Events

We hope you’ve saved the date! Registration to attend the 11th Annual CARLI Instruction Showcase is now open.

This free virtual event is hosted by the CARLI Instruction Committee and will be held via Zoom on Thursday, June 1, from 1:30 to 4:00 p.m CDT. Please share with anyone at your institution who may be interested.

This year’s program explores the theme of “Re-examining Instruction”, highlighting how reflection can lead to innovation and enhanced engagement, accessibility, and sustainability in library instruction. Please join us!

Thursday, June 1, 2023: 1:30 - 4:00 CDT   

Presenter Slides, Lesson Plans and Links

1:30 - 1:35 p.m.: Welcoming remarks

1:35 - 2:25 p.m.: Tech It Out SessionS

Best Practices for Accessibility in YouTube and Beyond
Presenters: Kimberly Shotick and Alissa Droog, Northern Illinois University

Description: This tech talk aims to showcase the best practices that can be adopted to ensure maximum accessibility and usability of YouTube videos for instructional purposes. The demonstration will cover various aspects such as providing intentional line breaks for accessible captioning, effectively utilizing YouTube chapters, and embedding tutorials within LibGuides and other webspaces using code for responsive design. The target audience for this talk is librarians working at any institution and library type who use YouTube as a video hosting platform, although the information will also be relevant to those using other video platforms. Attendees will gain valuable insights on enhancing the accessibility and user experience of their instructional videos, leading to improved learning outcomes.

Padlet Picture Wall: Student-Created Galleries for Art History Instruction
Presenter: Christina Norton, Bradley University

Description: This Tech It Out demo will showcase an application of the virtual bulletin board tool, Padlet, for an art history or other visually-oriented classroom. I have often made use of Padlet for keyword or topic brainstorming, to gather student phrases and organize them. However, when teaching art history classes, I have made use of the multimedia capabilities of Padlet instead to have students create galleries of artworks on a theme. As part of learning to search for appropriate images, I have the students search JSTOR for a work of art on a certain theme, and add images to the Padlet, along with a citation using JSTOR's citation generator. Similar activities could be developed for: history classes using visual primary sources; studio classes exploring artworks for inspiration; or communication classes locating visual aids for presentations. These create a gallery wherein students can see the variety of images that their classmates have found, and the librarian and instructor can check the students' work to see that they have followed the parameters of the activity (for example: find an appropriate artwork, find a relevant primary source, or find an openly licensed image to use) to effectively practice the skills. The display capabilities of Padlet (eg. if you click on the image, it gets big) also helps facilitate discussion about the images as a follow-up.

2:25 - 2:30 p.m.: Break

2:30 - 3:30 p.m.: Re-Examining Lessons Sessions

You Can Go Your Own Way: Individualizing Lesson Plans Based on Shared Learning Objectives in a General Education Writing Course
Presenters: Elizabeth Hollendonner and Matthew Olsen, Millikin University

Description: This session describes the lesson plans and associated learning activities two librarians developed for different sections of an English course. “Writing in the Disciplines” is a new course in Millikin University’s general education curriculum, and it has the librarians re-examining their library instruction in multiple ways. First, major elements of the library’s instruction program were re-designed to focus on higher order conceptual skills within a disciplinary context rather than the skills-based approach previously used with first year writing. Secondly, the librarians will explain how conversations with the English faculty teaching individual course sections led them to re-examine the course level information literacy learning objectives. They developed unique lesson plans and activities that met those objectives while simultaneously addressing the needs of the students in those sections. Librarians working with different sections of a course, especially for general education writing classes, where they can adapt their instruction to the needs of the section's instructor and the students will benefit from this session. Librarians will also learn strategies for developing activities to assess defined learning goals by seeing what did and did not work with the presenters’ activities.

Meeting the Information Literacy Needs of Dual Credit Students
Presenters: Elizabeth Nelson and Kim Tipton, McHenry County College

Description: The MCC librarians teach information literacy sessions in composition I and composition II in both face-to-face and online sections. In recent years the college’s dual credit enrollment has increased significantly and this has become a population that faculty and administration is focused on serving better. It isn’t feasible for the MCC librarians to go to the high schools and teach these sessions in person since the college offers 25-30 sections of dual credit English classes each semester, but we still wanted to provide these students with the same experience. In order to reach these students, we adapted our instruction to fit the tools we had available and created a lesson using LibGuides that instructors can teach from or share with their students to review, along with a LibWizard tutorial where students can practice the skills they learned and receive a certificate of completion. The final version of the lesson we are using is the result of a collaboration between the library, the high school dual credit instructors, and the Director of College and Career Readiness, along with the support of the English department.

3:30 - 4:00 p.m.: Showcase Wrap-up and Share-out Social

Description: All Showcase participants are welcome to attend this informal wrap-up discussion. Come share what resonated with you in today’s event, and reflect with colleagues on your own instructional accomplishments as the academic year draws to a close.

Please feel free to review the previous Showcase agendas and presentations.

If you have any questions about this program, please contact support@carli.illinois.edu.

CARLI is pleased to offer a 3-week synchronous and asynchronous course on open educational resources. This virtual course includes material that was first shared with the CARLI membership during the Open Textbook Network Train-the-Trainer workshops.

June 7, 14, and 21, 11:30 am – 1:00 pm (materials for first session sent to participants on May 31, live sessions via Zoom on June 7, 14, and 21).

Attendees should plan to attend each live session.

CARLI is planning to offer this program multiple times throughout the year.

The virtual program will contain both synchronous (3 live 90 minutes Zoom sessions) and asynchronous (readings, videos, etc.) to be completed before each live session. The live sessions will include some presentations, but the aim of the program planners is that these will incorporate a flipped classroom model to build community among participants as all share and discuss the topics.

Technology used for live sessions: Zoom, ideally participants will be able to use video as well as audio.

The asynchronous portions of the training, shared with participants weekly, should not take longer than one hour of your time prior to each live session.

The train-the-trainer program is designed to help the novice person learning about open educational resources to apply the information from this program to build their own local programs and workshops as they move up the Bloom’s Taxonomy from remember and understand to apply. 

The above graphic is from Vanderbilt University Center for Teaching and is licensed under a Creative Commons Attribution license (CC-BY).

Registration: To Register for this course, please click the "Register" Tab above. The space available for this course is limited. CARLI plans to offer this course multiple times in the future.

Registration Deadline: June 6 (or until full).

If you have any questions, please send them to CARLI Support.