part of the graduate student’s departmental seminars series represents an excellent opportunity for impactful teaching. This poster discusses the benefits of utilizing backward design in combination with classroom polling tools to design meaningful and engaging presentations that maximize students learning. By focusing on topics identified as students’ misconceptions, misunderstandings, or as missing knowledge, these sessions were successful in creating a friendly environment that allowed students to learn from librarian led discussions as well as from other participants’ shared experiences. The success of these sessions was assessed based on students’ engagement, participation in class discussions, the quality of questions asked by participants, as well as comments collected at the end of the sessions. Learning Outcomes: Session Audience: Instruction and Reference Moving to Action with Your Student Employees: Cultivating Success at the Reference DeskJillian Sandy, University of DaytonBecause the student employees at our reference desk are skilled and motivated to learn, we have recently created training that emphasizes the achievements and transferable skills they develop in their role. Applying Kuh’s high-impact educational practices to student employee experiential learning, we aim to address students’ academic and vocational interests, support their personal growth, and strengthen their commitment to community building. Drawing inspiration from the IOWA GROW program, student employees complete online training modules, set learning goals for the semester, provide leadership to junior members of the team, and participate in unique workshops and collaborations with faculty and staff. The greater self-awareness and sense of responsibility to library patrons raises the level of engagement at this desk, improving service and motivating student employees to further expand their roles. This poster outlines the current elements of our reference desk training and its development, providing a worksheet with suggested questions to consider when evaluating and advancing student employee learning on the job. Learning Outcomes: Session Audience: Administration and Supervision, Instruction and Reference, Support Staff Should Library Media Items Join the Dodo? Media Format Preferences of Performing Arts Faculty and StudentsJoe Clark, Kent State UniversityThere was a time where students came to the library to view videos and listen to music required for their coursework. With the Internet’s many audio and video streaming sites, those days are mostly gone. Institutions have acquired both streaming video and audio libraries for their users, but are they preferred by today’s students and faculty? This poster presents data from three studies examining these questions, and offers some guidelines to developing media collections going forward. Learning Outcomes: Session Audience: Collection Management, Instruction and Reference Taking Action to Contain College Expenses: Cultivating a Collection of Textbooks for High Use ClassesRob Withers, Miami UniversityThe cost of tuition and related expenses has become a hot topic. The College Board estimated that the cost of textbooks per student per year was nearly $1,200. One institution has created and maintained a collection of textbooks for high-enrollment classes for the past decade. This session will provide an overview of how this project began and has evolved over time to respond to challenges (anticipated and otherwise). Those viewing this poster should be able to identify possible financial resources for starting a service, potential issues which must be anticipated, and possible responses to these issues; or, if they have a similar service, they may gain an understanding of different choices that have been made at another institution and how they have played out. Topics addressed in this session will include: Creative strategies for obtaining funding, publicizing availability of textbooks, usage patterns, strategies dealing with un-returned items. Learning Outcomes: Session Audience: Circulation and Resource Sharing, Collection Management VR, AR, MR and Their Possible Application for Academic LibrariesJane Wu, Otterbein UniversityAllen Reichert, Otterbein University VR (virtual reality), AR (augmented reality) and MR (mixed reality) can create unique experiences that expand learning opportunities and engagement for end users. What do these developments mean for academic libraries? The academic libraries can be well positioned to provide VR and AR resources, spaces, strategies, and connections to support the creative endeavors of their patron. Through a Professional Learning Community, the librarians worked with faculty and students to explore the pedagogical use of VR and AR aligned with campus student learning experiences program. The purchased virtual and augmented reality equipment were facilitated through the library and the campus STEM center. The project and the literature review provided a pathway for librarians to understand how these new technologies may enhance library services. This presentation will help the participants better understand the VR, AR and MR applications and how libraries can develop a support mechanism for the campus to utilize virtual and augmented realities to transform teaching and learning in different disciplines. Find out how free and low-cost applications that libraries can use to enhance the user experience and to improve and extend library services. Learning Outcomes: Session Audience: Emerging Technology and Web Services, Marketing and Promotion, Technical, Electronic, and Digital Services |
