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ALI Information Literacy UnConference: Northern Site

Information about the UnConference

Green Post-it Notes

Things that we do well and are proud of:

  • Experienced
  • Well-educated
  • Creative
  • Physically Strong
  • Innovative
  • Research, writing, and publishing
  • Being concise and to the point
  • Public speaker
  • Grassroots approach to University-wide IL  initiatives through University writing program
  • Working collaboratively with faculty on behalf of students
  • When they can be arranged, I feel good about librarian faculty collaboration, especially among adjunct faculty
  • Creating content that is helpful to my students
  • Assessment of student learning
  • Engaging the students
  • For intermediate-advance students a “workshop” approach to finding and evaluation sources
  • A set of laminated cards distributed to each of 3 groups of students. They will decide what we cover.
  • Writing student learning objectives
  • Flipping the classroom
  • Teaching students to be excited about discovering information tools
  • Being enthusiastic and personable in library instruction
  • I suppose I have ability at being willing to address problems and student issues in an unorthodox manner, willing to experiment with “what works”
  • Will give as much time as needed to student/faculty
  • Creating activities for students to grasp concepts

 

Pink Post-it Notes

Things that we need help with:

  • Moving away from teaching by format
  • Articulating the first year experience brand (librarianship)
  • Creating a first year general ed. Info lit program for comp 1&2
  • Challenged with lack of time to write professionally
  • Balancing teaching responsibilities with other responsibilities/duties
  • Make decisions slowly
  • Not scholarly
  • Incorporating more info lit skills in one session and not only focus on database
  • Often outside the norm
  • Assessment planning at the programmatic 6 week
  • How to teach critical thinking?
  • Non-politic
  • Scheduling lessons based on librarians strengths
  • How are others assessing the impact of “one-shot” library instruction sessions?
  • How to market the library instruction to faculty for upper classes
  • Really focusing in what is essential to teach. Deciding what is essential to teach
  • Need to work on outreach to students and faculty. Making people aware of resources and getting then to use them
  • How to get my colleagues excited about information literary instruction
  • Making students understand the importance of IL to their studies and lives
  • Figuring out what info lit stuff can be “flipped” and what should be done in class.
  • Instruction in the face of googeization – is it necessary?
  • Delivering substantive active learning instruction sessions in 50 minutes with variety of ages and library instruction experiences.
  • Brainstorming, short modules of basic info lit, than can be made into mini-tutorials
  • Presentations and lectures to students
  • Project mapping and initiation
  • Finding time and (good) tools to create DLMs
  • New active learning activities
  • How do I make “show my students how to find articles in this data base” creative and interactive?
  • To deal with the disparities among students in their level of information literacy which affects the institutions effectiveness
  • Too much time on one facet
  • Information overload
  • Finding a balance during instructions between students who know much and students who know nothing
  • At times I allow too much from faculty during BI
  • Helping students link previous experiences to new knowledge in one session
  • Holding students’ interest
  • Project time allotment
  • Smooth transitions, moving gracefully from one topic to next
  • Impatient with details

Teaching / Classroom Breakout Session

Participants in the Classroom Teaching Strategies breakout session in the morning discussed:

  • Flipping the classroom
  • IUSB's one-credit course, and their decision to stop providing research instruction support for 100-level courses as a result
  • Instruction as performance
  • What is essential to cover in 50 minutes?
  • Timing during the semester (i.e., please not the first week of class!)
  • Faculty collaboration

Faculty Collaboration Breakout Session

Participants in the breakout session on collaborating with teaching faculty discussed:

  1. Relationship-building: using social events, committees, and other opportunities to work with faculty
  2. Emphasizing what we can do for faculty, what's in it for them
  3. Striking a balance between standing up for oneself and giving up control when working directly with faculty in the classroom
  4. Building community among the faculty, especially with new faculty

Assessment Breakout Session

Participants in the assessment breakout session discussed:

  • If what we currently have is essentially a survey of students' satisfaction, how do we transform that into an assessment of learning?
    • Pre/post tests
    • Minute papers
    • Examining bibliographies of completed student papers
  • Possible need to assess faculty's information literacy skills
  • Using assessment data as a tool to enable and facilitate collaboration among librarians, and to encourage librarians to change and improve their pedagogical strategies

Large-Group Discussion

Who needs libraries when there's Google?

  • Library as place
  • Teaching critical thinking
    • Teaching evaluation
    • Teaching and providing context
    • Getting out of the business of teaching retrieval
  • Consultation
    • Librarians' filters are informed by library values, not by the profit motive.
    • Providing context and explanation
    • Providing mediation between students and faculty, explaining to students what faculty mean