Annual Instruction Showcase Presentations

Year:	2022
Name:	Alex O'Keefe
Institution:	School of the Art Institute of Chicago
Session Description:	This showcase-opening presentation discusses zines as open pedagogy, followed by a workshop for creating your own minizine!
Handouts and Additional Documentation:	Recording of Presentation Slides CARLI Instruction Committee Zine in greyscale CARLI Instruction Committee Zine in color

Keynote: “I’m excited but have no idea what I’m doing”: How Libraries Can Support Open Pedagogy and Why They Should

Year:	2022
Name:	Janet Swatscheno
Institution:	University of Illinois at Chicago
Session Description:	Academic libraries recognize that the increasing cost of course materials is a problem for students, especially students who already rely on grants and student loans to afford college. For more than a decade, libraries have attempted to help alleviate the cost of course materials by purchasing reference copies of textbooks, encouraging faculty to assign library licensed material, and supporting open educational resources. Many libraries have focused on supporting the adoption, adaptation, and creation of open educational resources. With the growth and evolution of the open education community, it has become apparent that the benefits of OER extend beyond saving students money. Many OER organizations are shifting their focus to open pedagogy. For the same reasons libraries are well situated to support OER, libraries are also well situated to support open pedagogy. In this keynote, participants will gain a basic understanding of open pedagogy and how academic librarians can both support and participate in open educational practices.
Handouts and Additional Documentation:	Recording of Presentation Keynote Slides: How and Why Libraries Can Support Open Pedagogy

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Tech it Out: Using Poll Everywhere to Gauge Prior Library Knowledge

Year:	2022
Name:	Jennifer Lau-Bond, Cathryn Miller
Institution:	Harper College
Session Description:	Poll Everywhere is a free and easy to use online polling platform. Users create questions that can be displayed to a live audience, and the audience can respond and see the results. Most students in ENG 101 are new to Harper College, so librarians typically begin information literacy sessions by explaining basic Library services and functions. This orientation is passive and does not account for what students already know, however. For two ENG 101 sections in Spring 2022, we decided to present Poll Everywhere questions at the start of class to gauge their experiences, and we used the responses to focus our orientation. We were able to build on past student knowledge, engage in robust discussion with the group, and gain a better understanding of what students already know about the Library. In this demo, we walk users through how to create questions as well as show the poll we created and how we used it in class. The intended audience is librarians who engage in information literacy instruction, but Poll Everywhere could also be used in meetings or presentations where candid and anonymous responses are desired.
Handouts and Additional Documentation:	Recording of Presentation Handout

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Tech it Out: Applying Universal Design for Learning to Camtasia Tutorials

Year:	2022
Name:	Kimberly Shotick
Institution:	Northern Illinois University
Session Description:	This technology demo covers how to create a basic screen capture tutorial using the Camtasia software while applying Universal Design for Learning (UDL) guidelines to the tutorial design. The demo is appropriate for anyone new to the Camtasia software as well as those looking to incorporate UDL guidelines into their asynchronous instruction, no matter the technology they have available. The demo will include how to import images and audio, capture the screen, and utilize call-outs and other built-in editing features that will maximize the accessibility of your tutorial for all learners. Included will be considerations for publishing and captioning the tutorial to better meet your students' needs. Librarians will be able to create a basic screen capture tutorial and/or improve their practices to maximize tutorial accessibility.
Handouts and Additional Documentation:	Recording of Presentation Handout

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Lesson Plan: Rhetorical Analysis of a Song: Using Mind Maps to Focus Topics and Identify Search Terms

Year:	2022
Name:	Jade Kastel
Institution:	Western Illinois University
Session/Activity Description:	This session uses student's love for music as a way to discuss rhetorical analysis. Students will employ the visual tool of a mind map to parse their song’s lyrics down into its rhetorical components. Students will use this pre-research mind map exercise to identify search terms for use in database, online, or catalog searches.
Target Audience:	TBD
Student Learning Objectives:	Students will employ the visual tool of a mind map to parse their song’s lyrics down into its rhetorical components. Students will use this pre-research mind map exercise to identify search terms for use in database, online, or catalog searches.
Handouts and Additional Documentation:	Recording of Presentation- TBD LibGuide Lesson Plan
Applied Framework:	Research as Inquiry: Knowledge Practice 1 Research as Inquiry: Knowledge Practice 3

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Lesson Plan: Adding a Little Mystery to a University FYE Program: How Librarians Developed a Mystery Game to Teach Fundamental Search Skills to First Years

Year:	2022
Name:	Nichole Novak
Institution:	Illinois Institute of Technology
Session/Activity Description:	After pandemic related disruptions, when interactions with students were largely virtual, a team of academic librarians developed a way to bring students back into the library in Fall 2021. This session will cover how this team identified and collaborated with campus partners on a first year experience (FYE) program by designing a library module that included creative and fun ways to teach first year students fundamental search skills and lessen library anxiety. Presenters will share the successes and challenges in setting manageable learning goals and developing a lesson plan as well as the importance of test runs with feedback, program assessment and scheduling. The target audience for this session includes academic, first year experience and/or student success librarians.
Target Audience:	First year experience program
Student Learning Objectives:	TBD
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan Little Mystery Slides
Applied Framework:	Research as Inquiry: Knowledge Practice 1 Research as Inquiry: Knowledge Practice 3

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Disability Accessibility in the World of Library Service

Year:	2021
Name:	Jason Altmann, Director of the ADS department at Harper College Christine Kuffel, Head of User Services at Harper College Library
Institution:	Harper College
Session Description:	With the increasing number of resources and services that are readily available online to college students, there is a great need for the Library Services to ensure that their programs and services are readily accessible for students with disabilities, who account 19% of the college student population. The participants will gain a basic understanding of the accessibility barriers students with disabilities routinely encounter when using services from the Library Service. The participants will learn how to assess the accessibility of their Library Service Department by utilizing the accessibility checklist. The participants will be able to identify resources that can be used to implement accessibility solutions.
Handouts and Additional Documentation:	Recording of Presentation Accessibility checklist- Forthcoming

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Refining Topics by Visualizing Them in a Venn Diagram Activity via Zoom

Year:	2021
Name:	Frances Brady
Institution:	Adler University
Session/Activity Description:	Often, students’ struggle to wrangle their interests into an articulated topic results to the dreaded dichotomy of either thousands of results or zero. Therefore, during instruction sessions prior to 2020, I created an activity for students to map their partner’s topics as a Venn diagram. This activity pushes students to conceptualize their topics as intersecting facets, which helps break a complex topic into smaller pieces. Students learn to broaden and narrow their thoughts prior to jumping headlong into a database or search engine. By drawing terms into separate circles, it becomes easier to translate from human speech to subject heading searching in databases. Students realize their article will be the intersection of all the facets, but that each resource might only cover a few of the factors. After moving to virtual instruction via Zoom, I translated the approach to a full-class activity, as breakout rooms did not allow for the same sense of collaboration as in person pairs did.
Target Audience:	Upper-level graduate students, have used with multiple disciplines
Student Learning Objectives:	Visualize your topic to refine your search
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Research as Inquiry: Knowledge Practice 1 Research as Inquiry: Knowledge Practice 3

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Welcome to the (Online) Library! An Asynchronous Virtual Library Tour and Research Activity

Year:	2021
Name:	Hannah Carlton Tish Hayes
Institution:	Moraine Valley Community College
Session/Activity Description:	We will present an online module created for the one-shot library introduction session included in every College 101 course. The module is intended to virtually introduce students to the library’s space, resources, services, and staff with a visual and interactive activity. The module centers on a 360° virtual tour of MVCC library created with the online instructional tool ThingLink and also includes a related research activity and discussion prompt. This instructional activity would be relevant to any librarian tasked with introducing students remotely to library resources in an online or hybrid format. The tools and strategies used to create the tour are free and easily adaptable to a different library or instructional purpose. For in-person instruction, this activity could be used as a way to introduce students to library orientation information before an in-person session.
Target Audience:	First year students/ College 101 ( One-Shot Library Session)
Student Learning Objectives:	Students will gain awareness of and comfort with library resources and services, virtually experiencing library spaces and meeting librarians and library staff. Students will explore the range of resources available online and in person at the Library. Students will understand accessing, selecting, and searching databases and electronic library resources.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 4 Searching as Strategic Exploration: Knowledge Practice 6

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Turning the key: unlocking library support through the syllabus

Year:	2021
Name:	Mallory Jallas Allison Rand
Institution:	Illinois State University
Session/Activity Description:	First-year seminars (FYS) provide an opportunity for librarians to engage with students early on in their academic careers. Some of these FYS courses might lack formal research or writing assignments, proving challenging for successful library integration. The presenters encountered this scenario during the spring of 2021 with sections of a University Success Skills course. They developed an instruction plan that helps students identify how the library can support them in any class and breaks down the hidden curriculum by exploring a syllabus in depth. The presenters use a syllabus to anchor the content and establish a framework for how the library can contribute to students’ academic success. Throughout the session, we deconstruct a sample syllabus into sections-- course readings, academic integrity, exams, and research assignments. These sections connect with different library services – course reserves, citation assistance, study space, reference help, and more. The session flows from discussing a portion of the syllabus to highlighting the related library service. Participants that work with first-year seminars or library orientation will find value in this example. This activity can scale into different settings and adjust depending on the local context. The content could adapt into a digital learning object/module as well.
Target Audience:	First year students
Student Learning Objectives:	Students will be to identify ways that the library can support them with services and collections in order to support their success. Students will be introduced to the types of questions they can get assistance with from the library.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Pending Pending

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Modeling Mental Flexibility: Adapting Mind Mapping for the Virtual Classroom

Year:	2021
Name:	Mackenzie Salisbury Alex O'Keefe
Institution:	School of the Art Institute of Chicago
Session/Activity Description:	In a typical Research Studio Library Instruction session, Flaxman Librarians teach first year students at the School of the Art Institute of Chicago about creative research practices. One of the main elements is a collaborative mind mapping activity that not only helps them to generate keywords, but to engage in mental flexibility and recognize their peers as resources. In Fall of 2020, the majority of classes had moved to an online or hybrid format. Not wanting to lose this activity typically conducted using paper worksheets and whiteboards, the librarians sought solutions to collaborative mind mapping in the digital space. We searched for a tool that was easy to use, did not require students to sign up for an account, and was inexpensive or free. After testing a few options, Miro was our solution. In this lesson, we will showcase how we use this tool in addition to Zoom for this introductory information literacy and creative research session. Librarians will use Miro with participants, share lessons learned, and provide advice for adapting this lesson to other disciplines hosted in a virtual classroom.
Target Audience:	First year undergraduate students
Student Learning Objectives:	Students will gain an understanding that research is an open-ended, iterative exploration and a continuous engagement with information. Students will value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process. Students will be able to navigate the updated library search and identify appropriate materials.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Research as Inquiry: Knowledge Practice 4 Research as Inquiry: Disposition 1 Research as Inquiry: Disposition 5

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#Research: An Activity to Introduce Keywords

Year:	2021
Name:	Grace Spiewak
Institution:	Aurora University
Session/Activity Description:	This activity correlates the function of hashtags in social media to the use of keywords in databases. Students will practice brainstorming hashtags and keywords for given items using an anonymous virtual polling website, Mentimeter (Menti) poll. This activity is useful to include as part of a longer introductory library instruction session. It is suitable for 100 level courses and first-year undergraduates. In the virtual learning environment, it can be challenging to anticipate and recognize students’ accessibility needs. This lesson plan incorporates Universal Design for Learning in an effort to be as inclusive and accessible as possible in the virtual environment.
Target Audience:	First year undergraduates; 100 level courses
Student Learning Objectives:	Students will be able to develop keywords that are relevant to a given research question andappropriate to use in databases. Students will feel comfortable engaging with the instruction session and librarian.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 3 Searching as Strategic Exploration: Knowledge Practice 6 Searching as Strategic Exploration: Knowledge Practice 7 Searching as Strategic Exploration: Disposition 1 Searching as Strategic Exploration: Disposition 4 Research as Inquiry: Disposition 7

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Virtual citation management workshops: Transitioning from in-person to the virtual environment

Year:	2021
Name:	Elizabeth Sterner
Institution:	Governors State University
Session/Activity Description:	While offering citation management workshops is not new in academic libraries, these workshops have typically been offered as in-person workshops. During the pandemic, many libraries have shifted their workshops to the virtual environment. The citation management workshop offers unique concerns in a virtual environment due to the technology. By revising the preparation for the workshop, librarians can provide a more streamlined workshop experience. It is ideal if participants can create the EndNote account ahead of time due to the activation email sent as part of the registration process. Additional considerations for a virtual workshop include creating calendar appointments for participants with the EndNote account creation steps, workshop host’s contact information, and the link to the virtual room. Librarians can use Google Docs to display the steps to create the account and an example citation page generated by EndNote for use during the presentation to minimize the number of different applications and screens shared during the workshop, streamlining the experience for participants. Finally, librarians should be ready to share an online assessment survey as well as a pre-recorded version of this workshop. The preparatory work before the workshop is as valuable as the instructional component of the workshop itself.
Target Audience:	Workshop, undergraduate students, graduate students, faculty, staff
Student Learning Objectives:	The participant will be able to accurately create a list of citations, thereby giving credit to the original ideas of others. The participant will decide where and how their information is published.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Information has Value: Knowledge Practice 1 Information has Value: Knowledge Practice 6 Information has Value: Disposition 1 Information has Value: Disposition 2

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Putting Padlet to Work: Three Methods for Virtual Active Learning

Year:	2021
Name:	Paul Worrell
Institution:	McKendree University
Session/Activity Description:	As we transitioned to virtual instruction, we were tasked with continuing to engage students and accomplish information literacy goals. In my library teaching I have found Padlet to be a wonderful resource for an online interactive space where students can engage in synchronous and asynchronous ways. This presentation will describe three ways we have used Padlet at McKendree University to invite active learning. In early composition courses students compare and contrast popular and scholarly sources. In public speaking and communication courses students wrestle with complex questions in a group mind-map. For psychology and other science disciplines, we break into small groups and piece together a peer-reviewed article, identifying its parts and their purposes. Intended for other teaching librarians and administrators, this presentation demonstrates the versatility of the online tool and ways it can engage students.
Target Audience:	Scenario 1: English Composition, First year students Scenario 2: Communication, First to second year students Scenario 3: Intro Psychology, majors and non-majors
Student Learning Objectives:	Scenario 1: Students will explore divergent and convergent methods of thinking through comparing and contrasting popular and scholarly sources. Scenario 2: Students will debate the role of authority in scholarship through open discussion and group mind-mapping. Scenario 3: Students will analyze and define the different sections of an academic article through collaborative problem solving.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Scenario 1: Information Creation as a Process: Knowledge Practice 1 Scenario 1: Information Creation as a Process: Knowledge Practice 2 Scenario 2: Multiple Authority Is Constructed and Contextual Knowledge Practices would apply. Scenario 3: Searching as Strategic Exploration: Knowledge Practice 6

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What is Research? Drawing Icebreaker

Year:	2020
Name:	Alissa Droog
Institution:	Northern Illinois University
Session Description:	By using drawing and discussing emotions, this activity may push you and your students out of their comfort zone, forcing everyone to think in different ways about research while priming students to understand when they should seek support.
Target Audience:	Any undergraduate program
Student Learning Objectives:	Students will acknowledge the affective component of research and know that research is hard for everyone.
Activity Description:	In this icebreaker activity that can be used in any library session, students draw what research is to them and use a class discussion to acknowledge the emotions associated with research. The goal of this activity is to a) acknowledge the affective component of research while b) assessing students’ prior experiences with research and c) starting a library session with active learning in order to create a participatory classroom culture for the session.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Information Creation as a Process: Knowledge Practice 3 Research as Inquiry: Disposition 5

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Research with Confidence: Activities to Encourage Student Reflection and Resilience

Year:	2020
Name:	Kirstin Duffin
Institution:	Eastern Illinois University
Session Description:	This Showcase session will briefly relate resilience training techniques recommended in the psychology literature and walk through two activities used during the "Research with Confidence" workshop.
Target Audience:	Instruction librarians working with sophomores, juniors, or seniors will find that these activities integrate easily into a one-shot library session and can be tailored to students’ needs. By incorporating resilience training techniques, which are similar to methods librarians currently use in the classroom, academic librarians can better engage students in the learning process.
Student Learning Objectives:	The student will be able to critically evaluate search results to identify appropriate sources for their research assignment. The student will be able to identify people in their research support network to whom they can turn for assistance. When faced with a research roadblock, the student will use flexible thinking in order to demonstrate their resilience through the research process.
Activity Description:	"Research with Confidence" is a one-hour, interactive library workshop designed to improve research skills for upperclassmen and based on the psychological concept of resilience. The librarian collaborated with the university’s Office of Inclusion and Academic Engagement to encourage participation among minority students. The presenter was a 2019 fellow at the Institute for Research Design in Librarianship and developed the workshop out of this experience. The "Source Evaluation" activity prompts students to put into action search techniques introduced during the library session and asks students to consider the content of the source before citing it in a research assignment. The "Research Support Network" activity fosters group discussion in which we consider to whom students can turn when they face a research roadblock.
Handouts and Additional Documentation:	Recording of Presentation
Applied Framework:	Research as Inquiry: Knowledge Practice 4 Research as Inquiry: Disposition 3 Research as Inquiry: Disposition 4 Research as Inquiry: Disposition 6 Research as Inquiry: Disposition 7 Searching as Strategic Exploration: Knowledge Practice 3 Searching as Strategic Exploration: Knowledge Practice 5 Searching as Strategic Exploration: Knowledge Practice 7 Searching as Strategic Exploration: Knowledge Practice 8 Searching as Strategic Exploration: Disposition 1 Searching as Strategic Exploration: Disposition 2 Searching as Strategic Exploration: Disposition 4 Searching as Strategic Exploration: Disposition 6

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Staley Library Investigation

Year:	2020
Name:	Matthew Olsen
Institution:	Millikin University
Session Description:	This presentation will describe the mechanics of the tour and its assessment, the choices that were made in its design, and the benefits and challenges of this approach. This presentation will also discuss how the tour might be scaled up or down and how it might be modified to work in a virtual format.
Target Audience:	First-semester students
Student Learning Objectives:	Students will feel comfortable while researching, locating resources, studying, and relaxing in the library. Students will know how to locate many of the resources available in the library. Students will know who to ask if they have questions.
Activity Description:	Each fall, Staley Library uses a self-guided tour to introduce first-semester students to the physical space of our building and to the various services and collections that are available. While the tour has taken different forms over the years, the most recent iteration uses a mystery narrative and clues posted via QR codes to take students from location to location; the hope is that in addition to learning about the library, students also have some fun along the way. A worksheet and post-tour survey allow the librarians to assess student learning and confidence.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 6 Searching as Strategic Exploration: Disposition 4 Searching as Strategic Exploration: Disposition 5

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Social Media for the Real World: Preparing Students to Cleanse and Curate Their Online Presence

Year:	2020
Name:	Edward Remus
Institution:	Northeastern Illinois University
Session Description:	This activity (described below) will be shared as part of the presentation.
Target Audience:	While a session such as this is particularly useful for advanced undergraduates, it could be easily adapted for students of any background.
Student Learning Objectives:	Students will be able to conduct Google advanced searches to investigate their individual online/social media presence. Students will be able to consider their individual online/social media presence from a potential employer’s perspective. Students will be able to access widely-used tools that can be used to cleanse and curate their online/social media presence.
Activity Description:	As instruction librarians we are occasionally asked to teach students about dimensions of information literacy that fall beyond traditional library instruction. This presentation reflects on how the presenter responded to a request to provide undergraduate senior capstone students with a “social media cleanse” to prepare them for job and graduate school applications. Knowing little about the topic initially, the presenter learned through research that curating a beneficial online persona could be just as valuable to students as cleansing potentially harmful information. The session itself began with a social media self-inventory activity to increase students’ awareness of their online/social media presence. After this came a 20-minute interactive slide presentation of data and real-world examples highlighting the importance of cleansing and curating. Next, students learned basic Advanced Search techniques in Google and applied these to search for potentially beneficial and potentially harmful information about a student partner (or about themselves). The session ended by highlighting widely-used resources for online cleansing and curating, and by offering the librarian’s availability for personalized, one-on-one assistance with these tasks.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Information Creation as a Process: Knowledge Practice 2 Information has Value: Knowledge Practice 8

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Deconstructing Racist Memes and "Conventional Knowledge"

Year:	2020
Name:	Chris Sweet
Institution:	Illinois Wesleyan University
Session Description:	This assignment (described below) will be shared as part of the presentation.
Target Audience:	The usual audience for this activity is a Sociology 230 Race and Racism course. This activity focuses on race and racism, but the research concepts taught are widely applicable. The exact same activity could be used for other disciplines without any adaptations and it would still teach students how to evaluate claims they see on the internet. The race and racism focus could also be dropped to focus on evaluating memes in general.
Student Learning Objectives:	Students learn to use research to evaluate claims they see on social media.
Activity Description:	Racism often underlies misinformation, propaganda, and fake news that has proliferated on all social media platforms. Sometimes this racism is overt, other times it requires some focused research to uncover and deconstruct. This library instruction session activity asks students to research a meme based on race and police violence that appears to contain evidence that police violence against African Americans is not much of a problem. Students are asked to use Google and/or library resources to test the claims found in the meme. This activity mirrors the work students will need to do to complete a 4-6 page research paper on the same topic.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Authority Is Constructed and Contextual: Disposition 2 Authority Is Constructed and Contextual: Disposition 3 Authority Is Constructed and Contextual: Disposition 4 Research as Inquiry: Knowledge Practice 5 Research as Inquiry: Knowledge Practice 8 Research as Inquiry: Disposition 2 Research as Inquiry: Disposition 4 Searching as Strategic Exploration: Knowledge Practice 4 Searching as Strategic Exploration: Disposition 3 Searching as Strategic Exploration: Disposition 6

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Source Evaluation with Rubrics- helping students move beyond the basics

Year:	2020
Name:	Rebecca Yowler
Institution:	Knox College
Session Description:	This assignment (described below) will be shared as part of the presentation.
Target Audience:	Developed for a Music 345 course, but could be applied to other audiences.
Student Learning Objectives:	Students should be able to use an online reference source to locate basic information. Students should be able to use the catalog to find a book. Students should be able to use the ATLA database to find an article. Students should be able to identify keywords for searching. Students should be able to evaluate sources using a rubric.
Activity Description:	In the winter of 2019, Music Professor Joan Huguet and I (Rebecca Yowler) developed a Source Evaluation for her Music 345 class. This class focused on doing musical research on various methodologies. The Rubric helped students identify disciplinary identity, methodological identity, analytical tools, and interdisciplinary connections as well as author, evidence, and timeliness. Students also identified musical evidence, diagrams and figures, and other information using the rubric. Students responded well to the rubric and found it helpful in deeply evaluating their sources.
Handouts and Additional Documentation:	Recording of Presentation Lesson Plan
Applied Framework:	Research as Inquiry: Knowledge Practice 3 Authority Is Constructed and Contextual: Knowledge Practice 1 Information Creation as a Process: Knowledge Practice 5 Searching as Strategic Exploration: Disposition 1

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A search term by any other name is just as correct?: The importance of evolving language in keywords and subject headings

Year:	2019
Name:	Frances Brady and Marquez Wilson
Institution:	Adler University
Session Description:	In the presentation, a librarian and a peer teacher will share their experiences with engaging students in discussions about how terminology changes over time can affect their search, especially regarding terms for African Americans. While this lesson plan is specific to psychology and counseling graduate students, it could easily be adapted to other audiences by changing the topic and database, but still helping students understand how language impacts their searches.
Target Audience:	Psychology and counseling graduate students; could be adapted to other audiences.
Student Learning Objectives:	Students will describe how subject headings differ from keywords in order to recognize the impact language (e.g. subject headings) has on finding relevant articles, particularly in regards to minority populations.
Activity Description:	Many students understand that word choice can foster or undermine inclusivity, but are often less aware of how language impacts what resources they find. In reference appointments, students are sometimes disappointed or confused by the lack of appropriate subject headings for their particular topic(s), especially when the topic deals with identity (e.g. ethnicity, sexual orientation). To directly address these concerns, a librarian and peer teachers (i.e. students) teach a lesson plan which guides first year graduate students to consider how structures (i.e. different databases & providers) and processes (i.e. search strategies) impact search results.
Handouts and Additional Documentation:	Lesson Plan Presentation Slides
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 6 Searching as Strategic Exploration: Knowledge Practice 7

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Teaching News Sources with Process Cards

Year:	2019
Name:	Susan Miller and Tish Hayes
Institution:	Moraine Valley Community College
Session Description:	The library sessions for MVCC’s College 101 course have historically focused on physical spaces and library resources, along with demonstrations of some online research tools. Although these are important components of the library, students in College 101 don’t come in with a research assignment, so there is no opportunity to immediately apply what they learned. We often observed student’s attention drift during database demos, so saw a need to more deeply engage our students. The process cards, developed by Kevin Seeber, were an easy way to introduce the concept of different types of information and allowed us to find out how students were thinking about their information landscape.
Target Audience:	First-year students
Student Learning Objectives:	Students will be able to recognize differences between information sources, including types of news sources, in order to apply them in various scenarios.
Activity Description:	Out of those discussions, and relating to the changing news scene, we saw an opportunity to help introduce and define different types of news, and show their applications. Both activities served as icebreakers to get students talking early in the session and then more deeply engage in discussions around complex information issues. The transfer and apply assessment we use to close the session provides an opportunity for students to reflect on what we’ve discussed and how they will use that information in different aspects of their lives.
Handouts and Additional Documentation:	Lesson Plan
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 4 Information Creation as a Process: Knowledge Practice 1 Information Creation as a Process: Knowledge Practice 2

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Costume History Research Through a Critical Lens

Year:	2019
Name:	Christina Norton
Institution:	Heartland Community College
Session Description:	This session for upper-level undergraduate or graduate theatre students uses "period pieces" (films or tv shows set during a previous historical period) as a framework for teaching both historical costume research and critical analysis of historical sources and their organization.
Target Audience:	Upper-level undergraduate or graduate theatre students
Student Learning Objectives:	Distinguish between primary and secondary sources. Search strategies for locating primary source images. Critical evaluation of image resources and images.
Activity Description:	Contemporary/familiar period pieces - and interviews with their costume designers - will be used as an introduction to the costume research process and the concepts of primary and secondary sources. Group brainstorming of search terms and searching for sources for an example production will provide students with practice formulating a search and becoming familiar with historical image sources. Reflection questions on the results of their searching, along with group discussion, will reiterate successful search strategies; the instructor will also prompt reflection on the search results through lenses of race, class, and/or gender. Discussions around these issues will develop student awareness of biases in historical sources, hopefully helping them avoid perpetuating bias in their own designs.
Handouts and Additional Documentation:	Lesson Plan Presentation Slides
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 2 Authority Is Constructed and Contextual: Disposition 3 Information Creation as a Process: Knowledge Practice 2 Information Creation as a Process: Knowledge Practice 8

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An Amazing Library Race for First-Year Music Majors

Year:	2019
Name:	Anne Shelley
Institution:	Illinois State University
Session Description:	Milner Library’s Information Use and Fluency department initiated a plan for librarians to give scaffolded instruction within a particular discipline, which subject librarians used to establish learning outcomes for a major or program. This presentation describes the development of an activity for first-year music majors, as part of this scaffolding. This presentation will give details on creating, administering, and evaluating this activity.
Target Audience:	First year music majors
Student Learning Objectives:	Students will engage with different types of resources used in music research. Students will be able to locate sources in the library/on the web.
Activity Description:	Students "compete" in an Amazing-Race-style activity, which the music librarian and music history faculty decided would be an effective way to familiarize 90 first-year students with the library and the research process/tools in music.
Handouts and Additional Documentation:	Lesson Plan Presentation Slides
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 2 Authority Is Constructed and Contextual: Knowledge Practice 4 Research as Inquiry: Knowledge Practice 4 Multiple Searching as Strategic Exploration Knowledge Practices could also apply.

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Information Beyond College

Year:	2019
Name:	Cathy Troupos and Josh Avery
Institution:	Wheaton College
Session Description:	When implementing the ACRL Framework for Information Literacy into curriculum, librarians hope students will cross threshold of understanding how information works in different contexts. Yet recent findings, such as those from Project Information Literacy, show that students are not transferring these concepts and practices to contexts beyond the academic landscape successfully. To help address this gap, we have developed a workshop for students to take during senior-level capstone courses. While we cannot prepare students for all information requirements after graduation in one session, we want to help students begin to think about applying their understanding of information in the academic context to worlds beyond college.
Target Audience:	Senior-level capstone students
Student Learning Objectives:	The student can define and map an information landscape. The student can articulate various methods for finding information in the workplace.
Activity Description:	The session opens with a presentation of recent literature about graduation and ends with students working together to develop an information landscape for a case study based on interviews with recent alumni.
Handouts and Additional Documentation:	Lesson Plan
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 4 Authority Is Constructed and Contextual: Knowledge Practice 6 Information has Value: Knowledge Practice 5 Multiple Research as Inquiry Knowledge Practices could also apply. Multiple Searching as Strategic Exploration Knowledge Practices could also apply.

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Today we're going to play a little game...

Year:	2018
Name:	Kathy Bartel
Institution:	Waubonsee Community College
Session Description:	After years of listening to myself give the same basic information to students at the beginning of a library instruction (and watching students eyes glaze over) I decided to shake things up. With Kahoot! I created a "library basics" game to get students actively engaged in their own learning. Using the team play mode moves students into interactive groups while injecting a little competitive spirit between teams. Some quiz questions are simply informational while others segue into more in-depth discussion of the research process. Team play continues into Part 2 of the instruction. Each team is given a database, a topic, and 5 minutes of research time to find an article meeting specific criteria. At the end of 5 minutes each team reports on their finding.
Target Audience:	Initially created as a one-shot library instruction for a First-Year Composition I course, this plan is easily adapted to other subjects and instructional levels.
Student Learning Objectives:	Students will receive information related to the library and library website. Students will engage with (2) different library databases and the search facets of each.
Activity Description:	This instructional method does require creation of a kahoot. Kahoot! is a game-based learning platform with a free online version for schools. Quiz questions can promote general library knowledge or can be tailored to engage students in subject-specific informational research.
Handouts and Additional Documentation:	Lesson Plan
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 3 Searching as Strategic Exploration: Knowledge Practice 6 Searching as Strategic Exploration: Knowledge Practice 7

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Remember the Research Consultation? Engaging the Framework in Thesis and Capstone Level Courses

Year:	2018
Name:	Molly Beestrum
Institution:	Columbia College
Session Description:	Research consultations live somewhere in-between reference and instruction. Reference desk transactions tend to discourage in-depth interactions, and library instruction - due to time constraints - prevents personalized individual attention (Vilelle, 2014). Research consultations allow for patrons to address specific questions they are facing with their research; and allow the librarian time to investigate the topics and time to teach specific skills based on the patron’s needs. Research consultations also allow for deeper engagement with the knowledge practices and dispositions that shape the frames and encourage information literacy in upper-level students.
Target Audience:	Using the research consultation as an added component to instruction can be applied to any audience or institution.
Student Learning Objectives:	The goals of the instruction sessions and research consultations were as follows: Students will be able to: Break the keywords and key components of their thesis topics down to searchable ideas. Use the library resources to locate relevant books and articles related to their topics. Use I-Share to locate and request additional relevant books available at Illinois institutions related to their topics. Use the bibliography of a known book or article to locate and access additional potential sources related to their topic. Use Google Scholar and/or Google Advanced Search to location additional sources related to their topics. The instruction sessions introduced these learning objectives with the research consultation deepening and reinforcing the learning.
Activity Description:	During Fall Semester 2018, I worked with two senior-level classes preparing literature reviews for thesis or capstone projects. Students were researching in-depth topics within their field of study (Cultural Studies and Art History). Both faculty members requested a general instruction session early in the semester, followed by a required research consultation with a librarian. As I prepared to meet with the students individually I recognized the opportunity to engage the framework in our meetings. I will discuss how I addressed the Frames when meeting with students individually, and how successful students were in developing their information literate abilities.
Handouts and Additional Documentation:	Lesson Plan Presentation Slides
Applied Framework:	Variable depending on type of consultation.

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Cats Cause Schizophrenia: Librarian-Faculty Collaboration to Develop Student Competency in Contextualizing Sources

Year:	2018
Name(s):	Frances Brady Teresa Fletcher, PhD
Institution:	Adler University
Session Description:	Librarians often cite the importance of collaborating with teaching faculty to improve student research skills. This presentation will explain both the activity created by a faculty/librarian partnership, and also the process of collaboration, from the perspectives of both a Reference & Instruction Librarian (Frances Brady) and a faculty member (Teresa Fletcher, PhD). Through sharing information about a Group Counseling course, they formed a relationship and created a lesson plan that builds students’ conceptual skills such as evaluation (both of a specific article’s merits and how the article fits within the context of a body of literature). The activity went so well that Ms. Brady now uses a modified version of the lesson plan across several MA & doctoral programs at Adler.
Target Audience:	While this lesson plan is specific to psychology & counseling graduate students, it could easily be adapted to other audiences by using a different article, but still helping students use critical thinking to evaluate an article within different contexts.
Student Learning Objectives:	Students will be able to identify the problems with citing only one article without context of research in that field in order to determine the scope for their topic. Students will be able to evaluate a specific article in order to determine whether to use the article in their research papers. Students will be able to describe what a literature review is and their importance to counseling students as a masters level and as professionals.
Activity Description:	Prime students by having them discuss literature reviews. Present the students with a real life example of research and ask them to determine how they would respond to this situation. Individually or in pairs (if students have laptops), they try to find the full text of the study, despite no clear citation given in the news report. As a class, discuss how students searched for this information, and if anyone was successful. Practice evaluating articles and finding further sources.
Handouts and Additional Documentation:	Lesson Plan Presentation
Applied Framework:	Research as Inquiry: Knowledge Practice 2 Research as Inquiry: Knowledge Practice 8 Research as Inquiry: Disposition 6 Scholarship as Conversation: Disposition 5 Searching as Strategic Exploration: Knowledge Practice 1 Searching as Strategic Exploration: Disposition 6

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"Can you hear me now?" How to Build Relationships with Administrators to Boost your Instruction Reach

Year:	2018
Name and Title:	Douglas Keberlin Gutierrez Elizabeth Lang
Institution:	Dominican University
Session Description:	As instruction librarians, we do not need to limit information literacy instruction to classroom visits. With administrators as partners, librarians can spread information literacy across campus through a variety of means. In this session, you will hear from both an administrator and a librarian working on a campus-wide initiative to bring together a series of courses committed to using The HistoryMakers digital archive, a recently acquired database of oral history interviews. At the center of the initiative was a “Virtual Residency Week” with CIC Woodrow Wilson Fellow Callie Crossley, herself a subject in The HistoryMakers digital archive. Support services included a training seminar for faculty, new information literacy classroom sessions, online-embedded research modules, classroom visits from visiting scholars, and even a librarian-in-residence for an alternative spring break trip. All of these activities directly or indirectly, through faculty partners, introduced students to a new resource and more importantly to a new way of thinking about the significance of people’s stories. See how you can work with strategic campus partners to widen the reach of your information literacy efforts.
Target Audience:	The presentation during the showcase highlighted the campus-wide initiatives for promoting the HistoryMakers database to campus. The attached lesson plan represents one part of the initiative- a lesson plan for Humanity and Social Science undergraduate students for the introduction to HistoryMakers search functions and content.
Student Learning Objectives:	Students will know how to find and analyze relevant oral history interviews. Student will interact with course subject material in contexts not covered by traditional textbooks.
Activity Description:	With the "Introduction to HistoryMakers search functions and content" lesson plan, students practice searching the database and analyzing and reflecting on oral histories.
Handouts and Additional Documentation:	Lesson Plan
Applied Framework:	Additional frames are included in the lesson plan, linked above. Authority Is Constructed and Contextual: Knowledge Practice 1 Authority Is Constructed and Contextual: Knowledge Practice 4 Scholarship as Conversation: Knowledge Practice 7 Information has Value: Knowledge Practice 4

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Hands-On Citation: Exploring MLA Style with First-Year Students

Year:	2018
Name and Title:	Jennifer Lau-Bond
Institution:	Harper College
Session Description:	The lesson plan described employs a flipped classroom model along with group work, active learning exercises, guided discussion, and a follow-up activity to teach students the basics of MLA citation as well as how to cite some of the more complicated sources used in the course. While the instructional design was done by a librarian, the workshop itself was conducted in partnership with the school’s Writing Center, and it has been a successful example of cross-campus collaboration.
Target Audience:	This lesson is for a workshop given to an introductory Humanities course at a two-year college (Harper College), though it could easily be adapted to any discipline.
Student Learning Objectives:	Students will be able to create correct MLA style bibliography citations in order to document the texts they read in Humanities 120. Students will be able to create correct MLA style in-text citations in order to document the texts they use in their papers for Humanities 120.
Activity Description:	The lesson plan described employs a flipped classroom model along with group work, active learning exercises, guided discussion, and a follow-up activity to teach students the basics of MLA citation as well as how to cite some of the more complicated sources used in the course.
Handouts and Additional Documentation:	Lesson Plan Presentation Handout- Before Class Worksheet Handout- In Class Worksheet Handout- Presentation used during lesson plan Handout- In Class Help Documentation Handout- After Class Worksheet
Applied Framework:	Information has Value: Knowledge Practice 1 Information has Value: Knowledge Practice 2 Information has Value: Disposition 1 Information has Value: Disposition 2 Research as Inquiry: Disposition 8

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Setting the Blocks: Assessing Students' Information Literacy Readiness

Year:	2018
Name and Title:	Paul Worrell
Institution:	McKendree University
Session Description:	[This presentation is] on a partnering initiative between the instructional librarian and the English Composition faculty to assess incoming students’ information literacy readiness. Students in pairs or small groups compared, contrasted, and analyzed popular and scholarly articles in an interactive online module (http://bit.ly/McK_Carli). Using a rubric based on the ACRL Framework for Information Literacy, we identified the strengths and weaknesses of the incoming student body within their first semester. This allowed further information literacy instruction to reflect the areas of highest need.
Target Audience:	This activity, while primarily aimed at first year undergraduates, can be adapted to assess transfer students or beginning graduate and doctoral students. This was the first example of applying this method in the liberal arts setting. I previously worked on a team to create and implement this model at Auraria Library serving community college, four-year teaching university, and a large state research university.
Student Learning Objectives:	Students will demonstrate prior knowledge of information literacy exposure through source analysis and comparison. Students will explore the concepts of authority and scholarship through small and large group discussion and brainstorming.
Activity Description:	Students in pairs or small groups compared, contrasted, and analyzed popular and scholarly articles in an interactive online module (http://bit.ly/McK_Carli). Using a rubric based on the ACRL Framework for Information Literacy, we identified the strengths and weaknesses of the incoming student body within their first semester.
Handouts and Additional Documentation:	Lesson Plan Presentation
Applied Framework:	Authority is Constructed and Contextual: Disposition 1 Authority is Constructed and Contextual: Disposition 3 Scholarship as Conversation: Knowledge Practice 4 Scholarship as Conversation: Disposition 1

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Finding and Citing Images: Responsible Use of Fashion Images

Year:	2017
Name and Title:	Molly Beestrum
Institution:	Columbia College
Session Description:	Students have to create an image collection and concept board with cited image sources. Citing images - specifically fashion images - has been an ongoing challenge.
Target Audience:	This activity and discussion were designed for an Introduction to Fashion Studies course geared toward first or second year undergraduates (interested in the Fashion Studies major). This activity can be adapted for citing images for any visual arts topic - I'm adapting it currently for Photography and Visual Culture.
Student Learning Objectives:	Students will be able to identify a variety of sources for images, including web and social media and library databases. Students will be able to understand the complexity of access to information, including copyright and economic value of information. Students will be able to legally and ethically incorporate images into their own work by identifying the key components of an image citation.
Activity Description:	I developed this activity to get students thinking both where to source images (from social media and the web, as well as fashion databases) and how to cite them (based on the information they can locate).
Handouts and Additional Documentation:	Lesson Plan LibGuide: http://libguides.colum.edu/introtofashionstudies Presentation Slides Presentation Recording
Applied Framework:	Additional applicable Knowledge Practices and Dispositions are mentioned in the Lesson Plan. Information has Value: Knowledge Practice 1 Information has Value: Disposition 1 Information has Value: Disposition 2 Research as Inquiry: Disposition 8

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The Scholarly Article Autopsy: Information Sources from the Inside Out

Year:	2017
Name and Title:	Krista Bowers Sharpe
Institution:	Western Illinois University
Session Description with Activity Description:	This lesson is intended as a single session within a major’s research methods course. Rather than using a shorter “scholarly vs. non-scholarly” comparison worksheet, this activity asks students to work in groups to systematically examine a scholarly article in depth, identify and evaluate its various components visually and in writing, and then compare it to a non-scholarly article on the same topic. Groups then report back to the entire class. Discussion is guided so as to touch on the processes by which sources are created, what these methods say about their authority, and to consider contextually appropriate uses for them.
Target Audience:	Although the activity was developed for students taking two social science majors' research methods courses (SOC 323 and ANTH 305), it could be adapted to any setting that lends itself to in-depth examination of information creation processes, the construction of authority, and the contextual appropriateness of sources.
Student Learning Objectives:	The student will be able to identify the standard elements of scholarly writing. The student will be able to distinguish scholarly from non-scholarly literature. The student will be able to select the appropriate type of source to use in various contexts.
Handouts and Additional Documentation:	Lesson Plan Presentation Slides Presentation Recording
Applied Framework:	Additional applicable Knowledge Practices and Dispositions are mentioned in the Lesson Plan. Authority Is Constructed and Contextual: Knowledge Practice 2 Information Creation as a Process: Knowledge Practice 1 Information Creation as a Process: Knowledge Practice 2 Information Creation as a Process: Disposition 1 Information Creation as a Process: Disposition 2

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Traversing the Terrain of 21st Century Publishing: A Practicum

Year:	2017
Name and Title:	Sarah Dick & Susan Franzen
Institution:	Illinois State University
Session Description:	Many are the routes to successful publication but the path is frequently bewildering and, without forethought, can be treacherous. An online instruction session for PhD Nursing students focused on navigating the various types of available publication—open access, traditional, or licensing combinations—all while accessing tools to help with journal selection and negotiating author rights. 21st century publishing has become complex and confusing; this session served as a practical, hands-on preparation toward successful scholarship.
Target Audience:	Although specifically designed for graduate level PhD Nursing students, this instruction can be easily adapted to any subject area as well as various audiences, including undergraduates, masters-level students, and certainly faculty.
Student Learning Objectives:	The student will be able to select a journal appropriate for their writing project. The student will understand their author rights as related to their selected journal.
Activity Description:	As a follow-up to a prior information-based presentation, this hands-on session required students to select appropriate keywords to describe their writing, search for potential journals, analyze selected journals, and consider copyright, open access, and predatory publishing.
Handouts and Additional Documentation:	Lesson Plan Webpage used during lesson: Navigating the World of Citation Metrics Lib Guide: http://guides.library.illinoisstate.edu/c.php?g=663219 Presentation Slides Presentation Recording
Applied Framework:	Additional applicable Knowledge Practices and Dispositions are mentioned in the Lesson Plan. Authority Is Constructed and Contextual: Knowledge Practice 2 Information Creation as a Process: Knowledge Practice 3 Information has Value: Knowledge Practice 3 Information has Value: Knowledge Practice 6 Scholarship as Conversation: Knowledge Practice 2 Searching as Strategic Exploration: Knowledge Practice 4

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Masters of the (Citable) Universe: Maximizing Your Use of Reference Management Software

Year:	2017
Name and Title:	Kirstin Duffin
Institution:	Eastern Illinois University
Session Description:	The citation management workshop is one of a three-part graduate student seminar series. The seminars are offered as drop-in, hour-long events. With the marketing assistance of the graduate school and faculty graduate coordinators, we encourage advance registration. The coordinator of the series recommended I present this session as a lecture; after receiving feedback from participants and following my own hunches of engagement best practices, I converted it into a hands-on workshop. Presentation slides and an optional citation management exercise, which I created, are available at http://booth.eiu.edu/thesisworkshop. Plans to provide recorded presentations are in the works. These will be available on demand for student use. For the Instruction Showcase, I will review the successes and challenges of presenting this material as an interactive session.
Target Audience:	This material can be presented at the undergraduate level. I developed a citation management assignment for lower-level biology students of a required, majors-only skill-building course. My initial assignment has proved to be too advanced for many students of this course, so I will be creating a simplified assignment for future use.
Student Learning Objectives:	The student will be able to identify an appropriate citation management tool for their personal research use. The student will be able to add sources to a citation management tool. The student will be able to insert in-text citations and a works cited section into a word processing document.
Activity Description:	The citation management workshop introduces the interfaces of two freely-available applications, Mendeley and Zotero. In the workshop, we review capacities to add, organize, cite, collaborate, and use some of the advanced features of these tools.
Handouts and Additional Documentation:	Lesson Plan Research Guide: https://booth.library.eiu.edu/subjectsPlus/subjects/guide.php?subject=thesis Presentation Slides Presentation Recording
Applied Framework:	Additional applicable Knowledge Practices and Dispositions are mentioned in the Lesson Plan. Information has Value: Knowledge Practice 1 Information has Value: Disposition 1 Research as Inquiry: Knowledge Practice 6 Research as Inquiry: Disposition 7 Scholarship as Conversation: Knowledge Practice 1

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Interrogating Sources with First Year Students

Year:	2017
Name and Title:	Martinique Hallerduff & Jennifer Lau-Bond
Institution:	Dominican University & Harper College
Session Description:	We have found that students are often charged with simply locating and using resources for research projects but rarely have the opportunity to discover or reflect on how information is created or shared. Instead of beginning with direct instruction, we employ a problem-based learning activity to allow students to explore the sources on their own initially.
Target Audience:	The intended audience for this instruction activity is students in a First Year Seminar or similar course, though it would also work in any 100-level college course. It is easily adaptable for upper level students by modifying the resources explored and the question prompts to address the desired portions of the Framework. Moreover, Google Forms is a useful tool for librarians to capture student work in class or collect data about student in-class performance.
Student Learning Objectives:	Students will describe the qualities/features of different formats and categorize these resources by type in order to examine the idea that information is valued differently in different contexts. Students will investigate an author’s background and profession in order to define different types of authority.
Activity Description:	This activity prompts students to examine and evaluate a variety of information sources and record their findings in Google Forms. We project these findings in class and use the results to provide feedback and focus discussion.
Handouts and Additional Documentation:	Lesson Plan Presentation Slides Presentation Recording
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 1 Authority Is Constructed and Contextual: Knowledge Practice 2 Authority Is Constructed and Contextual: Knowledge Practice 4 Information Creation as a Process: Knowledge Practice 1

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A la carte Instruction

Year:	2017
Name and Title:	Stephanie King & Susan Markwell
Institution:	Illinois Valley Community College
Session Description:	Add some spice to your library instruction by mixing and matching components to fit the structure of the class you’re teaching. We’ll look at the elements of a lesson plan for a single face-to-face session and how to transform these familiar ingredients by incorporating pre-session “appetizers,” asynchronous “side dishes,” and post-session “desserts.” Adapt your current practices into interchangeable options in order to develop your own customizable instruction menu.
Target Audience:	Online, blended, face-to-face, synchronous, asynchronous – whatever flavor of instruction you’re providing, there’s a diverse menu of options to meet your tastes.
Student Learning Objectives (for sample lesson plan):	Students will identify appropriate search terms for their topics. Students will locate at least one article in a library database. Students will create an APA-style citation for their source.
Activity Description:	Description
Handouts and Additional Documentation:	Sample Lesson Plan Handout Presentation Slides Presentation Recording
Applied Framework:	Research as Inquiry: Knowledge Practice 3 Research as Inquiry: Knowledge Practice 4 Research as Inquiry: Knowledge Practice 6 Searching as Strategic Exploration: Knowledge Practice 8

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Recognizing and Joining the Scholarly Conversation

Year:	2016
Name and Title:	Susan Avery- Instructional Services Librarian Kirsten Feist- Instructional Support Specialist
Institution:	University of Illinois at Urbana-Champaign
Session Description:	This session is intended for a first-year writing class and is focused on understanding and identifying the concept of the scholarly conversation. Using the course assignment as a jumping off point, the library instruction will introduce evaluative criteria that can be applied to sources located via a variety of venues, from web pages to databases to blogs. Working as teams, students evaluate a specific source, determining the conversation in which the author is engaging and whether or not that particular conversation is likely to contribute value to an academic paper focused on that topic. This activity can be adapted to subject-specific courses at varying levels. The important element that must carry over is the focus on the scholarly conversation. Discussions with instructors can determine the relevancy of this particular focus. Suggestions for incorporating this lesson into other class settings will be shared during the course of the presentation.
Target Audience:	First-year writing class, but can be adapted to subject-specific courses at varying levels.
Student Learning Objectives:	Students will be able to recognize the value of information on the same topic from a variety of academic and popular perspectives in order to contextualize the scope of the scholarly conversation. Students will be able to apply evaluative criteria to resources in order to determine the appropriateness of each for their research task.
Activity Description:	The class assignment expectations (as stated by the instructor) will be reviewed to provide students with a context for the instruction that is about to take place. The Is my source scholarly? document (table side) is briefly reviewed. Particular attention is paid to the “Author” category in order to assist students in developing a context for understanding the author of the conversations in the activity that follows. Students are directed to the “Class Activity” tab in the Rhetoric Library Guide. Each group/pair shares with the class their evaluation of the resource, answering the questions regarding conversation.
Handouts and Additional Documentation:	Lesson Plan Handout
Applied Framework:	Scholarship as Conversation: Knowledge Practice 3 Scholarship as Conversation: Knowledge Practice 4

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Synthesis through New Knowledge Creation

Year:	2016
Name:	Adam Cassell
Title:	Public Services Librarian
Institution:	MacMurray College
Session Description:	This activity uses SecDef Rumsfeld’s ‘Known Unknowns’ paradigm that he used to describe the challenges of the Iraq war. Beginning with what you know, expanding to what you know that you don’t know, progressing to the new information of what you didn’t know that you didn’t know, and ending with a synthesis of all 3 through the creation of new knowledge.
Target Audience:	sophomore final research paper; could be used by other courses.
Student Learning Objectives:	Refine research question Identify resources New research map/plan of attack Begin to synthesize ideas
Activity Description:	This activity uses the provided handout to guide students through topic development and keyword generation.
Handouts and Additional Documentation:	Lesson Plan Handout
Applied Framework:	Research as Inquiry: Knowledge Practice 1 Information Creation as a Process: Knowledge Practice 8

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Identifying Themes in Academic Literature

Year:	2016
Name:	Nancy Falciani-White
Title:	Associate Professor of Library Science
Institution:	Wheaton College
Session Description:	While students often struggle to find appropriate sources for their academic work, an even greater struggle is their ability to use those sources appropriately, once they've found them. This presentation describes an activity intended to give students hands-on practice reading academic literature, with the express purpose of identifying topics and themes that can be used to synthesize the literature for a literature review.
Target Audience:	The activity is intended for students with some academic experience (ideally 2nd semester undergraduates or above). This presentation is appropriate for anyone teaching students (either undergraduate or graduate) how to synthesize literature. It is most appropriate for classes in the sciences or social sciences. The activity can easily be adapted to almost any context, simply by identifying article abstracts relevant to the class. A class in the humanities might need to locate a different “synthesis” video.
Student Learning Objectives:	Students will be able to identify topics/themes in psychological literature. Students will be able to organize those themes as they would for a literature review.
Activity Description:	Remind students of the literature review they are expected to write, and what it should look like. Introduce different ways of organizing a literature review (e.g., chronologically, thematically). Think-Pair-Share to read article abstracts, discuss themes found in teh abstracts, and share themes found. Discuss how those articles and themes could be written out in a literature review; Organization of themes and how a literature review needs to logically “flow.”
Handouts and Additional Documentation:	Lesson Plan and Handout
Applied Framework:	Scholarship as Conversation: Knowledge Practice 1 Scholarship as Conversation: Knowledge Practice 6

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Rethinking a search strategy

Year:	2016
Name:	Susan Franzen
Title:	Nursing & Health Sciences Librarian
Institution:	Illinois State University
Session Description:	Students often struggle with altering search strategies when their first attempts do not locate appropriate results. This instruction session is designed to give students experience altering a search with no results and is intended to be a follow-up to an introductory searching session.
Target Audience:	While the CINAHL database is the focus of this session and the intended audience is health sciences students, this activity can easily be adapted for any subject area and database. Librarians would simply change the scenario and research question, so it would be applicable to their liaison areas and then have students search in a relevant database.
Student Learning Objectives:	Use PICO question to find evidence-based articles Revise a CINAHL search for more accurate results Evaluate search results for best evidence
Activity Description:	In this session, health sciences students are given a scenario of a student who did an unsuccessful search in CINAHL to answer the PICO (patient, intervention, comparison, outcome) question "Does the use of ginger reduce nausea and vomiting in the post op patient?" In pairs, students revise the unsuccessful search. They are asked to do the new search in two different ways and decide which is best. Groups volunteer to present their strategies to the class. As a follow-up, students do the same search on their own, fill out a worksheet, and submit it during their next class period.
Handouts and Additional Documentation:	Handout
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 5 Research as Inquiry: Knowledge Practice 7 Research as Inquiry: Knowledge Practice 8

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The Scholarly Conversation: Reading & Applying Scholarly Research

Year:	2016
Name and Title:	Amy Hall- Librarian Sarah Leeman- Online Learning & Web Support Librarian
Institution:	National-Louis University
Session Description:	This presentation demonstrates a lesson designed for use with traditional-aged undergraduates in National Louis University’s Harrison Professional Pathways (HP3) program. HP3 is designed to address common roadblocks to college completion, especially for historically under-represented students. Most students are below “college ready,” as defined by ACT scores. In designing this two-part activity focused on the scholarly conversation, we chose scholarly articles of interest to this demographic, covering such topics as snooping in relationships, reality TV, and social media usage.
Target Audience:	1st semester undergraduates (can be modified for additional subjects or levels)
Student Learning Objectives:	Describe the purpose and findings of a scholarly research study Use evidence from a scholarly source to support a thesis
Activity Description:	In part 1, students consider what makes an article “scholarly,” and then practice strategic tips and techniques for reading, interpreting, and discussing scholarly research. In part 2, students pull and cite specific pieces of evidence (both direct quotes and paraphrases) from a scholarly article to help answer a selected research question. The subject matter and reading level of the research, as well as the difficulty of the assessment, could be modified to suit other audiences.
Handouts and Additional Documentation:	Lesson Plan Suggested Materials
Applied Framework:	Scholarship as Conversation: Knowledge Practice 1 Scholarship as Conversation: Knowledge Practice 5 Information has Value: Knowledge Practice 1 Information has Value: Disposition 1 Information has Value: Disposition 3 Scholarship as Conversation: Disposition 3

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PEER REVIEW

Year:	2016
Name and Title:	Christina Heady- Education Librarian & Coordinator of First-Year Instruction Joshua Vossler- Head of Reference and Instruction
Institution:	Southern Illinois University Carbondale
Session Description:	First-year instructors frequently request that we teach students how to find peer reviewed articles. Their students arrive at our sessions as a blank slate: they have never encountered scholarly articles, learned about peer review, or searched a library database. This icebreaker activity engages students with the process of peer review before explaining its purpose. Instructors appreciate that this activity emphasizes the nuances of peer review, painting a more accurate picture of the material they are required to utilize. This activity gives a strong first impression before launching into database searching, explaining why we ask them to evaluate everything, including scholarly articles. Students have a tendency to think in binary--everything is either true or false. Reality tends to be much more complicated and messy, which is an important reminder for students at any level.
Target Audience:	The provided lesson plan is intended for first-year undergraduate students but could be tailored to any level, including students in doctoral programs.
Student Learning Objectives:	Find scholarly articles in a library database.
Activity Description:	This activity is used as an icebreaker in a one-shot session but could also be used as an exercise to introduce a unit on peer reviewed materials or evaluation in a credit-bearing course.
Handouts and Additional Documentation:	Lesson Plan and Activity
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 1

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Critical Source Evaluation

Year:	2016
Name and Title:	John Hernandez- Web & Mobile Services Librarian Jeannette Moss- Reference & Instruction Librarian
Institution:	Northwestern University
Session Description:	This presentation focuses on an instructional approach for a first-year writing seminar where students were given the estimated economic costs of drug addiction in the United States from a government website that does not disclose how it arrived at the figures. Students worked in groups, with each group assigned a specific figure from the government site, to trace source notes back to original research, strategically read those articles, and identify methods used to arrive at stated costs.
Target Audience:	This instructional activity and assignment can be adapted for any course where social statistics are examined to hone critical thinking skills, further scholarly conversation, or add meaning, such as in exploring societal issues, social policy, or related topics. This approach can be modified to include pre/post assignment quizzes.
Student Learning Objectives:	To critically evaluate statistical information rather than just accept it at face value. To strategically and efficiently read scholarly research articles for method and other important details. To citation search backward to original research.
Activity Description:	During the library session, librarians introduced the class to the concept of strategically reading scientific articles through a short video and brief discussion, then met with each group individually. The groups discussed tracking citations backwards to original studies, strategic reading, and evaluation of information. One week later, the groups presented their findings to the class, focusing on evaluating sources and methods, currency of data, gaps unfilled or questions unanswered, and lessons learned from the exercise.
Handouts and Additional Documentation:	Lesson Plan Handout Slides-GoogleDoc Slides-PDF
Applied Framework:	Research as Inquiry: Knowledge Practice 1 Research as Inquiry: Knowledge Practice 5 Scholarship as Conversation: Disposition 1 Scholarship as Conversation: Disposition 5

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Reviewing Search Strategies in Education

Year:	2016
Name:	Terry Huttenlock
Title:	Associate Professor of Library Science
Institution:	Wheaton College
Session Description:	This session demonstrates an engagement technique that can be used for any instruction session, rather than highlighting the teaching of a specific topic.
Target Audience:	Educational Research Class - Master’s or 5-year BA/MAT education majors. Best with smaller class sizes but can be adapted to larger classes.
Student Learning Objectives:	Students will be able to identify strategies to use in searching for information on an education topic.
Activity Description:	After having students take a 3-question pre-session critical incident survey (using esurv.org), students do a "round robin" at the start of a 50-minute research instruction session. Taking questions and issues identified in the responses, create questions. The number of questions is determined by the number in the class. Three per group works best. Each group is given a question and has 2 minutes (using a Powerpoint slide that is designed as a timer) to answer the question. The questions are then passed to the next group in a "round robin" fashion for them to add to the answers. This continues until the question gets back to the first group. Each group then reads the answers. This can be both broad and narrow in scope and fit any of the framework elements. This is both engaging and relevant since it is based on information provided by the students and peer learning.
Handouts and Additional Documentation:	Lesson Plan
Applied Framework:	This can be used for any framework based on the questions in the pre-session survey. Other Tools

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Citation Mapping Assignment

Year:	2016
Name:	Cynthia Kremer
Title:	Science Outreach Librarian
Institution:	Benedictine University
Session Description:	The Outreach team at Benedictine University conducted six workshops for faculty each based on one of the Information Literacy Frames. For our workshop #4, Scholarship as Conversation, we adapted a citation mapping assignment from CORA to help demonstrate the frame to faculty and then used the activity in our instruction sessions.
Target Audience:	Unspecified.
Student Learning Objectives:	Students will use the "Cited By" feature in Google Scholar in order to follow the flow of information between articles. Students will compare citations in order to identify connections between scholarly articles.
Activity Description:	In this activity, the students search for a notable, available article on their research topic (sustainability and environment) in Google Scholar. Then they write the article title and "cited by" number in the center of the sheet of paper. Then the students open the article and review the works cited section to find 2 more articles to look up via Google Scholar. The student writes these two articles' titles and "cited by" numbers to the left of the main article, and draws arrows back to the sources showing that the information from those articles flowed forward into the main article. Then the students bring up the main article again and click on cited by to find two articles that cite the main article. The student writes the articles' titles and "cited by" numbers to the right of the main article, and draws arrows from those new articles back to the main article.
Handouts and Additional Documentation:	Lesson Plan Handout
Applied Framework:	Scholarship as Conversation: Knowledge Practice 1

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Finding, Interpreting, and Evaluating Statistical Data Sources for the Arts

Year:	2016
Name:	April Levy
Title:	Reference & Instruction Librarian
Institution:	Columbia College
Session Description:	How do we teach undergraduate students to read and interpret data, and begin to understand how data can be used by businesses? A librarian worked with a Business faculty member to develop new curriculum for a 1st/2nd year Managerial Economics course that introduced students to reading, analyzing, and interpreting data, as well as learning the value of data for arts businesses.
Target Audience:	1st/2nd year Managerial Economics course. In addition to business and economics classes, this lesson can be adapted for use in social sciences courses that utilize statistical data.
Student Learning Objectives:	Discover which entities collect statistical data on the arts industry. Articulate characteristics of reliable statistical data. Extract actionable information about the arts and the economy from a comparison of two graphs produced by different entities
Activity Description:	The librarian introduced students to freely-available secondary sources of statistical data about the arts. Students then worked in small groups to compare arts industry data in two graphs. They practiced interpreting the data, discussed what entities collect data, how data collection is valued by the market, and how accessible data is depending on its producers, government, etc.
Handouts and Additional Documentation:	Lesson Plan
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 2 Information has Value: Knowledge Practice 5 Information has Value: Disposition 2

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Citing Online Images

Year:	2016
Name:	Tim Lockman
Title:	Reference & Instruction Librarian
Institution:	Kishwaukee College
Session Description:	Learners will practice academic integrity by discovering Creative Commons licensed images, applying some essential technical skills, and completing a final product—a presentation slide with a credited image—in approximately 30 minutes.
Target Audience:	The workshop is designed for first-year college students, but could also be adapted for upper-level undergraduates.
Student Learning Objectives:	Learners will practice academic integrity by utilizing Creative Commons licensed images that are appropriate for reuse in an academic setting. Learners will apply essential technical skills in order to create a presentation slide with an appropriately attributed image.
Activity Description:	The activity involves multiple steps and requires a lot of hands-on help from the instruction librarian, but is also very engaging for the students. Our “digital natives” often are surprised at new ways of accessing content (e.g., the Google Images search limits); many discover valuable and practical new technical skills (e.g., creating links out of plain text); and they finish with a final product very similar to something they might use in an authentic college assignment. And besides engaging with the content and the librarian, students also engage with one another. We have observed students helping others who are struggling, doing some spontaneous peer teaching. This is an opportunity for them to stretch themselves intellectually, technically, and socially. Librarians may collect the worksheets as assessment artifacts. If desired, they also may have students submit their presentation slides via print or email and retain them as evidence of student learning.
Handouts and Additional Documentation:	Lesson Plan Handout
Applied Framework:	Scholarship as Conversation: Knowledge Practice 1 Information Has Value: Disposition 2 Scholarship As Conversation: Disposition 3 Scholarship As Conversation: Disposition 6

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Political Internet Literacy

Year:	2016
Name:	Jennifer Schwartz
Title:	Humanities and Social Sciences Librarian
Institution:	DePaul University
Session Description:	As the liaison for the political science department, I worked with a faculty member to design an information literacy component for his 300 level course: The Internet, Technology, and Politics. This course investigates the impact of the internet on political communication, campaigning, and organizing. Working together, we discussed the ACRL Framework, and decided that two frames would be especially useful for structuring my portion of the lesson: Authority Is Constructed and Contextual, and Research as Inquiry.
Target Audience:	Undergraduate students in a political science class, who have already had some basic library instruction. This activity could easily be adapted for any undergraduate student who has had some exposure to library research before.
Student Learning Objectives:	Students will be able to find research articles about current events and politics. Students will understand that there are difference between articles written in general magazines, articles written in scholarly journals, and articles written for partisan political purposes. Students will begin to understand that research is a process. Students will begin to understand that authority is created and contextual.
Activity Description:	My class session began with an overview of how to use the library’s resources for research purposes. I then presented the students with a “claim” that might reasonably show up in a social media feed dealing with the current political climate, like: ”The Democratic use of superdelegates is undemocratic”. At this point, the students were instructed to research that claim, taking notes on a form which prompted the students to record a few things about their search. Specifically, we were interested in whether they thought what they found was authoritative, and how it advanced the conversation. At the end of the session, we debriefed as a class, and discussed how we determine authority and how our research is driven through inquiry.
Handouts and Additional Documentation:	Lesson Plan
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 1 Authority Is Constructed and Contextual: Knowledge Practice 2 Research as Inquiry: Knowledge Practice 5

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Research Methods Instruction

Year:	2015
Name:	Frances Brady
Title:	Presenter Title
Institution:	Adler University
Session Description:	I will demonstrate an activity I use with graduate students in helping them prepare to write a literature review for their Research Methods class. Faculty at Adler University have found that our students are not clear on what distinguishes a literature review from an annotated bibliography. Students also have trouble using critical thinking skills to think outside the box when their first attempt at searching retrieves too many or too few results. I worked directly with a teaching faculty member in the Clinical PsyD department to integrate my activity into her syllabus. Through this collaboration, we generated excitement to other faculty and I was able to use this activity in all but one of the Research Methods classes in the Clinical PsyD program this spring, as well as all the Research Methods class in the Masters of Art Therapy program. In my presentation, I will give a short background on the partnerships which helped create this activity, as well as demonstrate part of the activity itself.
Target Audience:	Second year graduate students in Research Methods classes (working on literature reviews)
Student Learning Objectives:	Students will be able to explain the connection between previously published research and their own literature reviews. Students will be able to reframe their searches, as necessary, based on the results in order to find appropriate resources for their literature reviews.
Activity Description:	In this activity, I use the abstract from a published article to brainstorm with the class how we would start the literature review. The article’s literature review found there is little research done specifically on the topic the article is addressing, so I then work with the class to help them expand their ideas of what should be included in the literature review. We then go through the first couple paragraphs of the literature review to see why the authors included certain citations and discuss any possible improvements to the article. Concepts and Tools: My presentation covers evaluation of citations, authority, scholarly conversation
Handouts and Additional Documentation:	Handout
Applied Framework:	Scholarship as Conversation: Knowledge Practice 5 Scholarship as Conversation: Knowledge Practice 6

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Identifying Relevant Information

Year:	2015
Name and Title:	Samantha Crisp Rachel Weiss
Institution:	Augustana College
Session Description:	This presentation will focus on a collaborative effort between Thomas Tredway Library’s Special Collections Librarian and one of our Research and Instruction Librarians. We collaborated to teach an immersive instruction session over the course of two class periods to engage students in comparing and contrasting primary source documents and secondary sources. This session targeted students in one section of Augustana College’s Rhetoric and the Liberal Arts course (LSFY101), which is part of a three-term Liberal Studies sequence for first year students. The session had three goals: to teach students to identify relevant information in primary and secondary sources, to help them synthesize diverse sources, and to encourage them to reflect on their research process.
Target Audience:	First year students
Student Learning Objectives:	At the end of the session, students were better equipped to: think about a primary source and situate the source within a historical context, compare and contrast information contained within primary sources, contextualize that information using secondary sources, make connections between historical and current events, and thoughtfully reflect on their research process. Greater facility with library sources and searching was a secondary outcome.
Activity Description:	LSFY101 is an introductory writing course for students built upon a single foundational text. This year’s text, The Round House by Louise Erdrich, explores racial tension and trauma in a predominantly Native American rural community. Our LSFY courses also have a series of skills goals for each term; in the fall term, the information literacy goal is to engage in exploratory research to generate ideas and questions. Students came to the library to learn basic research tools for locating books and articles, and to explore primary sources related to local historic Native communities. Students then wrote a short essay comparing selected primary and secondary sources and reflecting on their research process. They also completed handouts guiding them through primary source analysis and synthesis across sources. Concepts and Tools: Exploratory research to generate ideas and questions, primary source evaluation and analysis, synthesizing information across diverse sources, classifying and comparing sources, and keyword generation.
Handouts and Additional Documentation:	Handout Exercise
Applied Framework:	Research as Inquiry: Knowledge Practice 2 Research as Inquiry: Knowledge Practice 3 Research as Inquiry: Knowledge Practice 6 Research as Inquiry: Knowledge Practice 7

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Identifying, Analyzing, and Evaluating Primary Sources

Year:	2015
Name and Title:	Belinda Cheek Kimberly Butler
Institution:	North Central College
Session Description:	This session will provide an overview of an information literacy session presented jointly by the Library and the Archives that teaches students to locate, identify, analyze, and evaluate primary sources and incorporates three hands-on activities that emphasize these skills. As the session is used with students in the Education program at North Central, we also encourage them to begin thinking about how they might incorporate primary sources in their own classrooms and where they might find resources that will assist them with lesson planning. The showcase session will demonstrate an abbreviated version of one of the three hands-on activities.
Target Audience:	Elementary Education majors and/or History majors who are also majoring in Secondary Education
Student Learning Objectives:	Students will be able to determine whether a source is primary or secondary. Students will be able to analyze and evaluate both virtual and physical primary sources and consider issues such as bias and author authority/reliability. Students will be able to identify resources and activities that would be effective for use in their own teaching.
Activity Description:	Concepts and tools: The main concepts covered include identifying, analyzing, and evaluating primary sources. The session also covers locating primary sources with a special emphasis on utilizing local archives and special collections. Session is used with the following courses: EDN 228 Elementary Teaching I (introduction to teaching methods, including instructional strategies…emphasis is on direct teaching, interactive instructional strategies); EDN 348 Techniques in Secondary Education Social Studies
Handouts and Additional Documentation:	Handout
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 1 Authority Is Constructed and Contextual: Knowledge Practice 2 Authority Is Constructed and Contextual: Knowledge Practice 3 Information Creation as a Process: Knowledge Practice 1 Information Creation as a Process: Knowledge Practice 2 Information Creation as a Process: Knowledge Practice 3 Information Creation as a Process: Knowledge Practice 4

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Active Learning Library Instruction Program

Year:	2015
Name and Title:	Bryan Clark Jessica Bastian
Institution:	Illinois Central College
Session Description:	Illinois Central College has developed an Active Learning Library Instruction (ALLI) program that moves away from the ‘one shot’ instruction session and actively involves students in their own learning of library concepts. Through the use of planned worksheets, the students lead themselves through the learning process with the librarian actively interacting with them to offer guidance in successfully completing the ALLI activities. ICC librarians present interactive instruction sessions that offer faculty a means of assessing learning, especially the student’s ability to meet the college’s information literacy general education goals.
Target Audience:	Community College students
Student Learning Objectives:	Research Keyword Activity Objectives; Students will be able to: identify keywords for a topic combine keywords to construct search statements evaluate the best keyword combination refine search using limiters select an appropriate article on the topic Website Credibility Objectives; By the end of the activity, the student will understand the importance of source credibility use the C.R.A.P. test to determine credibility(supplied on worksheet) explain the rationale in determining credibility apply credibility standards to the research process.
Activity Description:	Concepts and tools: Keyword generation and website credibility
Handouts and Additional Documentation:	Handout Exercise
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 3 Searching as Strategic Exploration: Knowledge Practice 7 Scholarship as Conversation: Knowledge Practice 4

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Evaluating Sources: What is a Reliable Source

Year:	2015
Name:	Kelly Grossmann
Title:	Presenter Title
Institution:	Northeastern Illinois University
Session Description:	This presentation demonstrates a lesson, developed for the STEM disciplines, to give real world context and meaning to the notion that "authority is constructed and contextual" (ACRL Information Literacy Frame 1). The lesson involves a short lecture portion followed by an activity that provides students with practice evaluating metadata to determine the authority and credibility of a source. The lesson, inspired by the recent "War on Science" issue of National Geographic, invites students to consider the causes of disconnect between concepts commonly accepted in the scientific community and the frequent rejection of such concepts by the public at large.
Target Audience:	Upper level undergraduates; early graduate students.
Student Learning Objectives:	Students will: compare the authority of a number of sources to filter non-credibile sources. identify metadata features and explore how they can provide clues to the authority of a source. consider the credibility of sources provided by a common search engine. use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility (from the ACRL Framework for Information Literacy in Higher Education).
Activity Description:	The activity associated with this presentation asks students to suppose they are working for a legistor to help inform a policy decision regarding a common pesticide. Students will analyze common features and metadata of articles to help determine the credibility of the sources. From their analyses, the students will determine which articles will be kept for the legislator, or ignored for lacking credibility. The articles chosen for this activity focus on a single topic (neonicotinoids and bee health), but have varying degrees of credibility, pushing students to move beyond the use of a singular measure for evaluation. Students will then perform a Google search and verbally discuss the credibility of the results. This presentation covers the concepts of: evaluation of information, creation of information (briefly), and analysis of authority.
Handouts and Additional Documentation:	Handout
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 2 Scholarship as Conversation: Knowledge Practice 4

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Creating Partnerships to Enhance Information Literacy Skills of the Multicultural Communiversity

Year:	2015
Name:	Ladislava Khailova
Title:	Presenter Title
Institution:	Northern Illinois University
Session Description:	In response to the increasing diversification of the American society, this presentation focuses on the need of academic libraries to reach out beyond their immediate clientele to enhance the information literacy skills of the multicultural members of the external community. The success of these efforts depends closely on the libraries’ ability to form and sustain partnerships with campus and off-campus units already involved with the targeted communities. NIU Libraries offered a series of family literacy workshops to help local Hispanic parents boost their children’s emerging literacy skills. In the process parents were encouraged to develop skills for locating, evaluating, and using effectively all types of library resources (with special emphasis on bilingual sources). Specifically, parents were introduced to the Libraries’ online catalog system, call number interpretation, the physical space of the English-Spanish juvenile collection, and community user privileges. For the purposes of advertising, recruitment, and parent training, the program coordinator initiated a process of identifying possible collaborators and then reached out to them to collectively create a program of action. The on-campus units of Research and Program Development in the Division of Students Affairs and the Latino Resource Center were involved; off campus a non-profit education organization, a Hispanic church, and a nearby community college were invited to participate. The presentation offers specific suggestions for academic libraries interested in similar outreach information literacy efforts build on partnerships with on-campus and off-campus entities.
Target Audience:	Multicultural community external to the university (adult continuing learners).
Student Learning Objectives:	As for the target population, the learning outcomes included the following: parents will be able to articulate their need for information related to enhancing their children's literacy skills; parents will be able to find and utilize available online library tools (such as the catalog) to locate the sources needed to fulfill their information need; parents will be able to interpret the retrieved call numbers and physically locate the desired materials; parents will be able to physically locate the items; parents will understand the mechanisms involved in checking out the retrieved items.
Activity Description:	Concepts and tools: Defining and articulating the need for information. Using available tools to access needed information effectively and efficiently. Interpret and apply the retrieved information successfully.
Handouts and Additional Documentation:	Handout
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 1 Searching as Strategic Exploration: Knowledge Practice 4 Searching as Strategic Exploration: Knowledge Practice 6 Searching as Strategic Exploration: Knowledge Practice 8

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Using www.socrative.com in Library Instruction

Year:	2015
Name:	Stephanie King
Title:	Presenter Title
Institution:	Illinois Valley Community College
Session Description:	My presentation will cover the basics of using the www.socrative.com website and allow the audience a chance to interact with questions through their phones or mobile devices. I will also explain how I have implemented socrative as both an icebreaker and assessment tool during library instruction sessions.
Target Audience:	The usual audience for library instruction sessions at IVCC is first and second year undergraduate students. These students are usually in the process of completing a certificate or associate degree.
Student Learning Objectives:	After this presentation, participants will understand how to use socrative as a tool for class assessment, as well as an aid for determining the prior knowledge of students. learn that by using a quick question, as an icebreaker, the teacher can evaluate how much the students already know and create interaction early in the session.
Activity Description:	Over the past semester, I have used socrative in a number of library instruction sessions. These sessions typically last about an hour and take place in the library's computer lab. After a semester of successfully using the website: www.socrative.com in library instruction sessions, I am excited to share what I have learned with others. Socrative is a free website that allows teachers to interact with their students in real time. Teachers have the option of asking an impromptu question of the class, or creating a quiz ahead of time. As students respond to multiple choice, true/false and short answer questions, their responses appear on the teacher's screen. Results can be displayed anonymously on the board, or viewed afterwards as a report, to assess whether the instruction session was effective. For a more in-depth approach, an end of class quiz can be created before the start of an instruction session. This allows the teacher time to consider what questions and data should be collected from the students. The answer report, generated by socrative at the end of a quiz, is a useful tool that can be used to assess whether students have learned the material covered in the instruction session.
Handouts and Additional Documentation:	N/A
Applied Framework:	Yet to be Assigned by the CARLI Instruction Committee

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Working World Internet Research

Year:	2015
Name:	Elizabeth Nicholson
Title:	Presenter Title
Institution:	North Central College
Session Description:	This research session is specifically tailored to the Business and Professional Communication course at North Central College. In order to create as realistic an experience as possible for these young professionals, the teaching faculty member and librarian collaborated to develop a research session that focuses on finding quality information from websites, rather than library databases.
Target Audience:	"Mid" undergraduates - mostly sophomore or junior Communication or Business majors
Student Learning Objectives:	The course objectives for Business & Professional Communication are as follows; Students, at the end of the course, should be able to: Analyze communication situations and audiences to make choices about the most effective and efficient way to communicate and deliver messages Conduct research that includes the use of library resources and the Internet; use the results of that research to complete written and oral report Deliver effective business presentations in contexts that may require either extemporaneous or impromptu oral presentations Provide feedback, accept feedback, and use feedback to improve communication skills Write business documents that are grammatically correct and use appropriate business style Develop effective interpersonal communication skills Use communication technology appropriately and effectively
Activity Description:	As stated above, this session was created for SPC 230: Business and Professional Communication. The faculty member designed the course to include activities and assignments that simulate writing and research in the corporate environment, as students "join" a governmental task force. As part of this task force, the students must compose professional memos, voicemails, résumés, and white papers. These professional communications must contain data and information obtained through research. In this session, the teaching faculty member and librarian focus on: Evaluation of information Keyword/concept generation
Handouts and Additional Documentation:	Handout
Applied Framework:	Yet to be Assigned by the CARLI Instruction Committee Based on this course's objectives, the ACRL Frames for Information Literacy that the librarian felt were most appropriate are: Authority is constructed and contextual Information creation as process Searching as strategic exploration

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Source Evaluation Quiz

Year:	2015
Name:	Kimberly Shotick
Title:	Presenter Title
Institution:	Northeastern Illinios University
Session Description:	Website evaluation can be a daunting task for students new to concepts of information literacy. Even with clear evaluation criteria, such as the CRAAP test developed by librarians at CSU Chico, students struggle to determine what a "good" source looks like on the Internet. By putting numerical values on CRAAP test evaluation criteria I created a quiz that can guide students in website evaluation. This quiz is quick, effective, and fun for students. I will discuss different ways in which the quiz can be incorporated into a larger lesson plan.
Target Audience:	early undergraduates
Student Learning Objectives:	Students will be able to evaluate Internet sources based on their credibility, relevancy, authority, accuracy, and purpose.
Activity Description:	The website evaluation quiz asks five simple yes or no questions (with an option to answer "I don't know"). Each answer carries a numerical value. The total score is added up and guides students to one of the following evaluative outcomes: "the website is probably okay to use, but may have some issues"; "use with caution—especially if you don’t know the authority"; and, "stay away!" This quiz can be altered to evaluate any type of source (journal articles, books, etc.). It can be delivered online or on paper, and always incites lively discussion about source credibility. Concepts included are evaluation of information, evaluation of source credibility, evaluation of the appropriateness/relevancy of source for research
Handouts and Additional Documentation:	Handout
Applied Framework:	Scholarship as Conversation: Knowledge Practice 4 Authority Is Constructed and Contextual: Knowledge Practice 2

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Flexible Models of Embedded Librarianship

Year:	2015
Name and Title:	Randi Sutter Colleen Bannon
Institution:	Heartland Community College
Session Description:	Librarians at Heartland Community College responsively collaborate with English and Physical Therapy Assistant programs to provide timely library instruction, one-on-one research support, and curriculum development. The success of our embedded program is due to the cultivation of faculty/librarian relationships which allow us to negotiate assignment content, instruction scheduling and frequency, and student interactions outside of class. This session will address options for flexible embedded models driven by fluid, responsive relationships with faculty and tailored library instruction. Physical Therapy Assistant Program (HLTH 225) has: In-class library instruction for every class Required research appointments Librarian designed assignments Curriculum development Advanced Composition (ENGL 102) Three in-class library sessions Pre- and post- test of research process Required research appointments End-of-semester research reflection
Target Audience:	First and second year students at a community college.
Student Learning Objectives:	ENGL 102 Research question: does intentional, integrated library support improve student confidence levels as well as persistence in a first-year writing course? Objectives: Gain insight into whether integrated library support helps students in an ENGL 102 course feel more confident about research-based writing. The project required students to attend at least one library conference as part of their course grade. Additionally, the librarian made multiple visits to the class(es) in order to provide library instruction; the librarian also administered assessments which asked students to reflect on their research process.
Activity Description:	Library instruction concepts: Keyword generation MeSH subject terms Search strategy Source evaluation Research process Research anxiety Embedded model concepts: Flipped classroom Assignment negotiation Research appointments Relationship building
Handouts and Additional Documentation:	N/A
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 5 Searching as Strategic Exploration: Knowledge Practice 7

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Developing Initial Research Questions

Year:	2015
Name:	Chelsea Van Riper
Title:	Presenter Title
Institution:	Principia College
Session Description:	Planning a library instruction session for an open-ended assignment can be difficult, and may even feel daunting, if student research topics are varied. In this session, I will model several teaching techniques that encourage students to be reflective with their research topics and begin to transform their topics into initial research questions. Participants will be encouraged to role-play and consider how these techniques contribute to a student’s success in the early stages of a research assignment.
Target Audience:	First year students, early undergraduate
Student Learning Objectives:	The student will be able to write a research question
Activity Description:	This activity was used in a 100-level Sociology course. It is possible that this activity could be used for courses in the Humanities and Social Sciences.
Handouts and Additional Documentation:	Handout
Applied Framework:	Research as Inquiry: Knowledge Practice 1 Research as Inquiry: Knowledge Practice 2

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Research environments

Year:	2014
Name:	Crystal Boyce
Title:	Sciences Librarian
Institution:	Illinois Wesleyan University
Session Description:	A brief introduction to the kinds of research environments available to students, emphasizing the breadth and depth of each environment, along with the typical kinds of resources available in each environment.
Target Audience:	Introductory level students, flexible for any discipline
Student Learning Objectives:	Students will identify the types of sources available in various research environments in order to understand how information systems are organized to access relevant information. Students will compare the quality, quantity, and content of "found" sources in various research environments in order to understand that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search. Students will discuss information needs relevant to their current assignment in order to match information needs to a particular search tool.
Activity Description:	This is an exercise based on an activity from the Information Literacy Instruction Cookbook, in which you introduce students to sources available within research environments. Basic instructional guidelines: break students up into 4 groups. Let each group observe the boxes lined up. Tell them to observe relative sizes, decoration, and what they can see peeking out of the boxes. Each group then takes a box back to their work areas and begins digging into the box. They are observing how much "fluff" there is, what kinds of sources are in it (you've printed off records or Google screen shots for each box), how much fluff relative to sources. Essentially they are trying to guess what kind of research environment they are working with. I ususally give them 5-7 minutes to discuss within groups.Teams will present their box, observations, and educated guesses to the whole class, in order from Google, multidisciplinary, single subject, catalog. You ask leading questions to help guide them during their group discussions and class presentations.
Handouts and Additional Documentation:	Research Environments Worksheet Image showing the Research Environment Boxes
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 4 Scholarship as Conversation: Knowledge Practice 4 Searching as Strategic Exploration: Knowledge Practice 2 Searching as Strategic Exploration: Knowledge Practice 6

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MindMeister- Researching On The Web

Year:	2014
Name:	Mahrya Carncross
Title:	Instructional Services Librarian
Institution:	Western Illinois University
Session Description:	Using Mindmeister—an interactive, mind-mapping tool—I ask students to create a collaborative set of notes that we then discuss as a class. My presentation would give participants the chance to try the activity I’ve described. We would create an interactive mind map and generate a sample list of evaluations criteria.
Target Audience:	Appropriate for any level of library instruction.
Student Learning Objectives:	Critically evaluate information
Activity Description:	I create a mindmap using a tool called Mindmeister. After reading a common article, students record their observations anonymously on the map, spurring classroom discussion.
Handouts and Additional Documentation:	Researching on the Web - Common Article
Applied Framework:	Scholarship as Conversation: Knowledge Practice 4 Searching as Strategic Exploration: Knowledge Practice 3

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Just get Started With Assessment

Year:	2014
Name and Title	Ms. Meg Frazier-Information Literacy Librarian Dr. Megan Jaskowiak--Sciences/Health Sciences Librarian
Institution:	Bradley University
Session Description:	This session will showcase the “ three things I have learned” assessment used with beginning speech and English composition classes, and a new survey based on the Feedback Sheet designed by Will Thalheimer, an expert on adult learning and workplace training.
Target Audience:	Instruction Librarians
Student Learning Objectives:	n/a
Activity Description:	View PowerPoint PDF below
Handouts and Additional Documentation:	Just Get Started with Assessment PowerPoint PDF
Applied Framework:	Information Creation as a Process: Knowledge Practice 6 Other Tools

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Attribution Decay

Year:	2014
Name:	Christina Heady
Institution:	Southern Illinois University - Carbondale
Session Description:	Using popular examples from BuzzFeed and Facebook, this is an activity called “Real or Rumor?” Participants will be shown examples of images and stories that have gone viral and asked to identify whether they are real or rumors using simultaneous reporting.
Target Audience:	Undergraduates; Freshman or Sophomores
Student Learning Objectives:	Analyze real-life cases of plagiarism in order to describe the larger impact they had on society. Demonstrate an understanding of the value of intellectual property and research integrity. Describe the purpose of academic integrity in relation to their own disciplines.
Activity Description:	This Lesson plan is intended for a credit-bearing course and is split into three sections: working as a class, in small groups, and finally independently. It can be adapted to a one-shot session by using part of the PowerPoint activity included. Begin class by passing out whatever materials you like to use for simultaneous reporting and explain the activity. In my example, I use red and greed paper. Go through the activity, giving as much detail about the different scenarios as you think your audience would benefit from.At the end of the activity is an opportunity for discussion about the concept of attribution decay and what it means today. If you have time, split students into small groups and pass out the worksheets on plagiarism. Assign each group a different case to research and report out after around 15 minutes. Conclude by assigning homework.
Handouts and Additional Documentation:	Attribution Decay Lesson Plan Attribution Decay PowerPoint Attribution Decay Worksheet
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 2 Authority Is Constructed and Contextual: Knowledge Practice 4 Scholarship as Conversation: Knowledge Practice 4

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Creating Embedded Content

Year:	2014
Name:	Cynthia Kremer
Title:	Instructor
Institution:	Benedictine University (at the time of the presentation, presenter was at National-Louis University)
Session Description:	An information literacy module that is part of a 3 week online orientation course will be presented. Discussion will focus on how to create an embedded experience without being embedded in a course and creating reusable content for future classes.
Target Audience:	Introductory Online Course for Undergraduate business students.
Student Learning Objectives:	Learn how to access the library databases. Cite a reference in APA format Evaluate the source using the C.R.A.A.P criteria
Activity Description:	This is a 3 part online discussion assignment. The first part is to find an article and post a citation (Learning Objectives 1&2). The second part is to evaluate the article based on the CRAAP criteria (Learning Objective 3). The third part is to reply to a fellow students post (This represents Scholarship as Conversation).
Handouts and Additional Documentation:	Creating Embedded Content
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 2 Information has Value: Knowledge Practice 1 Scholarship as Conversation: Knowledge Practice 1 Scholarship as Conversation: Knowledge Practice 4

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Keyword Development and Searching

Year:	2014
Name, Title, and Institution:	Andrew Lenaghan, Library Instruction and Research Coordinator, Lewis University Library Melvin Whitehead, Public Services Librarian, Joliet Junior College
Session Description:	The presentation focuses on keyword development, boolean search strategies, and the exploration of reference sources as a starting point for research.
Target Audience:	First year college students
Student Learning Objectives:	Identify the best databases to use for a research topic. Create appropriate and effective search strings for database searches. Identify broader, narrower, and related terms or concepts when initial searches retrieve few or no results.
Activity Description:	This activity works best when paired with a course research assignment, particularly at a point in the semester where the students have only a nebulous idea of their topics. I also like to let students work on the worksheet iteratively throughout the session, rather than doing the whole thing at the end of my lecture. I like to begin by discussing the importance of gathering background, contextual information about their topics before they dive in with their research. I then walk the students through using a reference database (e.g., Credo Reference) before the students complete Parts 1 and 2 of the worksheet. I typically give students 10 minutes to complete those parts and ask them to count their keywords when they are done. I stress to students the importance of getting as many words as possible (with a minimum of 10) to encourage them not to limit themselves (I also mention the record for the number of keywords generated by a single student for this activity, which is currently 92!). After they complete Part 1, I ask the student with the most keywords to quickly share with the class their topic and the keywords they came up with. While the student shares the keywords, I mentally to try to place them into different categories (e.g., words dealing with different aspects of the topic) to demonstrate how this process can also help them narrow their topic to focus on specific themes or ideas within their topic. Next, I talk about refining the scope of their topics. I walk students through a chart that describes the various ways you can narrow or broaden your topic and discuss the consequences of having a topic that is too broad or too narrow (see attached). For the chart on the left for “Too Broad”, I ask them which 3 components from the chart I used to develop my more narrow research question at the bottom of the chart (time period, event/aspect, and population). I then segue into a discussion about Boolean search strings by asking them if they think it is a good idea to enter all of our keywords (from Part 2 of the worksheet) into a database or search engine? Why or why not? I tell them that we need a way to combine our keywords in a way that makes sense and yields the results we want. I then do the Human Boolean activity (see attached). After we do the Human Boolean activity, I give the students 5-10 minutes to work on develop their own search strings (stressing that they must use both AND and OR for each string – I don’t ask the students to use “NOT” because I tell them that “NOT” is usually added after you have already started your search and see what kinds of results appear). Afterwards, I ask for one or two students to share their topic and one of their search strings. I offer constructive feedback to each. I then give the students time to enter their search strings into a database.
Handouts and Additional Documentation:	Although it is possible to do this for a 50 minute class, I find it works best when I have at least an hour or more with the students, particularly if I want to leave time for covering any other material about the databases. I have attached the worksheet, the Human Boolean activity, a screenshot of the Refining Your Topic chart, and a pre-test/post-test I use to assess the skills covered in the session. I print the pre-test/post-test on back-to-back sides and give them to the students as they walk into the class. I leave the last 5 minutes of class for them to flip to the back to take the post-test. Refine Topic Lesson Plan Human Boolean Lesson Plan Keyword Search Worksheet Assessment: Pre and Post Test
Applied Framework:	Research as Inquiry: Knowledge Practice 2 Research as Inquiry: Knowledge Practice 3 Searching as Strategic Exploration: Knowledge Practice 4 Searching as Strategic Exploration: Knowledge Practice 5 Searching as Strategic Exploration: Knowledge Practice 7

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Flipped Classroom: Exercises for Database Searching

Year:	2014
Name and Title:	Jeannette Moss, User Education Librarian Lauren McKeen, User Education and Web User Support Librarian
Institution:	Northwestern University Library
Session Description:	We will give very brief background on the class assignment and also the reason that this particular session became a flipped classroom format. We will also share our flipped class experience with the audience and some interesting teachable moments that arose during the student activity and presentations in the session.
Target Audience:	Freshmen and Sophomores
Student Learning Objectives:	Students will be able to access library databases. Students will construct keyword searches based on topics. Students will effectively search databases for relevant, scholarly content
Activity Description:	For an Eng 205 Composition class, we sent, ahead of time, 3 instructional videos we had created, so that students could view them before the instruction session. Students came to class with their research topics. We gave them a short 3 question Clickers poll to assess their comprehension of the tutorials, revisited with them any areas about which they were unclear based on the poll, and then broke them into 4 groups, with one research database assigned per group. Each group worked through their database with one of their own topics or the assigned topic while answering the questions on this worksheet. Each group then presented to the rest of the class on what they discovered and learned while searching. Students discovered thesaurus searching, advanced keyword techniques such as the use of NOT, that they might have to search, refine, search again before finding worthy material, and that there are important distinctions among different databases / search tools. This activity works really well if students are coming in to the session at the point of need, when they are forming their research topics. Learning objects sent ahead of time were some of the tutorials. Let us know if you’d like to use the videos! If you don’t use Clickers, you can poll your audience’s learning with these or other applications: Poll Everywhere LibGuides: Check if your subscription has an interactive polling feature. Kahoot
Handouts and Additional Documentation:	Prezi Presentation Exercises for Database Searching (Flipped Classroom Group Activity)
Applied Framework:	Searching as Strategic Exploration: Knowledge Practice 4 Searching as Strategic Exploration: Knowledge Practice 7

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Discovery tools are like shopping for jeans

Year:	2013
Name:	Molly Beestrum
Title:	Library Instruction Coordinator
Institution:	Columbia College Chicago
Session Description:	When you’re looking for a new pair of jeans, there are a number of factors to consider before you can find your “perfect pair.” Without a lot of conscious thought, we use limiters to narrow our search through the choices we make (price, fit, size, color, brand, etc.) We sometimes have to try on several (or a dozen) pairs before finding one that works well, much like we have to look at several (or a dozen) sources to find the book or article that is most relevant, current, and authoritative. This presentation will demonstrate how the analogy can be applied in an instruction setting.
Target Audience:	Undergraduate students, 1st or 2nd year students primarily.
Student Learning Objectives:	Students will see the connection between setting limits in an online database when looking for information and the types of limits we unconsciously set when shopping for material items like jeans (both online and in real life).
Activity Description:	Activity Description: For this activity I began with the analogy of shopping for jeans and “shopping” for resources. I asked students to think about their experiences shopping for jeans (in real life) and the types of criteria they have when shopping: e.g. price, size, fit, color, brand, etc). I make a list of their criteria on the board based on their responses. Then I go to a retail website – Macy’s or Amazon work well for this exercise and I type in jeans to demonstrate that when shopping online we encounter those same criteria for limiting our search. I show the way that selecting the various criteria or changing the sort feature helps narrow our search results and makes them more relevant. Then I open up a library database like Academic Search Complete and do a search for a broad topic, e.g. Fashion, and we discuss the limiters available in the databases (e.g. date, peer-reviewed, full-text, etc.). This is a quick activity to get students acclimated to using library databases and can be done in just a few minutes. It works well to quickly engage students by asking questions and relating library sources to their everyday lives.
Handouts and Additional Documentation:	Discovery Tools are like Shopping for Jeans
Applied Framework:	Research as Inquiry: Knowledge Practice 7 Searching as Strategic Exploration: Knowledge Practice 3 Searching as Strategic Exploration: Knowledge Practice 5 Searching as Strategic Exploration: Knowledge Practice 6

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Oh Rats!

Year:	2013
Name:	Mahrya Carncross
Title:	Instructional Services Librarian
Institution:	Western Illinois University
Session Description:	The RAT is a 10-question quiz that students first take individually, and then as groups, in order to test their readiness for a module's content.
Target Audience:	Assessment method could be appropriate for any level of library instruction, where students are able to work together in groups.
Student Learning Objectives:	Develop compelling research questions through the acquisition of working knowledge. Identify appropriate tools and sources to answer research questions. Develop effective and efficient search strategies to find a range of appropriate information sources. Critically evaluate information using sets of self-defined criteria. Use information ethically, avoiding plagiarism and respecting the intellectual property of others. Weave new information into the student’s own knowledge structure in order to create a scholarly product.
Activity Description:	Oh RATs! Harnessing the Power of Teamwork in the Flipped Classroom: In this assessment method, students conduct a series of readings and/or video viewings before class. During class students are given an individual Readiness Assessment Test (iRAT), then meet with their teams. Students take the same test as a team. Teams discuss the best answer for each question and indicate their choice on a card. Based on the results of these low-stakes RATS, the instructor can plan subsequent classroom activities.
Handouts and Additional Documentation:	Not provided.
Applied Framework:	Other Tools

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Increasing Engagement With Poll Everywhere

Year:	2013
Name:	Larissa Garcia
Title:	Library Faculty
Institution:	Northern Illinois University (at the time of this presentation, presenter was at Triton College)
Session Description:	Using Poll Everywhere, an online audience response tool, is an effective way to encourage student engagement during instruction sessions. While the tool can be used for a variety of sessions, this particular example demonstrates how to incorporate it into an Avoiding Plagiarism Workshop. It can be used to introduce specific plagiarism concepts to get a sense of what students know or do not know. The real-time survey aspect of this tool helps to encourage participation and student interaction during the session. Depending on class responses, the surveys also serve as jumping off points for discussion or brief lecture.
Target Audience:	First and second year undergraduates
Student Learning Objectives:	To recognize when to cite sources and when it is not necessary. To identify proper citation techniques in order to avoid plagiarism.
Activity Description:	The Triton College Library has started using Poll Everywhere, an online audience response software, to encourage student engagement during some instruction sessions. While we use this response tool for various sessions, I would specifically like to demonstrate how we incorporate Poll Everywhere into our Avoiding Plagiarism Workshop. To introduce specific plagiarism concepts (I will pick only two concepts to discuss in order to meet the time limit), I poll students to get a sense of what they know or do not know. The real-time survey aspect of this tool helps to encourage participation and student interaction during the session. Depending on class responses, the surveys also serve as jumping off points for discussion or brief lecture. We also do a plagiarism exercise at the end of the session to informally assess whether or not students can identify plagiarism within writing passages.
Handouts and Additional Documentation:	Sample Plagiarism In-Class Exercise
Applied Framework:	Information Creation as a Process: Knowledge Practice 7 Information has Value: Knowledge Practice 1 Scholarship as Conversation: Knowledge Practice 1

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Using Google Spreadsheets for Real-Time Assessment

Year:	2013
Name:	Michelle Guittar
Title:	Social Sciences Librarian
Institution:	Northeastern Illinois University
Session Description:	In this session, Guittar demonstrated how instruction librarians could use Google Spreadsheets, which allow for real-time editing of a spreadsheet, in library instruction sessions to track student learning. While this activity does allow the librarian to see if students are grasping concepts right away, in a larger class, the activity could become unmanageable if not tied to strong learning outcomes.
Target Audience:	Instruction Librarians
Activity Description:	Review PDF.
Handouts and Additional Documentation:	Using Google Spreadsheets Presentation
Applied Framework:	Other Tools

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Locating Academic Sources

Year:	2013
Name:	Heather Jagman
Title:	Coordinator of Reference, Instruction and Academic Engagement
Institution:	DePaul University Library
Session Description:	In this exercise, students sit in groups of three and work as a team to identify and locate the health and nutrition research being reported on in various popular media reports. Because citations are rarely given in newspapers and magazines, students learn how to recognize and identify the amount of information needed to track down the background research. This exercise typically includes articles which demonstrate that sometimes research articles are available for free, some are available exclusively via library databases, and some are not journal articles at all, but grey literature or other types of research reports. Along the way, the class considers how the articles ended up in the places that we found them, and what information provided by the news story was most useful in helping track the article down.
Target Audience:	Undergraduates, lower level
Student Learning Objectives:	Students will learn how to locate scholarly information and original research based on the limited information provided by the popular media. This exercise can frame discussions of the value/cost of original research as well as frame searching as strategic exploration.
Activity Description:	Students sit in small groups of two or three and work as a team to identify and locate the original health and nutrition research being reported on in various popular media reports. This activity typically includes popular media pieces in which the research being described leads students to research articles that are available for free, other pieces that lead to research available exclusively via library databases, and some which lead to information that was not published in a journal at all, but is instead grey literature or another type of research reports. Along the way, we talk about how and why the articles ended up in the places that we found them, and what information provided by the news story was most useful in helping track the article down. (This exercise was originally developed to support a course called Health Research Literacy.)
Handouts and Additional Documentation:	Locating Academic Sources
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 1 Authority Is Constructed and Contextual: Knowledge Practice 2 Authority Is Constructed and Contextual: Knowledge Practice 4 Information Creation as a Process: Knowledge Practice 4 Information Creation as a Process: Knowledge Practice 6

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Source Evaluation: Content and Appropriateness

Year:	2013
Name:	Laura Mondt
Title:	Coordinator of Instructional Services
Institution:	Richland Community College
Session Description:	Students will receive a handout describing how to evaluate information. Students will be divided into groups of 2-4 and given a mock assignment. The assignment will briefly provide a topic and source requirements. Students will then receive a journal or magazine article. They will have to evaluate not only the content of the information but also figure out whether or not it fits their assignment source requirements. Groups then report back to the class. This activity aims to teach students how to find sources that meet what their instructor wants as well as reinforces the differences between magazine and journal sources.
Target Audience:	First year college students
Student Learning Objectives:	Students will learn to identify information needed for citations by examining a journal article. Students will use the CRAAP test in order to determine the quality of their resource. Students will examine assignment criteria to determine whether the article can be used to fulfill the stated research requirements.
Activity Description:	Students will be given an evaluating sources handout (CRAAP test adaptation) and it will be discussed in class to introduce students to the topic. Students will be handed an assignment and journal or magazine article. In groups of 2-4, students will evaluate the given source using the evaluating sources handout as well as determining whether it fits the needs of their assignment. Students then report their findings to the class by providing a brief description of the resource, how it fits with their assignment requirements, and comment on the reliability of the information in the articles. [Example assignments and discussion questions in word document from presenter]
Handouts and Additional Documentation:	Source Evaluation: Content and Appropriateness Lesson Plan
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 4 Information Creation as a Process: Knowledge Practice 4 Research as Inquiry: Knowledge Practice 2

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Wikipedia As A Research Tool

Year:	2013
Name:	Alexis Shpall Wolstein
Title:	Instruction Librarian
Institution:	Milner Library – Illinois State University
Session Description:	Chances are you've told at least one student, if not a whole class of them, never to cite Wikipedia. Even the free online encyclopedia's founder, Jimmy Wales, discouraged college students from citing it, saying, "For God sakes, you're in college; don't cite the encyclopedia!" But it remains true that students feel comfortable with Wikipedia and will use it to find information. So how can we capitalize on the ease with which students search Wikipedia? By emphasizing to them that it is a tool and not a citable resource. In this session, Wikipedia is used as a tool to assist students in evaluating source credibility and to understand more fully the importance of citation.
Target Audience:	lower level undergraduates
Student Learning Objectives:	Beginning the research process. Narrowing down a broad subject into a feasible research topic. Discovering keywords d)Evaluating a source's credibility
Activity Description:	Prezi Presentation
Handouts and Additional Documentation:	Wikipedia Handout
Applied Framework:	Authority Is Constructed and Contextual: Knowledge Practice 2 Authority Is Constructed and Contextual: Knowledge Practice 4 Research as Inquiry: Knowledge Practice 2 Research as Inquiry: Knowledge Practice 3 Searching as Strategic Exploration: Knowledge Practice 5

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Introduction: Zines! A Quick Introduction to Zines and their Educational Use

Keynote: “I’m excited but have no idea what I’m doing”: How Libraries Can Support Open Pedagogy and Why They Should

Tech it Out: Using Poll Everywhere to Gauge Prior Library Knowledge

Tech it Out: Applying Universal Design for Learning to Camtasia Tutorials

Lesson Plan: Rhetorical Analysis of a Song: Using Mind Maps to Focus Topics and Identify Search Terms

Lesson Plan: Adding a Little Mystery to a University FYE Program: How Librarians Developed a Mystery Game to Teach Fundamental Search Skills to First Years

Disability Accessibility in the World of Library Service

Refining Topics by Visualizing Them in a Venn Diagram Activity via Zoom

Welcome to the (Online) Library! An Asynchronous Virtual Library Tour and Research Activity

Turning the key: unlocking library support through the syllabus

Modeling Mental Flexibility: Adapting Mind Mapping for the Virtual Classroom

#Research: An Activity to Introduce Keywords

Virtual citation management workshops: Transitioning from in-person to the virtual environment

Putting Padlet to Work: Three Methods for Virtual Active Learning

What is Research? Drawing Icebreaker

Research with Confidence: Activities to Encourage Student Reflection and Resilience

Staley Library Investigation

Social Media for the Real World: Preparing Students to Cleanse and Curate Their Online Presence

Deconstructing Racist Memes and "Conventional Knowledge"

Source Evaluation with Rubrics- helping students move beyond the basics

A search term by any other name is just as correct?: The importance of evolving language in keywords and subject headings

Teaching News Sources with Process Cards

Costume History Research Through a Critical Lens

An Amazing Library Race for First-Year Music Majors

Information Beyond College

Today we're going to play a little game...

Remember the Research Consultation? Engaging the Framework in Thesis and Capstone Level Courses

Cats Cause Schizophrenia: Librarian-Faculty Collaboration to Develop Student Competency in Contextualizing Sources

"Can you hear me now?" How to Build Relationships with Administrators to Boost your Instruction Reach

Hands-On Citation: Exploring MLA Style with First-Year Students

Setting the Blocks: Assessing Students' Information Literacy Readiness

Finding and Citing Images: Responsible Use of Fashion Images

The Scholarly Article Autopsy: Information Sources from the Inside Out

Traversing the Terrain of 21st Century Publishing: A Practicum

Masters of the (Citable) Universe: Maximizing Your Use of Reference Management Software

Interrogating Sources with First Year Students

A la carte Instruction

Recognizing and Joining the Scholarly Conversation

Synthesis through New Knowledge Creation

Identifying Themes in Academic Literature

Rethinking a search strategy

The Scholarly Conversation: Reading & Applying Scholarly Research

PEER REVIEW

Critical Source Evaluation

Reviewing Search Strategies in Education

Citation Mapping Assignment

Finding, Interpreting, and Evaluating Statistical Data Sources for the Arts

Citing Online Images

Political Internet Literacy

Research Methods Instruction

Identifying Relevant Information

Identifying, Analyzing, and Evaluating Primary Sources

Active Learning Library Instruction Program

Evaluating Sources: What is a Reliable Source