2017 Connecticut Information Literacy Conference

The IL Connection: From How We Learn to Now We Learn

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Teaching for Learning:  What’s Going on Inside, and How Can I Tell?
Half Day Interactive Workshop
Thursday, June 15, 2017
12:30pm - 4:00pm

Dr. G. Christian Jernstedt, Professor Emeritus of Psychological Brain Science, Adjunct Professor Emeritus of Community and Family Medicine at the Geisel School of Medicine, and Director Emeritus of the Center for Educational Outcomes, Dartmouth College, NH 

Abstract: Dr. Jernstedt will address the Evaluative foundations of learning.  We will be looking at our students during the learning process. How do we know what’s going on in their heads when we’re teaching?  What will remain or endure?  What are the best ways to assess student learning?  Why is assessment important?  Our focus is on developing an understanding of how the goals of assessment and learning can best be integrated. This workshop is sponsored in part by the Connecticut Council of Academic Library Directors (CCALD).

About the Speaker: Dr. G. Christian Jernstedt is Professor Emeritus of Psychological Brain Sciences at Dartmouth College, Adjunct Professor Emeritus of Community and Family Medicine at the Geisel School of Medicine at Dartmouth, and Director Emeritus of the Center for Educational Outcomes at Dartmouth.  

At Dartmouth, Dr. Jernstedt taught introductory psychology and undergraduate courses in learning, evaluation research, the brain and technology, and experimental methods.  In the graduate program at Dartmouth, he taught courses in learning theory, teaching methods, philosophy of science, and experimental methodology and supervised Ph.D. students.  He received national recognition for his teaching and received both of Dartmouth’s awards for distinguished teaching. He received Dartmouth’s Robert Fish Memorial Prize, which honors career achievement in teaching and scholarship.

Dr. Jernstedt’s research is in the area of learning as it occurs both in formal classroom settings and in natural environments.  This research is directed towards understanding the breadth of learning, including its cognitive, behavioral, and affective aspects.  He examines what leads to learning, what happens during learning, and what outcomes emerge from the learning experiences.  He has examined intentional learning, technologically enhanced learning, service learning, and experiential learning programs.

Please note, because this is an interactive workshop, registration is limited to 40 participants. In the event that all registration spots have been filled, you may add your name to the wait list. If you are on the wait list and need a status update, please contact us at ctinfolit@ctlibraryassociation.org


Full Day Conference
Friday, June 16, 2017
8:30am - 3:15pm

Keynote Address

Uncovering Mysteries of the Learning Brain

Dr. G. Christian Jernstedt, Professor Emeritus of Psychological Brain Science, Adjunct Professor Emeritus of Community and Family Medicine at the Geisel School of Medicine, and Director Emeritus of the Center for Educational Outcomes, Dartmouth College, NH

Abstract: Dr. Jernstedt will help us examine what we know about the brain and how that information can inspire us to understand ourselves and to develop new ways of learning.  We will examine research on increasing the ability to learn and remember that can help dramatically improve our design of learning experiences.  How does the brain work? What is the process of learning?  As Librarians, what can we do to support learning?

About the Speaker: (See bio above) 


Afternoon Breakout Sessions

A. Building Evaluating 21st Century Learning: ACRL’s Framework for Information Literacy as a Tool for Enhancing Assessment

Matt Bernstein, Reference & Instruction Librarian, Fairfield University, CT
Barbra Ghilardi, Reference & Instruction Librarian, Fairfield University, CT
Jeremiah Mercurio, Senior Reference Librarian & Instruction Coordinator, Fairfield University, CT

Abstract: In the fall of 2015, instruction librarians at Fairfield University revamped their Information Literacy program.  The goal of the redesign was to incorporate learning activities that appeal to first-year students and to determine how ACRL’s Framework for Information Literacy could help develop new learning outcomes that better fit 21st-century learners.  This presentation will outline this process and discuss assessment strategies that were developed to evaluate active learning activities.  Armed with two years of assessment data, librarians will show a picture of what their students are learning, what this data suggests about student learning more generally, the challenges associated with assessing Framework-based outcomes in the one-shot model, and strategies for revising the program moving forward.

About the Speakers: Matt Bernstein has been a Reference & Instruction Librarian at Fairfield University’s Dimenna-Nyselius Library since the summer of 2015. He holds a Master’s Degree in Information Science from SUNY Albany as well as a Bachelor’s degree in History from Castleton University. He primarily teaches information literacy courses in the first-year information literacy program at Fairfield University but also teaches heavily in his liaison areas, Nursing and Engineering.  

Barbara Ghilardi received her Masters degree in Library and Information Science from Simmons College in 2012. She joined the reference & instruction team at Fairfield University’s DiMenna-Nyselius library in June of 2015. She assists students from all levels of the university with their research needs with an emphasis in the first-year information literacy program and as the liaison to the Graduate School of Education and Allied Professionals. In her free time, she likes to run, watch classic films, and read historical fiction.  

Jeremiah Mercurio is Senior Reference Librarian & Instruction Coordinator at Fairfield University and previously served as Research & Instruction Librarian and Visiting Assistant Professor of Writing at Haverford College.  He holds a Ph.D. in English literature from the University of St Andrews and Master’s degrees in library science (Simmons College) and creative writing (Temple University).  His research and teaching interests include book studies, fin-de-siècle literature and illustration, critical information literacy, and collaborative librarianship.

B. Hacking the Textbook for Student Success

Lusiella Fazzino, Assistant Professor and Scholarly Communications Librarian, Gill Library, The College of New Rochelle, New Rochelle, NY
Michael Kahn, Learning Commons Librarian, Gill Library, The College of New Rochelle, Brooklyn Campus, NY
Marie M. Octobre, Associate Professor and Reference Librarian, Gill Library, The College of New Rochelle, Brooklyn Campus, NY
Natalia Sucre, Learning Commons Librarian, Gill Library, The College of New Rochelle, John Cardinal O'Connor Campus, South Bronx, NY
Julie Turley, Learning Commons Librarian, Gill Library, The College of New Rochelle, Rosa Parks Campus, Harlem, NY

Abstract: Did you ever wish you could use a textbook that was written with your students in mind, using language and examples that were relevant for them? Do you wish you could help your students save $$$ on textbook costs and ensure that they have their textbook on the first day of class?

In this breakout session, you will learn how a group of librarians at The College of New Rochelle came together to take an existing open educational resource and modify it so that the “remixed” version was relevant for their information literacy classes and free to their students. By attending this workshop, you will come away with a greater understanding of how you can easily remix and reuse existing open educational resources to create your own tailored open textbooks for better student outcomes in your classes.

Please note, this e-book will be referenced in this session: The Information Literacy User’s Guide: A Remixed Open, Online Textbook

About the Speakers: Lusiella Fazzino is Assistant Professor and Scholarly Communications Librarian at The College of New Rochelle’s (CNR) Gill Library. She holds a JD from Suffolk University Law School and an MLIS from Simmons College. She has developed the DigitalCommons@CNR, CNR’s digital repository. Concerned with open educational resources, open access, licensing and copyright, she advises and educates the CNR community on these issues. She has been the recipient of several professional grants: Computer Services Special Interest Section (CS-SIS), American Association for Law Libraries (AALL) 2015, Southern New England Law Librarians Association (SNELLA) 2015, New Jersey Law Librarians Association (NJLLA) 2014 and the Law Librarians of New England (LLNE) 2014. She has remixed Chapter 7: Present, of the open textbook. 

Michael Kahn is the Learning Commons Librarian at The College of New Rochelle's Brooklyn Campus where he presently teaches multiple sections of Research and Information Literacy, a stand-alone credit bearing course required of all students. Prior to that, he taught Information Literacy as an Assistant Professor, Information Literacy at ASA College where he also chaired the LIB100 Curriculum Committee. Michael shared what he has learned from his many years of experience teaching information literacy as a panel member at the ACRL's most recent conference in 2015. He has remixed Chapter 2: Scope and Chapter 3: Plan of the open textbook.

Marie M. Octobre is an Associate Professor/Reference Librarian at The College of New Rochelle’s (CNR) Brooklyn Campus. She received her BA and MLS degrees from St. John’s University in New York. She also has an MA in Communications Art from William Patterson University. She has taught the Research Information Literacy course at CNR for several years. Marie is also a member of the Information Literacy Committee at CNR. She has remixed Chapter 6: Manage of the open textbook.

Natalia Sucre is the Learning Commons Librarian for The College of New Rochelle’s John Cardinal O’Connor Campus in the South Bronx. She earned her M.L.S. from Queens College, CUNY and her Ph.D. in Comparative Literature from Yale University. Before coming to The College of New Rochelle, she gained broad experience in liberal arts education while working as a reference and instruction librarian at Hofstra University and CUNY colleges and as a writing, Spanish language, and literature instructor in the CUNY system, Rutgers University, and Luther College (Iowa). She has published papers and given talks on Latin American 20th Century literature. Currently involved in community-based urban agriculture projects in Brooklyn, she is a member of ALA’s Sustainability Round Table. She has remixed Chapter 4: Gather of the open textbook.

Julie Turley is the Learning Commons Librarian at The College of New Rochelle's Rosa Parks Campus in Harlem where she teaches a credit-bearing research and information literacy course. Previously, she was a Reference and Instruction Librarian in the City University of New York system. She has a chapter on the rock band Motley Crue in the ABC-CLIO encyclopedia The 100 Greatest Bands of All Time (2015) and has just co-authored a scholarly article arguing for the inclusion of "rock 'n' recovery" memoirs in academic libraries. She has remixed Chapter 5: Evaluate of the open textbook.

C. Learn Forward: An Information Studies Curriculum for the 21st Century

KellyAnne McGuire, Instructional Technology and Collection Development Librarian, Alumni Library, Bard College at Simon’s Rock, Great Barrington, MA
Brian Mikesell, Director, Alumni Library, Bard College at Simon’s Rock, Great Barrington, MA

Abstract: A new era requires a new approach to information literacy. Instead of one-shots, clinics, and workshops, we engage 21st-century learners through a series of courses addressing transliteracy, which blends disparate literacies—information, digital, media, communication, and visual—necessary to successfully navigate rapidly evolving learning environments. Our innovative curriculum comprised of unique, one-credit, seven week courses takes traditional library instruction in a new direction, less narrowly focused on skills that have too little durable value outside the academy. Courses such as Reading Images, Information Design, Digital Privacy, and Information Privilege are designed with students’ needs and interests in mind. Combining theoretical readings with hands-on activities using emerging technologies creates confidence and resiliency in students. We will present our experience developing this curriculum, student and institutional response, reflections, and ideas about moving forward.

About the Speakers: KellyAnne McGuire, Instructional Technology & Collection Development Librarian, Alumni Library, Bard College at Simon’s Rock (Great Barrington, MA) has worked in public, high school, and academic libraries, giving her a unique perspective on the information literacy needs of patrons at all ages and levels of education. She has taught information and digital literacy classes at the high school and undergraduate level both in person and online, as well as numerous workshops fostering transliteracy skills.

Brian Mikesell, Director, Alumni Library, Bard College at Simon’s Rock (Great Barrington, MA) has worked in libraries since his first year in college more than 25 years ago. Prior to coming to Simon’s Rock, he was Associate University Librarian at the St. John’s University Libraries and held positions at New York University’s Bobst Library and Indiana University’s Lilly Library and Main Library. His teaching experience includes courses taught at graduate and undergraduate levels, both in person and online.

D. The Media Production Hive: Advancing Information Literacy by Making Media Messages

Dr. Yonty Friesem, Associate Director at the Media Education Lab and Assistant Professor, Department of Communication, Central Connecticut State University, CT

Abstract: Most of the instructional strategies of media production are built upon the Hollywood film industry standards of pre-production, production and post-production. This model does not apply to information literacy librarians who want to enhance their students’ learning via digital media. By looking at specific learning outcomes such of digital, media, and information literacies (the ability to access, analyze, ideate, plan, document, organize, reflect and engage), the presentation will showcase a new model of teaching information literacy through media production. The Media Production Hive consists of seven stages (Explore, Empathize, Negotiate, Create, Edit Share, and Act). Through videos, case studies, and students’ artifacts, the participants will be able to learn how to create more effective digital learning objects (DLO’s). In addition they will be able to see how each stage of media production enhances students’ abilities to conduct effective research, analyze discovered information and effectively create new informative messages. By the end of the demonstration, participants will be able to apply the model and DLO’s to their own information literacy classes or workshops and have their students enhance their learning via media production.

About the Speaker: Dr. Yonty (Jonathan) Friesem is the Associate Director at the Media Education Lab & an Assistant Professor of Multimedia Production at the Department of Communication, Central Connecticut State University. He received his PhD from the joint doctoral program in education at the University of Rhode Island and Rhode Island College. Yonty is an award winning educator and filmmaker who advocates for media literacy education. For the past eighteen years, Yonty has worked with a number of youth media organizations, universities, and colleges in Israel. As part of his educational work, advocacy, and research, Yonty has presented at international conferences in Oxford, UK, Turku, Finland, and Guangzhou, China.

E. Surviving on the Grid: Focusing on the Information Function & Need

Naomi T.L. Toftness, Acting First Year Librarian, Western Connecticut State University, CT and Acting Public Services Librarian, Northwestern Connecticut Community College, CT

Abstract: How do students evaluate information needs? They just need to follow the grid! Using a quadrant grid helps students focus on what is actually important: what is their information need? Inspired by the CSCU transition to a consortium discovery tool, Toftness restructured her first-year instruction to deal with being confronted with all information types at once. Many professors have attempted to force their students to use these types of information by forcing certain format requirements within their assignments, but emphasizing the function of these resources helps develop lifelong information literacy skills. Focused on first-year university and community college students. Highly adaptable visual learning tool gives a great framework for a one-shot session!

About the Speaker: Naomi T.L. Toftness is currently the Acting First-Year Librarian at Western Connecticut State University and the Acting Public Services Librarian at Northwestern Connecticut Community College. Her favorite part of her day is when she gets to talk to first-year students about research. When she’s not talking about research at a college or a university, she runs a small-scale permaculture farmstead in Harwinton, CT. Her penchant for permaculture has influenced many of her design choices as a librarian.  

Click here for directions, parking, and accommodations

Please contact us at ctinfolit@ctlibraryassociation.org 
Learn more
about the CT Information Literacy Conference here.
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about past conferences here.