Engaging Every Student: Pear Deck Interactive Slide Presentations
Mary Kamela (University at Buffalo)
This presentation will highlight how to utilize Pear Deck, an interactive add-on for Google Slides and PowerPoint, in the information literacy classroom. Not only does Pear Deck allow for more engaging lessons by increasing opportunities for student participation, but it also includes built-in assessment tools and generates valuable takeaways that instructors can use to inform future instruction.
Get Your Answers In: Presenting Engaging Library Orientations with Quiz Software
Elise Ferer & Jillian Sandy (Binghamton University)
Presenting to a large number of students, while keeping them effectively engaged can be a difficult undertaking. When given the opportunity to present to large groups of new undergraduate students during fall orientation, our instruction and outreach team knew we wanted to find a fun way to engage students. During this short presentation we will describe how we used a quiz software to create a trivia game that students could play together in small groups or on their own using their smart devices. Multiple choice and true and false questions centered around library services, resources, and locations and gave us a chance to expand upon these topics as students answered each question. We hope that this presentation will help others understand how they can engage students when teaching a large group or even working with students who have a history of low class participation.
Assessing In-House Video Development to Enhance Information Literacy and Support Reference
Theresa Zahor (Farmingdale State College)
In recent years, academic libraries have undergone a transformation during the pandemic from strictly in-person based lessons to support fully online or hybrid modalities. The library staff at Farmingdale State College has been developing in-house videos to support student learning, promote academic success, and enhance the Information Literacy program. In response to student and faculty online learning needs, we have developed targeted videos to meet the requirements of our patrons. Some of these videos are library-based content on specific research and technology tools (e.g. databases, citation); and several are course/discipline specific. These videos are also used within in-person information literacy classes to supplement the course assignments. In our development process, we identify needs based on feedback received from faculty and students as well as from outreach to academic departments via our Library Liaison program. Greenley library is currently performing an assessment on usage, selection criteria for development, retention, replacement, and retirement of videos. The speaker will review our assessment methods, show organization and discovery of our content, and highlight usage statistics analysis that form our retention and development process.
Re-Designing Library Instruction with Active Learning and the Cephalonian Method
John Hosford (Alfred University)
This presentation will cover my actions over the past seven years to create meaningful library instruction sessions for the first-year foundation students in the School of Art and Design at Alfred University. What started as a one-shot library instruction session with 110 students in a large auditorium has become an active learning, hands-on tour of the website and library, including using the Cephalonian method, student worksheets, and a short library assessment questionnaire.
UDL and You: Universal Design for Learning in Library Instruction
Freya Gibbon (SUNY Cobleskill)
After attending a Universal Design for Learning (UDL) Workshop through SUNY Center for Professional Development last spring, I’ve begun to incorporate UDL principles (Multiple Means of Representation, Multiple Means of Action / Expression, and Multiple Means of Engagement) into my library instruction practice. In this presentation, I’ll offer an overview of Universal Design for Learning principles and share strategies for implementing in the library classroom.
Lunch Break 12:30 – 1:00
DEI Considerations in Information Literacy Instruction
Sine Rofofsky (Schenectady County Community College)
This session will explore the various types of diversity, equity, and inclusion one can encounter during information literacy sessions and interactions – both seen and unseen, visible and invisible, acknowledged and not acknowledged, known and unknown. Through examples, brainstorming, and discussion participants will gain an understanding of various issues that may arise and how to deal – and how to deal with and address those that do not arise – how to be aware of needs that are there, whether known or unknown – and how to present the information literacy in a way that acknowledges and meets as many of these needs as possible in ways that do not insult or otherwise deter those who might benefit from taking advantage, regardless of the reason why they might benefit. From the seemingly obvious such as topic selection, language selection and usage, text to speech, speech to text, screen enlargement, audio, to the other ways one can address such needs or share how these techniques and tools can be used for so much more than their original intention, participants will leave with a new way to think outside the box to help all who come for information literacy.
Integrating the Library in your Learning Management System: Old Westbury’s experience with Springshare’s LTI in Brightspace
Christa DeVirgilio (SUNY Old Westbury)
This presentation will be on the LibGuides/Springshare LTI integration with Brightspace. We had this integration with our previous LMS Blackboard and it is now working in D2L. I will demonstrate how this tool works and the steps used to get it to work and how we communicate and encourage faculty to utilize it. This could be beneficial to those campuses in the next cohort groups to migrate to BrightSpace’s D2L.
Refreshing the Library Scavenger Hunt with Free Tech Tools
Lauren Bradley (Maritime College)
Student feedback demonstrated to Maritime College librarians that familiarity and comfort with the library’s space and services severely deteriorated during the pandemic. Students lacked familiarity with group and individual study spaces in the library, types of materials available, and library support services. Library anxiety and antiquated stereotypes of what a library is proved to be barriers to students from fully taking advantage of what the library offers.
For the current academic year, the librarians reinvented the pre-pandemic library scavenger hunt in the library orientation session attended by all LEAD 101 courses, a required freshman seminar class for first semester students. This image-based scavenger hunt utilized free tools from Padlet and Canva to make the scavenger hunt a fun group-based activity. It also simplified the workflow and labor on the librarians, which was critical in an understaffed environment. In this session, participants will see the components of the scavenger hunt as well as hear about challenges and successes.
CRAAP Attack: Gamifying Information Literacy for and with Gen Z
Halie Kerns & Leah Fitzgerald with students: Kyle Chen, Stephen Pappacena, & Clay Vaughn (SUNY Canton)
SUNY Canton librarians share their year-long project to create an Information Literacy Video game to guide instruction in the library. The game, with a working title CRAAP Attack, is currently in development with several students from the Game Design Program on our campus. By incorporating common information literacy skills taught in standalone and library science credit classes, the game will eventually be deployed to engage students in a knowledge adventure that can be accessed in person and remotely. The presentation will include information about the original inspiration for the project, funding sources for development, and across-campus collaborations to help guide the project to fruition. It will consist of demonstrations from the initial prototype of the project and discussions about how to get student buy in.
Teaching Students What They Already Know About Research
Allison Hosier (University at Albany)
As information literacy instructors, we spend a lot of time thinking about research skills and concepts that our students are deficient in or areas where they are perhaps overconfident. While it’s true that many students have a lot to learn about academic research, they have cultivated plenty of expertise with finding, evaluating, and using information in other contexts. Rather than telling them that what they know about research is somehow wrong or lacking, what if we instead taught them how to leverage their expertise in this new research context?
This presentation will discuss strategies for teaching students both the value and limitations of their existing research experience as they take on college-level research or more advanced discipline-specific for the first time. These strategies are easy to use and can be employed in any instructional situation, including tutorials, one-shot sessions, and credit-bearing information literacy courses.