Concurrent Sessions A: May 8, 3:00 – 3:45 PM

A National Information Literacy Framework for Canada: The Time is Now (slides)
Cara Bradley (Teaching & Learning Librarian, University of Regina)
Today’s rapidly changing information environment has resulted in a growing need for citizens to be information literate in order to meet personal and national demands in educational, economic, social and other forums. The global economic situation is changing almost as quickly, resulting in increased demands for libraries to demonstrate their relevance in tough economic times. The synchronicity between these developments suggests that the time is now for librarians to play a key stakeholder role in Canadian information literacy policy development. Such policy development would both help to create an information literate citizenry and cement the role of libraries in the future. This presentation will provide an overview of international efforts to promote information literacy policy development by organizations such as UNESCO and IFLA by considering key documents, including the Alexandria Proclamation and the Prague Declaration. It will review national information literacy policies/frameworks in other countries (primarily European, to date) that have state-mandated requirements for information literacy skill development at all levels of a nation’s learning, from preschool to lifelong. Next, it will look at Canada’s limited response at the national policy level to these international efforts, and consider barriers to development and implementation of a national framework in our country. Finally, it will engage participants in a discussion of relevant pockets of activity across Canada and explore potential entry points for initiating a national dialogue leading to Canadian information literacy policy development.


Open Revolution or Shades of Grey? Open Resources on the Front Lines of Education (slides)
Robyn Hall (Librarian, Grant MacEwan University)
“Free” does not always mean better, but in times of rapid technological change and financial constraint, openly available online resources can provide students in higher education with enhanced learning opportunities. Instruction librarians have been increasingly embracing these possibilities, drawing students’ attention to open access journals, open education resources, open data, massive open online courses (MOOCs), open source software, and digitized media in the public domain. The proliferation of these resources holds much promise for teaching and learning. However, the quantity and at times questionable quality of such resources can create barriers to their use and wide-spread adoption. Drawing on a variety of examples of ways open resources have been integrated into library services, this session will take a critical look at the benefits and implications they pose from an information literacy perspective. Attendees will learn about a range of quality open resources at their disposal, and best practices in using these resources to benefit faculty-librarian collaboration in the classroom, enhance students’ information, digital and media literacy skills, and foster a spirit of critical thinking, creativity, and lifelong learning at their institutions.


Discover Deeper Meanings: Just Add Archives
Wendy Robicheau (Archivist, Acadia University)
Amber Klatt (Research Assistant, Acadia University)
Knowing that the Archives may be considered intimidating to researchers, the archivist extends the Archives’ boundaries and teams up with faculty to excite student researchers by inserting another element of discovery in the research process. Forging collaboration within the more familiar library system and information literacy structure is an excellent way to challenge researchers to think beyond their Library’s collections. Over the past few years, an archivist at Acadia University has been successfully delivering assignment-based information literacy classes to students in courses across the disciplines. Faculty members within the departments of Psychology, Education, Nutrition, and History have requested an archival literacy session. Current pedagogical research informs the planning for these innovative sessions, matching current students’ learning needs to what the professors and archival staff offer. This interdisciplinary approach lends students a forum to be their “own little investigators”, as one student put it. One part talk and one part action, this session is about experimenting with a new way of teaching in the Archives. Using session examples that foster critical research skills, participants will be invited into the discussion by trying the approach for themselves, with their own collections in mind. Wave goodbye to disseminating information, and say hello to creative, hands-on learning in the library. Your students will thank you, when they return.


Being Productive with PDFs & Apps & Mobile devices (Android & Apple)
Gwendolyn MacNairn (Librarian, Dalhousie University)
Academic libraries provide access to thousands of journal articles and book chapters in a PDF format. It is implied that having digital access to academic resources makes our readers more efficient but this does not necessarily happen. Graduate students report how much time it takes to find specific PDF documents on their laptops, make annotations for further study, move their notes and documents onto different devices, and cite these sources in their own research papers. Scholarly publications need to be managed once they have been downloaded, and this can be done using technology. Instruction targeting these tasks has been created to help our students be more productive. This session will highlight several apps used to annotate PDFs. It will also include some native apps developed by academic publishers to improve the mobile reading experience of their journals.


Concurrent Sessions B: May 8, 4:00 – 4:45 PM

Forming connections: Information literacy and personal learning environments (slides)
Alison Hicks (Romance Language Librarian,University of Colorado, Boulder)
Caroline Sinkinson (Teaching and Learning Librarian, University of Colorado, Boulder)
Given the networked nature of information environments and students’ demand for informal and personalized learning opportunities, institutions of higher education are starting to discuss and explore responsive models of teaching and learning. MOOCs (Massively Open Online Courses) have been cited as examples of addressing these demands. However, much of the hype around MOOCs ignores their connectivist origins and many applications are not founded in adaptive online pedagogies. Similarly, librarians have been occupied by questions of scalability, licensing and logistics, rather than conceptualizing new online learning opportunities through a lens of information literacy.The presenters propose a shift in how librarians approach these undefined intersections of online learning, decentralized knowledge and higher education. By engaging with e-learning theory and practice, they suggest that personal learning environments (PLEs), which create a space for learners to explore and participate in networked knowledge, provide a flexible way to meet these challenges. This approach also ensures conceptions of information literacy are at the heart of wider conversations around teaching and learning.In this presentation, attendees will explore how librarians can enact fundamental beliefs of information literacy through the design of PLE-based assignments. Attendees will be introduced to concepts and definitions of PLEs and their foundation in connectivist learning theory. Through a series of interactive exercises, attendees and presenters will explore examples of practical applications of PLEs designed to enhance information literacy education.


Teaching synchronicity: Creating the space for serendipity (slides)
Torie Scott (Faculty Librarian, Portland Community College)
Rachel Bridgewater (Faculty Librarian, Portland Community College)
Synchronicity is a term coined by C. G. Jung to describe co-occurring events which lack a causal relationship, but are linked together in a meaningful way by the observer. Though librarians and other expert researchers are aware that research is a process requiring open-ended and non-linear exploration, one that requires the researcher to create mental (and emotional) space for thoughts and ideas to collide in synchronistic ways throughout the process, we most frequently teach the research process as if it were linear or lightly recursive. Allowing serendipity, unexpected discoveries made by accident, to occur is challenging to teach and assess. It often comes into play in a territory at the border between discipline faculty and librarians, with a name like ‘topic selection.’ The classroom faculty have an assignment requiring students to gather some external information, the librarians have wonderful resources; in the unmarked territory in between, students must both explore and narrow. The challenge is made greater by the contemporary research environment: an empty search box that practically screams “Focus.” In this session we will synthesize the latest research and theory regarding non-linearity in information seeking. From this framework, we will discuss the challenges and opportunities involved with bringing concepts of synchronicity and serendipity into the library classroom in an authentic way that goes beyond a mention of the recursive nature of research or the demonstration of a ‘failed’ search or two. We will explore how to teach and assess skills of exploration and openness.


Information Literacy: A Critical Appraisal (slides)
Francesca Holyoke (Head, Archives & Special Collections, University of New Brunswick)
Meg Raven (Mount Saint Vincent University)
Lisa Sloniowski (York University)
Over the last decade, information literacy has passed through the developmental stages of technology and library skills training; from the Texas Information Literacy Tutorial, to embedded course integrated instruction and stand alone courses which focus on the overarching research processes, the relation of research to writing, and critical thinking. In terms of its theoretical underpinnings, a number of scholar practitioners (Heidi Jacobs, James Elmborg, Cushla Kapitzke, Maria T. Accardi, Emily Drabinski, and Alana Kumbier, and Maura Seale) have asked us to consider that IL is inherently political, cultural and social as well as educational. However, aside from our usual rhetoric relating to support for students’ academic achievements, there has been very little discussion in the Canadian context as to our overarching pedagogical role and purpose. Do librarians have pedagogical goals, independent from faculty? If so, what are the political, institutional, and labour implications of taking a more critical approach to information literacy? How does such an approach affect the professional practice, research and service balance of academic librarians’ work? This session will consider the question from the perspective of for-credit courses (Mount St. Vincent), course-integrated instruction (UNB) and from inside a collaborative faculty/librarian research project (York). This session will pose and address the following questions: Is our pedagogical purpose to produce useful servants of the state? Or to grow engaged citizens? How can we make intentional connections between our professional ethics (privacy, intellectual freedom etc) and curriculum and pedagogy? How is information literacy situated with curricular goals around critical thinking?


‘Breaking Bad’ Information Literacy in the Workplace: How do we deal with the lack of synchronicity? (summary and bibliography)
Todd Quinn (Business & Economics Data Librarian, University of New Mexico)
This session will report on the initial findings of our research study that explores the information seeking skills and knowledge of working professionals enrolled in an Executive MBA (EMBA) program at University of New Mexico. We will summarize the data we collected from semi-structured interviews with students in this program to explore their information literacy skills and behaviors. The interview content will include participants’ explanations of how they find and use both internal and external information to solve workplace problems and make decisions. The study will also explore the barriers these working professionals have in finding quality information for their workplace needs. In addition, we will describe the students’ challenges in transferring their workplace information seeking skills and knowledge to the academic world and their course work and/or vice versa. Our unique study population – full-time working professionals with at least five years of professional experience – offers an exceptional perspective on transferring information literacy from academia to the workplace. Additionally, we will offer recommendations on how to apply our findings to create unique instructional programs to increase information literacy skills for all students.


Concurrent Sessions C: May 9, 9:15 – 10:00 AM

Lesson Study: Creating a Synchronized Approach to Information Literacy Instruction (slides)
Eric Jennings (Assistant Professor, Instruction and Outreach Librarian, University of Wisconsin – Eau Claire)
This presentation describes the process of developing an information literacy curriculum for a cohort of nursing students using the lesson study pedagogical process. A lesson study gathers a group of instructors together to plan, observe, and analyze actual classroom lessons. Traditionally, information literacy within the nursing curriculum was taught in a typical, one-shot method. In this session we will describe what lesson study is, how it was used to change information literacy instruction to a scaffolded approach, and its implications for higher education. The goal of our integrated lesson study was that students will be able to retrieve various levels of scholarly information and apply or evaluate its usefulness to clinical practice while demonstrating development of skill in evidence-based practice. The interdisciplinary lesson study team consisted of three library faculty and three nursing faculty. At each course level, a lesson study session goal was identified and built upon for the next level. Faculty observations of the individual lesson studies and focus groups were used to refine and improve succeeding sessions. Additional data are being collected for use in assessing the lesson study program as a whole. Results to date will be discussed.


Critical Information Literacy and Literary History: Teaching the Conflicts in the Digital Age (slides)
Heidi LM Jacobs (Information Literacy Librarian, University of Windsor)
Critical information literacy asks reflective questions about how information is selected, made accessible, distributed, and preserved. When connected with theoretical conflicts in their discipline, critical information literacy can engage students with problem-posing questions about knowledge, authority and information. Librarianship and literary history are not value-neutral endeavors and we need to engage students with reflective questions about the values and decisions that inform physical and digital libraries and the narrative of literary history. In this paper, I use the example of novelist Maria Susanna Cummins (1827-1866) to illustrate such an approach in a literature classroom. In 1854, Cummins published The Lamplighter, one of the most successful novels of the nineteenth century. In spite of her prominence, Cummins and her novel hovered on the brink of obscurity for most of the twentieth century. It was thought in the late twentieth century that digital technologies could reclaim lost historical voices like Cummins’s and make them accessible to new generations of scholars and readers.The example of Cummins (and countless others like her) is not only a site of inquiry for literary scholars but is a rich space for classroom inquiry into the theories and practices of critical information literacy.


Reading list (R)evolution — exploring the value of reading lists as a pedagogical tool to support students’ development of information skills (slides)
Gillian Siddall (University of Northampton)
Reading lists are a ubiquitous part of U.K. Higher Education and tutors are expected to provide them as guidance on every course. Currently reading lists are used primarily for collection development purposes. We feel it is time to explore their additional role as a tool to support students’ information skills development. Opportunities are arising for librarians and academics to work together to develop reading lists as a pedagogical tool. Studies have highlighted the value of annotated reading lists for signposting students to different sources of information in terms of format, level and style of writing. This can help to support or ‘scaffold’ students’ development of key information skills, notably the ability to access, retrieve and use information appropriately and effectively. This session will present findings from practitioner research exploring students’ perceptions of reading lists as part of their learning experience. Examples of reading lists will be used as discussion points to encourage participants’ reflection on the student experience. The session will facilitate the sharing and generation of ideas on how we can promote more active engagement with reading lists by all stakeholders (academics, students, librarians). It will also reflect on how the research has been used to implement the reading list software, Talis Aspire, a more dynamic tool for managing these lists. The research is designed to encourage the (r)evolution of reading lists so that they are used as a valuable pedagogical tool to support students’ information skills development and enhance their learning at university.


Learner-centered teaching: A reflection of an explorative practice of teaching new Chinese students Library Orientation in their native language (slides)
Jennifer Zhao (Liaison Librarian, McGill University)
The increase of non-native English speaking students in North American universities and colleges has been steady for decades. In 2012, non-native English speaking students constituted 15% of the total enrolment at McGill University. Chinese student enrollment has soared from 53 in 2002 to 807 in 2012. It remains the librarians’ responsibility to address the distinctive information literacy needs of Chinese students or international students at large. In the 2012 fall semester at McGill University, a native Chinese speaking librarian tailored the generic Library Orientation session based on findings from literature and the librarian’s educational and work experience, and delivered a three-session Library Orientation to new Chinese students. The stats showed that these sessions were very well received: the attendance was higher than average; the feedback from attendees was positive; and unexpectedly, many attendees proactively sought assistance from this librarian in the following months for their library and information needs. However, librarians who can speak another language at the level of a native speaker are rare in North American higher educational institutions. Furthermore, no university may equip itself with sufficient librarians who can speak all the languages that the students can best understand. Developing a specially-designed Library Orientation or an information literacy session with a focus on the special needs of non-native English speakers seems more practical. This presentation will provide reflections from this explorative teaching experience at McGill. Recommendations will be useful for many information literacy teaching librarians in North American academic libraries.


Concurrent Sessions D: May 9, 10:15 – 11:00 AM

Are you ready? A path to data and government information preparedness (slides)
Michelle Hudson (Science & Social Science Data Librarian, Yale University)
Melanie Maksin (Librarian for Political Science, International Affairs, Public Policy, and Government Information, Yale University)
Data, statistics, and government information sources inform and enhance scholarship in many disciplines. As more of this information becomes discoverable online, potential uses of these sources even in undergraduate research will only proliferate. While researchers across the disciplines discover new possibilities for incorporating this information into their research, librarians can take advantage of new opportunities for services to their constituents, collaboration with colleagues, and professional growth and knowledge-sharing. Although some libraries retain data and/or government information subject specialists, many institutions’ liaison librarian assignments map to specific disciplines (e.g., History, Sociology) or to broader divisions (e.g., Social Sciences). These librarians might find themselves increasingly called upon to assist patrons with in-depth data and government information questions, but it can be difficult to build up expertise and comfort in these subject areas especially when performing other liaison responsibilities. In this session, we will present some reasons why librarians–even those who aren’t data or government information specialists–might incorporate data, statistics, and government information into one-shot sessions, multi-disciplinary instructional programs, and individual research consultations, particularly at the undergraduate level. We will suggest methods for developing and maintaining awareness of data and government information sources, along with recommendations for integrating these sources into instruction, research consultations, and point-of-need tools like subject guides and tutorials. We will also discuss strategies for collaborating with colleagues to promote these resources and to provide reference, instruction, and outreach services related to data and government information regardless of whether it appears in one’s job title.


Learning Environment Architect : Moving from Lecture to Experience (website)
Mara Bordignon (Manager, Teaching and Learning Services, Seneca College)
Gail Strachan (Information Literacy Librarian, Seneca College)
How are teaching librarians transforming the role libraries play in higher education? As the nature of information has changed with the Internet and social media, librarians have taken on a more prevalent role as guide rather than gatekeeper. Teaching Information literacy has traditionally been at the core of library teaching programs. In response to a changing information landscape, and hence changing needs and abilities of students, information literacy skills need to adapt and change. New ideas such as transliteracy and threshold concepts are redefining these skills so that they are more meaningful and relevant to students. Our teaching approach and technique also needs to evolve to include more educational pedagogy and practice. Our approach should be more student-centered as opposed to resource-centered: we need to place the student at the center, not the library. Student-centered learning can be employed through techniques such as problem-based learning. Applying these new ideas and techniques can make retention and uptake of information literacy skills more successful. Our session will be an exploration of theory coupled with real-life examples used in the classroom.


Synergistic Literacies and Graduate Learners: A Critical Perspective
Rosemary Green (Graduate Programs Librarian, Shenandoah University)
Two discussion strands are increasingly apparent in the empirical, theoretical, and reflective practice literatures of our profession. In the first, a steady growth in attention to graduate students signals that we are quite interested in what these learners do and think. In another strand that has remained separate from matters of graduate information literacy, critical theories encourage us to reconsider information uses, users, and contexts; and to question the mechanistic view of information literacy. This presentation will focus on graduate learners’ uses of synergistic literacies – advanced information, reading, writing, and research literacies – essential to their academic and professional success. The theoretical lens of critical information literacy (CIL) will be used to guide the interpretation of graduate literacies and our engagements with graduate students. Admittedly, joining practice with theory can be both stimulating and unsettling. For example, information literacy principles tend to draw upon a ‘deficit’ model, the assumption that a person is information illiterate until becoming information literate. CIL problematizes this type of presumption and asks instead: How might we explore an alternate, holistic understanding of and approach to the intersection of information and people? The presenter recently completed a qualitative study of doctoral students’ experiences with graduate literacies and will provide narrative examples from the research, as well as other practice-based examples of graduate literacies and learning. Presentation participants will be asked to share their own experiential knowledge and to imagine together what aligning these theoretical ideas into our practice might look like.


The need is now; the time is now: a teaching boot camp for new library instructors (slides)
Carolyn Meier (First Year Experience Librarian, Virginia Tech)
Jennifer Munson (Binding Services Staff, Virginia Tech)
Rebecca Miller (Information Literacy Coordinator, Virginia Tech)
Learning to teach can be achieved through formal teacher education programs or through in-house training programs that are pedagogically designed to develop teaching proficiencies for subject and disciplinary experts. At Virginia Tech a curriculum was developed for a cohort for new instruction librarians and staff from across several library departments to prepare them for teaching roles within the evolving library environment. The cohort’s year-long experience was designed to give them a foundation of theoretical and practical experiences. The participants studied the philosophical understandings of teaching and learning while also providing them the opportunity to develop a teacher identity that would help shape their techniques as instruction librarians. Cohort participants observed other instruction librarians within Virginia Tech and at other nearby colleges through the Library Exchange Observation Consortium. Other opportunities included participation in the University Libraries learning community discussion, instruction blog, as well as mentoring small groups of students from the College of Liberal Arts and Human Sciences First Year experience course. A total of ten librarians and staff participated as members of the cohort with guidance of three facilitators. This session outlines the rationale and goals of the program, as well as the various methods and resources employed to cultivate teaching proficiencies of the participants. The presentation includes preliminary outcomes of the program, cohort feedback, and further recommendations.


Concurrent Sessions E: May 9, 11:15 am – 12:00 PM

Information Literacy in Accreditation Standards for Professional University Programs: Get in Sync! (slides)
Cara Bradley (Teaching & Learning Librarian, University of Regina)
Little has been written about information literacy in the context of accreditation standards developed by various professions to regulate the quality of university programs educating future professionals in their respective fields. This paper investigates the potential of these professional accreditation standards to advance information literacy education and give it a higher profile on campus. It examines the professional accreditation standards for three professions – nursing, social work, and engineering – in Canada, the United States, the United Kingdom, and Australia to determine:

  • If (and in what context) the terms library and information literacy are mentioned in the standards
  • Other terms/language used in the standards to describe information literacy and associated competencies
  • Correlations between outcomes described in the accreditation documents and information literacy competencies outlined by the library profession

The study identifies trends, both within specific professions, and within the documents produced by each of the four countries under consideration. It reports significant variation in the language employed to describe the concept of ‘information literacy,’ highlighting the alternative language used in the various professions to describe this ability. The study also maps outcomes outlined in the accreditation documents to the ACRL Information Literacy Competency Standards for Higher Education, in order to identify areas of overlapping concern. This research helps familiarize librarians with the accreditation standards in several subjects, and provides a model for librarians to use in analyzing accreditation documents in other subject areas in order to get “in sync” with terminology used in their liaison areas.


Learning Outcomes Assessment in an Undergraduate Class: Are they learning? (slides)
Marg Sloan (Research & Instructional Services Librarian, The University of Western Ontario)
Librarians have been refining their information literacy assessment methods since the 1990’s closely tying these assessment measures to clearly articulated learning outcomes as defined in the ACRL Information Literacy Competency Standards. An assessment plan was developed and implemented in conjunction with four information literacy sessions offered to students enrolled in a required course in the Women’s Studies Undergraduate Program at the University of Western Ontario. Assessment tools implemented were: Student feedback, Faculty Feedback/librarian self-reflection, Concept Map Exercise, Triangulation Exercise, Research Worksheet, Citation Skeleton, and a marked rubric from Annotated Bibliographies assignment. Using multiple assessment tools, student learning was tracked and results from each tool were compared to ascertain which tool provided the most meaningful learning. Results of this analysis will both inform future teaching in the course and uncover which assessment tools are the most meaningful and why. Hear how one librarian implemented an assessment plan and what she learned in the process. Some of the questions that will be addressed are:

  • Which assessment tools successfully measured student learning?
  • Did teaching effectively address defined learning outcomes?
  • How will teaching be revised based upon assessment analysis?

Results of this research will inform how best to assess library instruction in support of undergraduate student learning.


“I Didn’t Know I Could Use the Library!” Meeting the Needs of Students Online (slides)
Joseph Hardenbrook (Instruction and Reference Librarian, University of Wisconsin-Green Bay)
What do you do with students you rarely see in the library? University of Wisconsin-Green Bay has a growing online student population. Reaching these students can be challenging. Many still view the library as just a brick-and-mortar building, and not an online 24/7 resource. Librarians conducted an assessment of online students to investigate their needs. This session will focus on the assessment results and the information literacy outreach plan put into place. It will highlight several initiatives, including the embedded librarian program, faculty-librarian collaboration, marketing efforts, and learning tools geared towards online students. Based on feedback from students and faculty, an increase in reference questions, as well as high usage statistics from librarian-created tutorials and discussion boards, the outreach plan is working. Come and learn about these best practices for online learners and share your ideas as well.


Ask The Library (of Parliament)! A comprehensive program to introduce new MPs to Library tools, products and services (slides)
Thomas Richardson (Client Services Coordinator Library of Parliament)
The last federal election brought 112 new Members of Parliament to the House of Commons, more than one third of the total number. They all faced steep learning curves, crowded agendas, and multiple demands on their time. They also needed timely, comprehensive information and analysis to get on with their jobs. The mandate of the Library of Parliament is to provide exactly those services to MPs and Senators. It offers independent and unbiased library, research and analysis products and services. It has been doing so for 140 years. The central question: how best to raise awareness and pass on information literacy skills to this sudden influx of clients? Timely, bilingual, appropriate and diverse learning opportunities needed to be offered; a multidisciplinary team developed the Ask the Library program. Twelve pairs of Library Client Representatives were trained on library products and services, then met one-on-one with new MPs. In addition, the Library provided ‘house calls’ to train staff on the use of specific research tools, as well as small group sessions and information literacy seminars. Other deliverables included a lunch reception with the Parliamentary Librarian, enhanced web content including a testimonial video, new print publications and facts sheets, and expanded online learning materials. This session will describe the organization, planning, and execution of the Ask the Library! program, as well as key lessons for the future. The session should be of interest to anyone who wants to learn more about the Library’s role, or needs to develop a comprehensive library orientation program.


Concurrent Sessions F: May 9, 3:30 – 4:15 PM

Connecting the Academy and the Real World: Using Dilemma Cases to Teach Students Lifelong Inquiry (slides)
Savannah Kelly (Instructional Services Librarian, Westmont College)
Instruction librarians have come a long way from teaching traditional bibliographic instruction, with its emphasis on navigating the academic library’s print resources. We have embraced technological, pedagogical and conceptual advances in the field that have enabled us to demonstrate our value to our institutions. And in many colleges and universities the library has become essential to fulfilling the institutional teaching mission, which goes beyond library-centric values. Librarians no longer limit their instructional efforts to finding, evaluating and using resources, but instead we teach students basic research methodologies, argumentation, and even writing across the disciplines. We collaborate with faculty on assignment design and, overall, we feel confident that our teaching has enabled students to become successful scholars in higher education. What we are unsure of, on the other hand, is how that teaching has enabled students to excel once they leave the academy. How do we encourage inquiry, lifelong learning, and application in those students who are not planning to pursue advanced degrees in their field? How do we connect undergraduate research so all students are able to make evidence-supported decisions in their personal and professional lives? This presentation will discuss the revision of our curriculum in our credit-bearing course to incorporate Dilemma Cases, whose function is to provide the opportunity for students to apply critical thinking skills to authentic problems encountered in scholarly and professional environments. We will discuss our assignment design methodology, with special attention to how other librarians can incorporate this type of performance task into their own instructional programs.


Layered Curriculum Mapping using XMind as a Tool for Integrated Library Instruction Program Development – A Case Study (slides)
Cam Laforest (Public Services Librarian, University of Alberta Libraries)
Librarians at the Coutts Library, University of Alberta, identified the process of curriculum change in the Faculty of Education as an opportunity to strategically integrate comprehensive library instruction into the Bachelor of Education curriculum. This session describes their experience as a case study, outlining strategies to take advantage of curriculum change, build a cooperative relationship with faculty, develop a comprehensive library instruction program, and successfully integrate it into the student learning experience. The focus of this presentation will be on curriculum mapping as a tool for developing a comprehensive library instruction program that meets the learning objectives of the both the library and faculty, and contributes to student success by developing critical information literacy and research skills that meet ACRL standards for teacher education. This presentation will demonstrate the use of XMind mapping software, and the process by which Coutts librarians visually mapped the contents of the revised Bachelor of Education curriculum with desired library instruction learning outcomes to develop a comprehensive integrated library instruction program. This process allowed librarians to identify points of affinity and compatibility with student coursework and integrate both library instruction and support into the online student learning environment in order to meet their needs in a systematic and comprehensive way. This integrated approach to library instruction will provide all students coming into the University of Alberta’s new Bachelor of Education program with the critical information literacy and research skills they need to succeed both as students and education professionals.


Literacies — Information and beyond: The Learning Commons and the embedding of academic literacy instruction in disciplinary courses (slides)
Sophie Bury (Business Librarian & Head, Peter. F. Bronfman Business Library, York University)
Ron Sheese (University Professor, York University)
Rebecca Katz (Graduate Student, Boston University)
The growth of the Learning Commons concept has fostered increased adoption of an integrated approach to the support of student learning. Academic support services associated with reading, writing, research, and learning skills collaborate to offer programming that recognizes the recursive, non-linear nature of scholarly processes. Academic literacy becomes a central focus as librarians work with other campus support services to extend the narrower traditional focus on information literacy. A librarian, writing professor, and literacy studies graduate student will describe how the York University Learning Commons is striving to move beyond the library and into the classroom. We will describe our recent efforts to encourage the integration of academic literacy instruction into disciplinary courses through work with instructors on assignment design and curriculum development. We base our work in part on focus groups we conducted with York instructors for the purpose of learning how they conceptualize the needs of their students, and their own role as instructors, in the development of academic literacy. We will describe the primary results of our discussions and how those results assisted us in designing our faculty programming.


Student Empathy 101
Yvonne Phillips (Librarian, Red Deer College)
As librarians and instructors, although we are all well-educated, we may be some years from our last degree and might have forgotten what it is like to actually be a student. In teaching research and citation, we tell first-year students what to do and how to do it, but when was the last time we had to find ten scholarly articles on a specific topic? Used an unfamiliar citation style? Tried to follow some easy directions? And all in 45 minutes or less? Students can easily emerge from a 50-minute session feeling overwhelmed by information, anxious, and confused. What does that feel like and how would it affect your learning? In this session, participants will have a hands-on chance to get refreshingly uncomfortable and question some of the teaching practices, communication strategies, and expectations we take for granted in the first-year classroom. Participants will also have an opportunity to share experiences and offer insights for improving student well-being and learning.


Concurrent Sessions G: May 10, 9:00 – 9:45 AM

First Year Success: Integrating Information Literacy into an Interdisciplinary Program for At-Risk Students (slides)
Janet Goosney (Information Literacy Coordinator, Queen Elizabeth II Library, Memorial University)
Jeannie Bail (Information Services Librarian, Memorial University)
Lorna Adcock (Head of Information & Lending Services, Queen Elizabeth II Library, Memorial University)
Developed by Memorial University in 2012, the First Year Success Pilot (FYSP) program targets entering students with a 70-75% high school average, who have been identified as at-risk for academic achievement. The program brings together faculty leaders from a wide-range of disciplines, including Medicine, History, English, Math and Psychology, as well as a team of dedicated instruction librarians. Information literacy (IL) is a foundational concept of the FYSP and has been woven into the four core courses that make up the program. The information literacy piece has been conceptualized, designed, and taught by librarians who have worked closely with teaching faculty to map IL into the FYSP curriculum. This presentation will explain the work and research that led to the development of the pilot program, explore the core IL concepts that we identified as being crucial for at-risk students in their first year, and examine the role that librarians can play in supporting both academic success and lifelong learning. In addition, the session will outline librarian partnerships with other key stakeholders including Academic Advising, The Writing Centre and The Office of the Dean of Arts which oversees the program.


Beside the Point: Useful Alternatives to PowerPoint for Instruction Librarians (slides)
Brad Sietz (Director, LOEX Clearinghouse for Library Instruction, Eastern Michigan University)
Since the late 2000s, there has been an explosion of web-based, next-generation technologies in a wide-range of areas including for tools that create presentation materials. This should be relevant to instruction librarians as giving presentations is a core part of our job. However, based on an analysis done by the presenter of the last three years of leading library instruction conferences, librarians have basically stayed with the download-requiring, long-time leader in presentation software: PowerPoint. While this makes sense, as PowerPoint is a very functional, familiar, well-tested tool and thus a prudent choice, some of the online alternatives now have three or more years of significant use behind them. The time is right for instruction librarians to consider adding another option to their instruction tool box to ensure they are best meeting the needs of their audience.This conference program will have a brief overview of why PowerPoint is still understandably a mainstay (and even has recently added features which have increased its utility), but the bulk of the presentation will be focused on the web-based alternatives. This will ensure attendees are aware what tools exist, what those tools’ capabilities are, and how they can replicate certain good aspects of PowerPoint while, when appropriate, bringing a new dynamism to their presentations, such as improved mobile & tablet capability. We will review some best practices and useful examples which will be critiqued by the WILU attendees. Alternatives to be discussed include Prezi, Google Docs, SlideRocket, Projeqt, and Zoho Show.


Discussion-Based Teaching in the Library: Engaging Students across Diverse Disciplines (slides)
Sharon Ladenson (Gender and Communication Studies Librarian, Michigan State University)
How can we utilize discussion-based methods for information literacy teaching? What are the benefits and challenges of using such methods? How can such methods be applied to classes for interdisciplinary programs? What impact does discussion-based teaching have on student learning? This session will explore the theory and practice of facilitating discussion in the library classroom. Participants will learn how to apply principles and methods from a key text (Discussion as a Way of Teaching by Brookfield and Preskill) to instruction in libraries. Examples of discussion-based exercises will be shared from information literacy sessions for interdisciplinary subject areas, such as Communication Studies, First-Year Writing, History, Literature, and Sociology. Participants will also collectively share their ideas about discussion-based teaching and leave the session with tools and techniques for cultivating an engaging classroom across diverse disciplines.


Concurrent Sessions H: May 10: 10:00 – 10:45 AM

“You must come see my daughter’s pet deer”: Cultural immersion for effective offshore distance learner support (slides)
Marc Bragdon (Distance Education Librarian, University of New Brunswick)
Mixing communication theory with firsthand experience, I will discuss a culturally immersive approach to developing information literacy support services for UNB’s online Master of Education program located in Trinidad and Tobago. Early efforts as Distance Education Librarian to reach out virtually to our Caribbean contingent proved mostly fruitless. My understanding of and approach to offshore library support changed radically, however, after visiting the country. There I conducted onsite student focus groups and interviews around the intersection of students’ personal, professional, and academic lives, and I traveled the countryside ‘undercover’to gain a more intimate appreciation of context. Upon return I considered my data and experiences in light of applicable cross-cultural communication theories in hopes of generating new ideas. This process has fuelled an evolving model for culturally relevant information literacy support at a distance,; one that emphasizes a strong ground game for effectively engaging such conspicuously outcomes-oriented groups as adult learners, institutional client partners around the world, and university administrators.


In Our Time: Open Government, Civic Engagement, and Academic Libraries
Deena Yanofsky (Liaison Librarian, McGill University)
The Government of Canada’s recent commitment to open government is part of its efforts to share knowledge, increase transparency, and empower citizens. By providing open access to public sector information and data, the government seeks to improve the availability of data to researchers and the private sector with fewer restrictions on reuse of these information assets; citizens are able not only to obtain electronic access to government documents and services, but also to interact with them and give feedback on issues from services to statistics and policy. While the shift to open government offers Canadians greater opportunities to learn about and participate in government, it also raises questions about what it means to be an engaged citizen, how the concept of citizenship might be changing, and how participation in the democratic process might be influenced by the citizenry’s knowledge (mastery) of information literacy: an issue familiar to librarians, but largely neglected by government and policymakers. This session will focus on open government, citizen engagement, and the direct involvement of academic librarians in the promotion, use, and evaluation of different government information available online. Following a short discussion of the concept of open government, the presentation will examine several examples of government information web portals in Canada and present key strategies for academic librarians to empower students and researchers to participate more directly in the democratic decision-making process, focusing on the types of IL skills and competencies that will contribute to shaping an information culture that meets the needs of our time.


SPARK: Fire up an information literacy program for faculty
Jennifer Peters (Teaching and Learning Technologies Librarian, Seneca College)
Mara Bordignon (Manager of Teaching & Learning Services at Seneca Libraries, Seneca College)
Want faculty to embed the library in classes and curriculum? Then embed the library in the minds of faculty. Learn about our information literacy program designed for faculty. SPARK (Short Practical Academic Research Knowledge) workshops and self-directed e-learning modules are valuable components of Seneca College’s Information Literacy Program. They provide the opportunity to enhance research skills and knowledge, and encourage integration of library resources and services into the curriculum.


Multilingual minds and the library (presentation via
Tea Rokolj (Government Information Librarian, University of Ottawa)
With an increasing population of individuals who speak more than one language at home (2011 Census) and a steady influx of international students in Canada, academic libraries can expect more bilingual or multilingual staff and visitors. Living with two or more languages, multilinguals may possess varied linguistic proficiencies, use different languages in different domains, experience interference and transfers between the languages, borrow from and alternate between the languages etc. What impact could this have on their communication, cognition and learning? This presentation will provide an overview of the current multilingualism research from the fields of psychology and linguistics with a view of relating the findings and ideas to library instruction.