2018 Connecticut Information Literacy Conference

Instructional Design for Today's Student

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Friday, June 15, 2018
8:30am - 3:15pm

Keynote Address

From Accidental to Empowered: Discovering the ID Within Ourselves

Kimberly Davies Hoffman serves as the University of Rochester’s Head of Outreach, Learning, and Research Services at the River Campus Libraries.

Abstract: Considering herself an “accidental” instructional designer (ID), Kim Hoffman will share the journey from once-timid novice librarian teacher to empowered and engaging facilitator of learning; participants will be encouraged to also find their inner ID. Through exploration and application of a basic ID model, participants will consider how, to whom, and for what purposes we design instruction. Multiple tools and guides will be shared to continue our own learning process well beyond the conference. Get ready to engage as we test out ID theory on our daily practice!

Learning Outcomes: participants will:

1. Reflect on their personal attributes in order to envision themselves as teacher designers

2. Connect commonly taught information literacy concepts to related teaching formats in order to explore different methods for conveying content

3. Apply a common instructional design model to a given scenario in order to intentionally think through choices made for teaching one way or another

About the Speaker: With interests in engaging pedagogy, instructional design, assessment, and creating professional development opportunities, Kimberly Davies Hoffman has been a founding member for programs like LILAC, the 3Ts, and RYSAG. She currently serves a lead role for the pedagogy team of the ARL Digital Scholarship Institute. Kimberly earned her MLS at the University at Buffalo and a BA in French and International Relations at the University of New Hampshire. 

 

Morning Breakout Sessions

 

A. Designing Information Literacy Videos for Blackboard

Anthony Bishop, Assistant Professor of Instructional Design, Borough of Manhattan Community College

Abstract: This presentation will highlight the work that Prof. Bishop and other library department faculty members conducted in designing and inserting information literacy and academic research tutorial videos for the E-Learning program at BMCC. The presentation will highlight how instructional design skills were utilized to identify performance gaps and how the ADDIE method was used to create training videos to close this gap.

Learning Outcomes: Attendees of this panel will learn the following:

1. How instructional design skills are utilized in academic libraries to effectively collaborate with other academic departments and programs to design and implement programs and training modules.

2. How the ADDIE method can be used to design online training videos for e-learners and hybrid learners.

3. How to create effective assessment tools for e-learning training materials.

Additional Information about Presentation: This initiative is part of BMCC's overall strategic planning strategic to promote and enhance e-learning and hybrid learning at the college.

About the Speakers: Prof. Anthony Bishop is an Assistant Professor of Instructional Design out of the library department at the Borough of Manhattan Community College (BMCC). He has served in this position for more than a year. Prior to that Prof. Bishop worked as a Reference and Instruction Librarian at Syracuse University. Prof. Bishop holds an M.A. in English Literature and Composition from Chicago State University, and M.S. in Information Science from the University of Illinois at Urbana/Champaign and a M.S. in Instructional Design from Syracuse University. He is currently completing a Doctoral degree in E-Learning.

 

B. Designing for Success: The Implementation of DIY Information Literacy for Faculty

Kathryn Neary, Reference and Instruction Librarian, Massasoit Community College
Rachel Zyirek, Reference and Instruction Librarian, Massasoit Community College

Abstract: After struggling with the scale of information literacy needs on a community college campus, the Massasoit Community College librarians partnered with the Writing Center and the Office of Online Learning to create a series of mini-modules for faculty that targeted specific information literacy concepts. With modules residing in the campus LMS, faculty can approach information literacy within the framework of their content and course calendar, assigning these modules as homework, and scaffolding them throughout the semester as student research needs become more complex. This session focuses on adoption of a student-based modular design and organization as well as the marketing approach to faculty.

Learning Outcomes:

1. Discuss current methods of info lit instruction on a large scale, especially to distance students

2. Help practitioners think creatively about solutions to online information literacy programs

3. Promote collaborations with other offices on campus

Additional Information about Presentation: The modules discussed are designed to addresses the ACCU Value Rubrics for Information Literacy and Written Communication.

About the Speakers: Kathryn Neary is a Reference and Instruction librarian at Massasoit Community College in Brockton, MA. She is liaison to the Humanities & Fine Arts Division and the College’s Middleborough, MA campus, and assists the Office of Online Learning with the College’s OER initiative.

Rachel Zyirek is a Reference and Instruction Librarian at Massasoit Community College in Brockton, MA. She liaises with the Business & Technology and STEM Divisions and oversees the One Book One College One Community program.

 

C. It Takes a Village: Creating Collaborative Library Instruction for a First Year Writing Program

Kyle Lynes, Reference Librarian, University of Hartford
Diana Hellyar, Reference Librarian, University of Hartford

Abstract: Since 2015, the Reference Department has collaborated with the First Year Writing program in a complete curriculum overhaul. As a result, two distinct library instruction modules have emerged. Aligned with an introductory research and writing class, the first module covers such topics as the information timeline, proper use of sources, and basic database searching. The second module is aligned with an analytical writing course. To prepare them for college level research, students learn about keyword selection, advanced search techniques, and in-depth database searching. Both modules are designed to fit into a one-shot session and incorporate anticipatory sets, active learning, and assessment. During this breakout session we will talk about our partnership with the writing program. We will also outline the collaborative process used to create the two modules including a look at the final product and how it is assessed.

Learning Outcomes: After this session, attendees will have a better understanding of how to:

1. Grow and maintain a partnership with an academic program

2. Create student-centered scaled library instruction

3. Incorporate multiple types of instructional techniques into a one-shot session

About the Speakers: Kyle Lynes is a Reference Librarian at the University of Hartford. She holds an MLS from Southern Connecticut State University and a BS from Drexel University. She is passionate about library instruction and assessment and regularly collaborates with colleagues to improve the library instruction program. Kyle also works closely with several academic departments to develop information literacy-related curriculum.

Diana Hellyar is a Reference Librarian at the University of Hartford. She graduated with her MLIS from Simmons College with a concentration in Information Science and Technology. In addition to library instruction, she works to create web-based learning tools. Diana is also on the E-Resources Advisory Task Force for the Connecticut State Library.

 

D. Removing Learning Barriers for All Students: Information Literacy and Universal Design for Learning

Ula Lechtenberg, Instructional Design Librarian, Sacred Heart University

Abstract: Today’s students possess different learning abilities, learning preferences and life experiences. Whether considering students with learning or physical disabilities, the gifted and talented, or English Language Learners, learner variability can be overwhelming for librarians to consider when designing information literacy lessons and tutorials. Universal Design for Learning (UDL) is a framework that helps to address this variability without sacrificing academic rigor. UDL removes barriers to learning and allows for flexibility in designing lessons, activities, and online learning objects. The purpose of this session is to teach librarians how to create an inclusive learning environment by actively integrating UDL into instructional design. This session will describe UDL in more detail and give concrete examples of how to use UDL in instruction sessions, online tutorials, and online courses.

Learning Outcomes: After this session, participants will:

1. Be able to define the three guidelines of UDL: Engagement, Representation, and Action and Expression.

2. Be able to identify teaching tools and methods that incorporate UDL into online and in-person information literacy instruction.

About the Speaker:  Ula (Urszula) Lechtenberg is the Instructional Design Librarian at Sacred Heart University in Fairfield, CT. She received her MS in Library and Information Science from the University of Illinois, Urbana-Champaign. She also holds an MA in Russian, East European, and Eurasian Studies from the same institution. As Instructional Design Librarian, Ula has created videos, tutorials, and other digital learning objects in collaboration with fellow librarians and faculty members at Sacred Heart. Being new to New England, she enjoys exploring the region, eating good food and stopping at all the bookstores along the way.

 

Afternoon Breakout Sessions

 

E. From Information Literacy Experts to Instructional Designers: Paving the Way Towards an Instructional Design Culture in the Library

Stefanie Metko, Director, Teaching & Learning Engagement, Virginia Tech

Abstract: This session will cover how the information literacy unit at Virginia Tech reinvented itself to align with new university-level initiatives through positing instructional design philosophy at the heart of the unit's culture. The presenter will discuss best practices when hiring instructional designers (ID) and on-boarding ID professionals into library culture, training librarians for success in the instructional designer role, and creating infrastructure to support instructional design initiatives. In addition, the presentation will cover common challenges to instructional design in a library setting, important partnerships to include when embarking on instructional design initiatives, and solutions that came about as a result of infrastructure changes, such as the process of unit restructuring, projects that arose as a result of the ID program, and how this approach increased librarians instructional design praxis within an information and digital literacy setting.

Learning Outcomes: 

1. Attendees will be able to recognize key elements of a successful instructional design program within a library setting;

2. Attendees will be able to apply strategies for creating a successful instructional design training program at their library for sustaining instructional design efforts;

3. Attendees will be able to create strategies for successfully implementing instructional design principles within their instructional programs.

Additional Information about Presentation: Program development; ID principles, methodologies, and culture.

About the Speakers: Stefanie is the Director of Teaching and Learning Engagement at the Virginia Tech University Libraries, a unit responsible for leading digital and information literacy programs as well as a robust instructional design program, that includes administration and teaching for the university-wide ePortfolio initiative.

 

F. How Do You Know What Students Know?

Kristin Hall, Library Assessment and Learning Outcomes Specialist, Stony Brook University

Abstract: To engage in meaningful learning, students must be able to link new information to what they know.  Consequently, effective teaching depends on an instructor’s ability to assess what students already know and don’t know. This session will introduce you to the nature of knowledge, the importance of students’ prior knowledge and how to assess and identify misconceptions.  Differences between novice and expert organization of knowledge will also be discussed. In addition, this session will offer strategies Librarians can use in the classroom to help students develop their metacognitive skills and activate their prior knowledge as they learn about information literacy.

Learning Outcomes: At the end of this session, participants will be able to

1. Define meaningful learning and explain Ausubel’s Assimilation Learning theory.

2. Explain the importance of students’ prior knowledge. 

3. Describe how prior knowledge helps or hinders learning.

4. Explain why Librarian expertise can be a potential liability.

5. List strategies Librarians can use to identify students’ prior knowledge. 

Additional Information about Presentation: The Framework emphasizes the need for a focus on metacognition to help students become self-regulated learners.  This session’s goal is to familiarize librarians with how knowledge is created and organized so they can help students develop their metacognitive skills.

About the Speakers: Kristin joined University Libraries at Stony Brook University as a Library Assessment and Learning Outcomes Specialist in September 2017. Prior to that, she worked as an Academic Advisor for 8 years at Stony Brook University advising office.  Throughout her time at Stony Brook, she has become very interested in how students learn as well as effective teaching strategies. In 2014 she developed and created a 2 credit Academic Success Seminar that focuses on teaching students how to be effective learners. She is currently pursuing her PhD in Curriculum, Instruction and the Science of Learning as well as an Advanced Graduate Certificate in College Teaching at the University of Buffalo. Her research interests include how people learn, effective learning/teaching strategies, academic motivation, metacognition, implicit theories of intelligence and confidence/judgments of learning. In her current position, she is looking to use her experience working with students and her interest in pedagogy to assess and help improve information literacy instruction at the Library.

 

G. Google, Discovery, and Individual Database Searches: Cultivating Critical Thinking Skills in Undergraduates

Bernadette M. Lopez-Fitzsimmons, M.L.S, M.A., M.A., Associate Librarian for Instruction, Research, & Outreach, Manhattan College
Kanu Nagra, Ph.D., M.L.I.S., M.L.S., Associate Professor and E-resources Librarian, Borough of Manhattan Community College, City University of New York (CUNY)

Abstract: The evolving nature of electronic resources in multiple formats and delivery platforms has presented opportunities for a variety of enriched teaching-and-learning environments that enable successful student-driven learning. Rendering learning meaningful supports student-centric learning on academic, professional, and personal levels.  As undergraduates recognize the benefits of managing Google, Discovery, and individual database searches effectively, they will develop focused and strategic research skills as well as practice inquiry-based thinking.

This presentation will speak to the various teaching-and-learning strategies and activities that engage undergraduates in developing information literacy skills using Google, Discovery, and database searches. The speakers will explain how active learning and blended instructional methods organically stimulate undergraduates’ critical thinking skills. They will discuss the advantages and challenges, suggesting possible ways to differentiate teaching the three types of searches to nurture life-long learning skills.

Participants will be invited to share their experiences in small group discussions and whole group share.  They will be engaged in related small group exercises.

Learning Outcomes: 

1. Participants will be able to practice several teaching strategies and discuss their strengths and restrictions in order to differentiate instruction for successful student-driven learning experiences.

2. Participants will be able to use instructional techniques and strategies in their own classes to engage students in different types of searching, engaging them in organic critical thinking experiences.

3. Participants will be able to use several reflective teaching criteria to evaluate and assess the success of their own library instruction.

Additional Information about Presentation: The presentation addresses the following concepts in the ACRL Framework:

1. Authority Is Constructed and Contextual
2. Information Creation as a Process
3. Information Has Value
4. Research as Inquiry
5. Scholarship as Conversation
6. Searching as Strategic Exploration.

The presenters will mention ways to assess undergraduates’ gradual development of information literacy skills, concentrating on strategic searching and critical or inquiry-based thinking. 

About the Speakers: Bernadette M. López-Fitzsimmons, M.L.S., M.A., M.A., is Associate Librarian for Instruction, Research, and Outreach at Manhattan College, Riverdale, N.Y.  She has presented at international, national, and local conferences including the Georgia International Information Literacy, New York Library Association, National Association of Bilingual Education, Electronic Resources & Libraries, LOEX, and others.  She has taught a graduate course in library science at Queens College, City University of New York (CUNY), and a bilingual undergraduate course in intercultural communication in the Camino Program, School of Continuing and Professional Studies, Manhattan College.  Most recently, ACRL-NY and LaCUNY invited her to give a presentation on multicultural competencies in library instruction at a professional development event. Her current research focuses on the instructional design and delivery of library instruction to non-native speakers of English (NNSE) and multilinguals as well as developing multicultural competency skills in academic libraries. 

Kanu Nagra, Ph.D., M.L.I.S., M.L.S., is Associate Professor and E-resources Librarian at the Borough of Manhattan Community College, City University of New York (CUNY). She is the author of a book entitled, University Library System: Centralization and Decentralization, and numerous research journal articles in the field of library and information science. She has presented at several international and national Conferences, including ARL and ER&L. She is the chair of the ACRL/NY Professional Development Committee and serves on the ACRL/NY Symposium Planning and Executive Committee. Her current research is focused on designing instruction and e-services for organic learning.

 

H. Moving Forward with Backwards Design: Creating Active and Impactful Library Instruction

Amanda DiFerterici, Senior Manager, Product Strategy, Credo
Ula Lechtenberg,
Instructional Design Librarian, Sacred Heart University

Abstract: An increasingly strong culture of assessment and data gathering demands evidence that information literacy and critical thinking skills are being effectively taught and absorbed by students across the curriculum from K12 to higher ed. And yet, these are precisely the skills that historically have been deemed difficult to quantify or measure formally. This session will focus on how librarians can serve as key actors and partners with instructors in the effort to design assignments and research processes that effectively engage students in critical thinking and information literacy across age levels and subject areas. We will focus on how to use backwards design to incorporate IL into learning objectives, scaffold assignments to break down the information literacy elements of the process, and the importance of designing and executing active learning opportunities so students may learn by doing.

Learning Outcomes: 

1. Participants will be able to define backwards design in order to apply this method to their instructional planning.

2. Participants will be able to write scaffolded assignments, in order to incorporate information literacy instruction through the research process.

3. Participants will be able to plan for active learning opportunities, in order to provide their patrons with authentic instruction on information literacy.

About the Speaker:  Amanda has worn many hats in education - after earning a Bachelors of Music Education and teaching as a band director for several years, she earned a Masters degree in Library and Information Science and brought teaching experience to her role as a Library Director for several years, focusing primarily on information skills instruction and assessment. Amanda joined Credo in 2014 and has focused on educational research and best practices to support product development around instruction and assessment of critical thinking and other related skills.

Ula (Urszula) Lechtenberg is the Instructional Design Librarian at Sacred Heart University in Fairfield, CT. She received her MS in Library and Information Science from the University of Illinois, Urbana-Champaign. She also holds an MA in Russian, East European, and Eurasian Studies from the same institution. As Instructional Design Librarian, Ula has created videos, tutorials, and other digital learning objects in collaboration with fellow librarians and faculty members at Sacred Heart. Being new to New England, she enjoys exploring the region, eating good food and stopping at all the bookstores along the way.



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