Program for The Innovative Library Classroom 2018

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SCHEDULE AT A GLANCE
TUESDAY, MAY 8, 2018
6:00 – 8:00 PM PRECONFERENCE SOIAL & POSTER
SESSION
McConnell Library, Radford University (RU)
WEDNESDAY, MAY 9, 2018
8:30 – 9:00 AM REGISTRATION & BREAKFAST
First Floor Lobby, College of Humanities &
Behavioral Sciences (CHBS), RU
9:00 – 9:15 AM OPENING REMARKS
CHBS 1016
9:15 – 10:00 AM KEYNOTE – JENNIFER FERRETTI
ART IS INFORMATION:
COUNTERING THE ‘NEUTRAL’
CLASSROOM WITH POP
CULTURE AND SOCIAL JUSTICE
CHBS 1016
10:10 – 11:00 AM PRESENTATIONS
CHBS 3016, CHBS 3020, CHBS 3022
11:10 AM – 12:00 PM PRESENTATIONS
CHBS 3016, CHBS 3020, CHBS 3022
12:00 – 1:00 PM LUNCH
First Floor Lobby, CHBS
1:10 – 2:00 PM PRESENTATIONS
CHBS 3016, CHBS 3020, CHBS 3022
2:10 – 3:00 PM PRESENTATIONS
CHBS 3016, CHBS 3020, CHBS 3022
3:00 – 3:30 PM AFTERNOON BREAK
First Floor Lobby, CHBS
3:30 – 4:15 PM LIGHTNING TALKS
CHBS 1016
4:15 – 4:30 PM CLOSING REMARKS
CHBS 1016

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KEYNOTE
WEDNESDAY, MAY 9, 2018, 9:15 AM, CHBS 1016
ART IS INFORMATION: COUNTERING THE
‘NEUTRAL’ CLASSROOM WITH POP CULTURE AND
SOCIAL JUSTICE
Jennifer Ferretti | Maryland Institute College of Art
The work students of an art and design college are producing is
interdisciplinary and doesn’t always require footnotes or one method for
producing work. In turn, librarianship in this environment requires flexing
information-seeking, interpretation, and analytical muscles that differ from
those more commonly used in liberal arts or science-related programs. In
this presentation, the speaker will unpack the pre-conceived barrier to
research for artists, as well as library instruction and information literacy
techniques used to illustrate art is information.
Jennifer Ferretti is the Digital
Initiatives Librarian at the Maryland
Institute College of Art. She is a first-
generation American Latina whose
librarianship is guided by critical
perspectives and anti-neutrality.
With a firm belief that art is
information, she is interested in the
research methodologies of artists,
particularly those highlighting social
justice issues. Recognizing the
impact of the overwhelming
whiteness of the library and
information science profession, in
2017 she started the online space
We Here specifically for people of
color working in libraries and archives. Jennifer is a Library Journal 2018
Mover & Shaker.

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PRESENTATIONS
WEDNESDAY, MAY 9, 2018
10:10 – 11:00 AM SESSION BLOCK
CHBS 3016
Who’s Driving Your Design? How to Use Audience Analysis to
Engage Learners
Mollie Peuler and Amy Burns | Central Piedmont Community College
It can be easy to overlook the planning stage when you are designing a
learning object and jump right into the exciting work of content creation and
technology exploration. However, the planning stage, including task and
audience analysis provide important insights into the design process. In this
session librarians will share how they used an audience analysis to direct
the creation of an online plagiarism tutorial created using Google Sites.
CHBS 3020
The Poetics of the Question: Using Poetry to Teach Research Skills
Sarah Kortemeier | University of Arizona
Why use poetry to teach research skills? Because writing poetry can help
us explore the affective components of the research process. The
importance of affective learning outcomes in library instruction has been
increasingly recognized in the literature in recent years; this presentation
will demonstrate concrete techniques borrowed from creative writing
pedagogy that help students discover sources of intrinsic motivation for
research, explore their emotional relationships with their intellectual subject
matter, and sharpen their academic writing. This session will be led by a
teaching librarian who is also a working poet, and it will be highly
interactive: participants will have a chance to try their hands at poetry
writing exercises that can be used at various stages of the research
process. Participants will leave this presentation with activity ideas that can
be incorporated immediately into their teaching practice. No previous
experience writing or teaching poetry is necessary.

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CHBS 3022
Exploring Genre: Information Creation as a Process and Scholarship
as Conversation in First-Year Composition
Nancy Taylor, Jennifer Resor-Whicker, and David R. Beach | Radford
University
Students in college honors programs arrive with a mixed bag of information
literacy skills. They may have taken AP or IB courses in high school, but
their familiarity with three particular information literacy competencies –
how authority is constructed, research as inquiry, scholarship as a
conversation – within their discipline is often scant. This presentation will
explore a two-step strategy for helping honors students make that leap
from exemplary student to novice scholar over a one-semester course. In
partnership with our university’s honors college librarian, these two steps
help students develop skills to locate credible resources within their field.
By examining genres and their role in establishing disciplinary ethos,
students begin to understand how authority is constructed, research as
inquiry, and scholarship as a conversation.
11:10 AM – 12:00 PM SESSION BLOCK
CHBS 3016
Not Missing the Point(s): Meaningful New Approaches to Assessment
Kyle Denlinger, Kathy Shields, Meghan Webb, and Hu Womack | Wake
Forest University
If you’ve ever taken fractions of a point off a student’s assignment for
grammar, or had a student beg for three more points, you’ve experienced
the frustrations of points-based grading. Similarly frustrated, four instruction
librarians recently started using an emerging grading system called
Specifications Grading (Nilson, 2015). One of the key components of this
system is the use of single-level rubrics or checklists for grading
assignments pass/fail. In these rubrics, instructors clearly articulate
expectations aligned to learning outcomes. In this session, we will share
our early experiences with moving toward points-free assessment and how
it has impacted our course design (in both online and face-to-face courses),
our attitudes about assessment, and our students’ motivation. We will also
address how the ideas behind this shift are not limited to credit-bearing
courses and can impact a wide range of instructional practices. Examples,
templates, and other relevant resources will be shared online.

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CHBS 3020
The Net is Not Neutral: Teaching Hidden Biases in Everyday Internet
Use
Alyssa Archer, Liz Bellamy, and Lisa Dinkle | Radford University
From Facebook’s filter bubble to Google’s inappropriate autocorrects,
proprietary algorithms distort information and reinforce biases. However,
how do we get learners in our libraries to recognize how these trends
impact them on an individual level and reflect on how these distortions
affect their day to day information seeking? Engage in active learning
exercises from a successful workshop series that demonstrate to our
learners the non-neutrality of the Web and discuss ways to incorporate
digital literacy into your praxis. Bring your mobile device/laptop!
CHBS 3022
Process Over Product: Engaging Students in an Intentional Design
Process for Media Assignments
Jennie Goforth and Kelsey Hammer | UNC Chapel Hill
At our library, we teach digital literacy sessions for many classes working
on multimedia assignments like websites, infographics, podcasts, academic
posters and more. Too often students (and their professors) believe that
the key to a great product is the tool or technology used to create it. And
while learning tools has value, there is even greater (and often more
transferrable) learning to be had when students follow an intentional design
process. In this session, we’ll go over the design process that we embrace,
as well as the strategies that we use to create learning experiences that
encourage students to embrace it as well. We’ll finish up the session with
some active learning – you’ll experience the design process yourself as we
guide you through the steps to make your own personal logo!
1:10 – 2:00 PM SESSION BLOCK
CHBS 3016
Librarians Teach Fake News – You Won’t Believe What Happens Next!
Andrea Kincaid and Amy Burns | Central Piedmont Community College
We all know there is a great and powerful overlord controlling everything
that is published on the Internet, right? Wrong! Two librarians are on a
mission to teach students and faculty that the power of stopping Fake
News lies in their hands. The presenters developed a comprehensive
instructional plan to teach the traditional information literacy skill of

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evaluating resources by focusing on the pop culture phenomenon of Fake
News. Students are bombarded by information overload and need to be
armed with tools to determine fact from fiction. The presenters also created
a guide for faculty filled with tools and activities to use in their classrooms.
Faculty have excitedly reported high levels of engagement on this topic.
The presenters will discuss these instructional strategies that can be used
in any classroom.
CHBS 3020
Dear Instructionista…: Perspectives on Instructional Dilemmas
Candice Benjes-Small | College of William & Mary
Rebecca K. Miller | The Pennsylvania State University
Elizabeth Kocevar-Weidinger | Virginia Military Institute
Carol Wittig | University of Richmond
In this lively session, professional dilemmas encountered by instruction
librarians will be posed to panelists from a range of libraries. The moderator
will present tricky scenarios worded as letters to an advice columnist,
looking at issues related to co-workers, professors, and teaching. Panelists
will provide their best advice, and audience members will be encouraged to
submit their own “Dear instructionista” letters for the panel to advise. Come
for the stories, stay for the practical suggestions.
CHBS 3022
The Paperweight Proposal: When Innovative Technology Goes Awry
Garrison Libby and Alex Harrington | Tidewater Community College
In 2015, our library launched an iPad-based classroom designed to foster
active learning. For a while, everything was great! But all good things come
to an end, and technology failure, decreased budgets, loss of external IT
support, and diminished librarian interest impeded project success. How do
you confront failure in an ambitious classroom transformation? Learn how
our librarians tackled this challenge, reinvigorated the classroom, and
avoided allowing innovative technology to become nothing more than
expensive paperweights. This session will discuss how to anticipate,
thwart, and overcome pitfalls of implementing innovative classroom
technology ideas.

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2:10 – 3:00 PM SESSION BLOCK
CHBS 3016
Speaking our language: Using disciplinary frameworks to identify
shared outcomes for student success in college and beyond
Kathy Shields | Wake Forest University
Rebecca Lloyd | Temple University
Many academic disciplines are under increased pressure to demonstrate
their value and are producing disciplinary frameworks and guidelines to
articulate the skills and competencies undergraduate students will acquire
in their major. These subject-focused documents offer liaison librarians new
opportunities to communicate with faculty about student learning outcomes.
In this session, a document from the History discipline will serve as a model
for using disciplinary frameworks to identify shared goals using the
language of the discipline, while also perhaps challenging traditional
assumptions of the librarian’s role. Participants will work collaboratively to
compare other frameworks to the ACRL Framework and discuss how we
can begin to integrate these skills more systematically into our instructional
practice and interactions with students and faculty.
CHBS 3020
Show & Prove: Hip Hop Experiential Learning in the Library
Craig E. Arthur, Eric Luu, Juel Downing, Mallory Foutch, Kwame Harrison,
and Freddy Paige | Virginia Tech
At our institution, a dozen partner organizations have come together to
design, develop, and assess a series of monthly programs that celebrate
students as not merely consumers of information but as creators. We
center student and practitioner voices while also including academic
perspectives. In doing so, we promote the university library as not only the
place with the resources students need but also as the ideal setting for
collaborative, creative projects. Our guiding mission is to remove barriers to
entry, to recognize art as scholarship, to learn by doing, and, importantly, to
have fun. After a year and a half of regular programming, we look forward
to sharing our lessons learned from this experience with you. Join two
student leaders, an anthropologist, an engineer, a member of the Women’s
Center team, and a librarian as we guide you through a process you can
use to start a similar experiential learning program at your institution.

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CHBS 3022
There is No Logical Progression: Using the Framework in a Full
Semester First Year Seminar Course
Samantha Guss and Carol Wittig | University of Richmond
After being frustrated with the limitations of one-shot instruction, librarians
at a small liberal arts college proposed a required full semester first-
year seminar class related to cynicism and information consumption. In this
presentation those librarians will describe the process of proposing a
disciplinary writing intensive seminar revolving around ACRL's Framework
for Information Literacy. They will explain their scaffolded information
creation assignments, the active learning discussion techniques they
engaged in and they ways in which they applied critical literacy pedagogy
and social justice principles to a freshmen audience. The presenters will
specifically reflect on the ways in which their teaching practices were
altered by teaching a full-semester first year course and how being on the
"other side" of the faculty conversation around information literacy changed
the ways they approached disciplinary faculty.

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LIGHTNING TALKS
WEDNESDAY, MAY 9, 2018, 3:30 PM, CHBS 1016
They’ve Had the Power All Along: Helping Students Discover Their
Information Evaluation Strengths
Sara Godbee and Bria Sinnott | Stevenson University
Our university recently redesigned the freshman seminar course, with the
primary focus of helping students discover their own strengths in academia.
The library took this opportunity to create a unified first year lesson plan
designed to integrate the revamped course objectives and ACRL
framework principles. Librarians led student-driven discussions that
encouraged students to examine the intuitive information assessment skills
that they use on a daily basis and relate them to information evaluation in
academic work. This lightning talk will share the lesson plan, interactive
Poll Everywhere scenarios and approximately 500 student responses.
Additionally, we’ll discuss our assessment and reflections on the course.
The Science of Distraction
Jeff Lacy | Trinity University
Today’s information technology can be interruptive and distracting, causing
cognitive strain, stress, and anxiety. Apps are designed to exploit our
psychology and encourage compulsive use. The negative impact of
information technology on our individual and collective behavior—including
learning—has been the subject of popular and academic publications for
nearly three decades. One can easily imagine distracting technology
becoming a social ill on parity with the likes of smoking. What does this
mean for teaching? Just as cognitive research has helped teachers
understand the science of learning and adapt teaching accordingly, it can
help here as well. This lightning talk will digest recent research from the
behavioral sciences explaining how distracting technology gets us hooked
and how we might leverage this in education and information literacy.
Authority Changes: Using the Framework to Teach Evaluation in an
Art History Class
Maggie Murphy | UNC Greensboro
Students often think that the mere presence of resources in library
databases can be used as a proxy for authority. However, as librarians
know, authority is more complicated than that. When students need to
research concepts that have become problematized over time, such as
“primitive” or “tribal” art, they can get confused—especially when database

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holdings stretch back for decades. Is historical scholarship or popular arts
coverage still “authoritative?” Was it ever? This lightning talk shares a short
activity based on the “Authority is Constructed and Contextual” frame of the
ACRL Framework for Information Literacy. In this exercise, art history
students interrogate the authority of historical and contemporary writers
constructing themselves as experts on primitivism and its influences, in
both original and present-day contexts. The basic activity can be adapted
for a range of disciplines and helps students think critically about the role of
evaluation in selecting resources—even within the library.
Engaging Students in Library Instruction Using Google Sites
Rachel Sanders | UNC Greensboro
Making library instruction sessions more engaging and interesting is
something we all struggle with. The newly redesigned (and much improved)
Google Sites allows for a number of exciting integrations that allow
students to participate in a hands-on way that doesn’t take long for you to
set up. Activities related to brainstorming, assessments, videos, embedding
websites, and much more are all easy to create (and reuse) in Google
Sites. We’ll look at practical examples of how it can be done and you’ll be
given resources to help you get started. Dump your slides and join the
movement!
Oh Snap! How Four Thirty-Something Librarians Conquered the
World’s Most Confusing Social Media App to Revitalize the Library
Scavenger Hunt
David Tully and Anne Burke | North Carolina State University
Since our library launched its Mobile Scavenger Hunt in 2011, 11,000+
students have been introduced to the Libraries spaces, staff, services, and
resources through this engaging, interactive game. By 2016, however, we
wanted to improve the student experience during the hunt. Evernote
updates had forced us to switch to Gmail as the way students submitted
their clue answers. And, while the hunt generally received positive
feedback from participants, some comments drew attention to the
outdatedness of the iPods and the use of Gmail to send photos and
answers. By using Snapchat as the technical foundation for the Libraries’
Scavenger Hunt, we have breathed new life into the activity. An additional
bonus has been the opportunity to connect new students to the Libraries’
social media stream early in their academic careers. We will share both the
challenges and the successes of transforming the scavenger hunt with a
fresh, millennial, technology.

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POSTERS
TUESDAY, MAY 8, 2018
6:15 – 7:15 PM, MCCONNELL LIBRARY
Meet Them Where They Are: Improving Outreach to Graduate
Students
Lisa Becksford | Virginia Tech
Graduate students are a population with unique and diverse needs, and
because they often do not fit neatly into any of our established information
literacy programs, they can easily fall through the cracks. In fall 2016, I
partnered with my university’s graduate school to offer a series of
orientation sessions introducing the many ways that the library supports
graduate students throughout their time at the university. Though many
students signed up, attendance was low. However, those students who did
attend gave feedback that was generally positive. In fall 2017, the
orientation sessions were offered again, with changes that helped increase
attendance dramatically. This poster will detail the strategies that helped to
grow attendance and discuss the way that these orientation sessions have
provided the foundation for other workshops and programs in support of
graduate students.
Teaching Information Literacy to SLACers!
Natalie L. Browning and Vicki Marie Palmer | Longwood University
The Student Library Advisory Committee (SLAC) is a group that advocates
for the library by sharing ideas for innovation of services and spaces. The
committee’s librarian advisors encourage open conversation and also use
SLAC as a test group for new instruction and marketing ideas. In the spring
of 2018, the advisors planned an instruction session for SLAC that included
the concepts of Boolean logic, source evaluation, and citation formats;
students were given pre/post assessments to evaluate what they learned.
This poster will discuss the pre/post assessments and the pros and cons of
teaching to an already engaged audience.

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Literacies and Campus Context: Leading the Conversation
Julia Feerrar | Virginia Tech
Discussions around literacy in higher education involve a variety of
intersecting modifiers: data, invention, health, media, digital, information,
and more. How can librarians navigate these varied literacies in relation to
existing instruction programs? At our university, the library is leading digital
literacy initiatives as a way to unite and extend efforts around information,
media, data, and invention literacies. This framing emphasizes supporting
learners as critical consumers and active creators of a variety of digital
content. Poster attendees will identify strategies for building a shared vision
for literacy-related programs on their campuses, including approaches to
framework development, campus conversation, and ongoing planning.
Conquering the Technology Laden Classroom
Kim Looby and Consuelo Salas | UNC Charlotte
We all have a classroom in our libraries that we avoid, often because the
technology is unfamiliar or difficult to use. At our library we have two
traditional classrooms with a podium, projector, white board, and front
facing desks, and one collaborative classroom with circular desks, screens
on every wall, whiteboards on every wall, and multiple sharing devices.
This poster shows photographic evidence of how the librarian conquered
the technology laden classroom to create a set of collaborative workshops
with first year writing students.
How Undergraduate Students’ Perceptions of Academic Librarians
Can Inform Innovative Teaching
Hillary Ostermiller, Elizabeth Price, and Lara Sapp | James Madison
University
Student perceptions of teachers can influence the success of instruction,
and library instruction is no exception. Understanding the mindset of
students can help academic librarians prepare for in-person and
asynchronous classes and create instructional materials. By anticipating
students’ impressions, librarians can challenge false assumptions and
improve interactions. This poster will highlight findings from a large study of
how undergraduate students at one institution perceive academic
librarians. Findings that relate specifically to information literacy instruction
will be discussed.

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“What Days Do They Have Free Popcorn? And I have No Idea How to
Find a Book”: Sticky Notes for Engagement and Assessment
Sarah Reynolds | Longwood University
We’ve all experienced the epic silence when opening the floor for questions
at the end of an instruction session and aren’t we always looking for a
quicker, easier way to obtain meaningful feedback? Enter the humble sticky
note. Named one of the top innovations of the 20th century by Newsweek,
this mundane piece of adhesive paper is a simple, anonymous way to get
students to communicate. In Fall 2017, librarians piloted a sticky note
activity during a library orientation program offered to first-year experience
courses. In the 18 classes that piloted the activity, almost 600 comments
were collected. This poster will discuss how sticky notes were able to spark
class discussions, clear up confusion, assess student learning outcomes,
and provide feedback to inform the way the library moves forward with first-
year activities. Thoughts on how to adapt the activity for other instruction
situations will also be shared.
Teaching Integration and Synthesis of Sources in a One-Shot Library
Instruction Section
Faith Rusk | University of the District of Columbia
Our library found that while students could effectively find information, they
struggled to then use that information. In a single library instruction session,
it can be difficult to address this major component of information literacy
and research. Using the Burke’s “Unending Conversation” metaphor, a
simple worksheet, and political cartoons, we were able to help students
critically analyze sources, draw out main ideas, and connect related ideas
within sources, thus enabling them to better integrate and synthesize
sources in their assignments. The short activity can easily fit within a one-
shot session, or it can be scaled to be used within multiple sessions,
embedded classrooms, or a semester long course.
Research as a Method of Creative Production: Weaving Information
Literacy into the Creative Writing Process
Kodi Saylor | Virginia Tech
As a poet and a librarian, I believe that information literacy via the
Framework not only applies to the fine arts but also acts as a vehicle for
creative production. Last year, I partnered with a creative writing professor
to design an assignment that not only required students to conduct
background research on a topic of their obsession but also encouraged
them to utilize the research process as a source of inspiration and method

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of creative production. Utilizing the connection between creative production
and information literacy requires a shift in mindset from believing that
creativity happens outside or separately from the research process to one
that embraces the relationship of continual remix between information use
and creation. By viewing my partnership as a case study, participants will
explore the connections between information literacy and the fine arts
programs they support.
Research Challenge of the Week – Library Instruction and Informal
Teaching Spaces
Brittany Soder | UNC Chapel Hill
Learning takes place inside and outside of the classroom. To encourage
informal learning and research skills our library maintains an outreach
program called Research Challenge of the Week. We use a bulletin board
to solicit original and interesting questions from our students (I.e. are we in
the matrix? How will the world end? Why have our politics become so toxic
in the past eight years?) Our job as librarians is to show students that
library research isn’t strictly academic, but that these research skills and
library resources are applicable for personal research and inquiry. We post
the answers to these unique questions through Tumblr and Twitter, where
we are able to incorporate popular images and GIFs to hook our students.
Picture This: Using Drawing Activities for Pre- and Post-Assessment
Rebecca Thompson | King’s College
Drawing can be an effective instruction tool, requiring little preparation and
taking minimal valuable class time. Using drawing as a pre-assessment
activity creates a relaxed, low-stakes, and even fun environment while
encouraging students to think concretely and creatively about information
literacy concepts. Drawing engages visual and tactile learning and helps
students utilize a different type of cognitive thinking than text-based
activities. It can also be used to naturally incorporate peer instruction while
providing an engaging entry into more abstract information literacy topics,
leading to more fruitful class discussions. In a similar way, using drawing as
a post-assessment activity encourages students to reformulate newly
acquired knowledge rather than simply regurgitating it. This poster
presentation illustrates ways to use drawing activities as pre-and post-
assessments along with examples of student drawing responses to help
attendees add this simple, yet effective activity to their instruction toolbox.

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THANK YOU TO OUR TILC 2018
SPONSORS!
PLATINUM SPONSORSHIP
GOLD SPONSORSHIP

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THANK YOU TO OUR TILC 2018
SPONSORS!
BRONZE SPONSORSHIP

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TILC 2018 CONFERENCE COMMITTEE
CO-CHAIRS
Candice Benjes-Small
College of William & Mary
Jennifer Resor-Whicker
Radford University
Rebecca Seipp
Hollins University
Kiri DeBose
Virginia Tech
COMMITTEE
Alyssa Archer
Radford University
Julia Feerrar
Virginia Tech
Maryke Barber
Hollins University
Brittany Ford
American National University
Lisa Becksford
Virginia Tech
Paula Kiser
Mary Baldwin University
Liz Bellamy
Radford University
Elizabeth Kocevar-Weidinger
Virginia Military Institute
Katelyn Burton
Virginia Western Community College
Kate Lynch
Piper Cumbo
Roanoke College
Rebecca K. Miller (Ex-Officio)
The Pennsylvania State University
Lisa Dinkle
Radford University
Rory Patterson
Liberty University

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TILC 2018 CONFERENCE ATTENDEES
First
Name Last Name University Title Email
Annemarie Anderson
Northern Virginia
Community
College Instruction Librarian aanderson@nvcc.edu
Alyssa Archer Radford University
Coordinator of Faculty
Outreach and Research &
Instruction Team Member aarcher2@radford.edu
Craig Arthur Virginia Tech
Head, Foundational
Instruction & Community
Engagement crarthur@vt.edu
Maryke Barber Hollins University
Public Services and Arts
Liaison Librarian mbarber@hollins.edu
Lisa Becksford Virginia Tech
Online & Graduate
Engagement Librarian lbecksford@gmail.com
Liz Bellamy Radford University Instruction Librarian ebellamy1@radford.edu
Jess Bellemer
Lees-McRae
College Director of Library Services bellemerj@lmc.edu
Candice
Benjes-
Small
College of William
& Mary Head of Research Services cbsmall@wm.edu
Cori Biddle
Bridgewater
College Learning Services Librarian cbiddle@bridgewater.edu
Natalie Browning
Longwood
University Research Services Librarian browningnl@longwood.edu
Anne Burke
North Carolina
State University
Associate Head, Learning
Spaces & Services amburke5@ncsu.edu
Amy Burns
Central Piedmont
Community
College Senior Librarian amy.burns@cpcc.edu
Katelyn Burton
Virginia Western
Community
College
Reference & Instruction
Librarian katelyntucker09@gmail.com
Peter Catlin
University of Mary
Washington
Reference Librarian and
Coordinator of First-Year
Programs pcatlin@umw.edu
Julie Combs
Northern Virginia
Community
College
Emerging Technologies
Librarian jcombs@nvcc.edu
Piper Cumbo Roanoke College
Instruction and Research
Services Librarian cumbo@roanoke.edu
Kiri DeBose Virginia Tech
Head, Veterinary Medicine
Library & Liaison to Animal
Sciences kdebose@vt.edu
Kyle Denlinger
Wake Forest
University eLearning Librarian denlinkd@wfu.edu
Elizabeth DeZouche
College of William
& Mary Visiting Instruction Librarian elizabeth.dezouche@gmail.com
Lisa Dinkle Radford University Instruction Librarian lisadinkle@gmail.com

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Alison Edwards NCSU Library Technician aledwar5@ncsu.edu
Vickie Einselen
Bridgewater
College Research Support Librarian VEinselen@bridgewater.edu
Julia Feerrar Virginia Tech
Head, Digital Literacy
Initiatives julia.feerrar@gmail.com
Jennifer Ferretti
Maryland Institute
College of Art Digital Initiatives Librarian jferretti@mica.edu
Brittany Ford
Hillel at Virginia
Tech Development Associate blford14@gmail.com
Sara Godbee
Stevenson
University
Instruction & Learning
Services Librarian sgodbee@stevenson.edu
Jennie Goforth UNC Chapel Hill
Research and Design
Services Librarian jgoforth@unc.edu
Rebecca Greer
University of
California, Santa
Barbara
Library Instruction Program
Coordinator rrgreer@ucsb.edu
Karen Grigg UNCG Science Liaison Librarian ksgrigg@uncg.edu
Samantha Guss
University of
Richmond Social Sciences Librarian Sguss@richmond.edu
Kelsey Hammer UNC-Chapel Hill
Graduate Assistant - Digital
Literacy knhammer@live.unc.edu
Yi Han
Illinois Institute of
Technology
Head of Research &
International Library Services yhan27@iit.edu
Alexandra Harrington
Tidewater
Community
College Reference Librarian aharrington@tcc.edu
Michael Harris
College of William
& Mary Instruction Librarian mwharris01@wm.edu
Inga Haugen Virginia Tech
Agriculture, Life Sciences,
and Scholarly Communication
Librarian ihaugen@vt.edu
Elizabeth Heitsch
University of Mary
Washington
Reference and Social
Sciences Librarian pjenkins@umw.edu
Laura Hess UNC Pembroke
Instruction and Reference
Librarian lahe0329@gmail.com
Michael Hibben
Roanoke County
Library System Branch Librarian mhibben@roanokecountyva.gov
Megan Hodge VCU
Assistant Head for Teaching
& Learning mlhodge@vcu.edu
Jenny Horton Lynchburg College Library Director abbyslowery@gmail.com
Mallory Jallas
Gettysburg
College
Research & Instruction
Librarian mjallas@gettysburg.edu
Cait Kennedy UNC Chapel Hill
Carolina Academic Library
Associate caitlin_kennedy@alumni.brown.edu
Andrea Kincaid
Central Piedmont
Community
College
Harris Campus Library
Manager andrearkincaid4@gmail.com
Elizabeth
Kocevar-
Weidinger
Virginia Military
Institute
Head of Research and
Instruction Services kocevar-weidingerea@vmi.edu

21. #TILC2018 20
Sarah Kortemeier
University of
Arizona
Instruction and Outreach
Librarian ssk@email.arizona.edu
Jeff Lacy Trinity Instruction/Liaison Librarian clacy@trinity.edu
Edward Lener Virginia Tech
College Librarian for the
Sciences lener@vt.edu
Garrison Libby
Tidewater
Community
College Reference Librarian garlibby@gmail.com
Rebecca Lloyd Temple University
Reference & Instruction
Librarian, History, Spanish &
Latin American Studies rebecca.lloyd@temple.edu
Kimberly Looby UNC Charlotte Reference and Instruction klooby@uncc.edu
Abby Lowery Lynchburg College Information Literacy Librarian lowery_as@lynchburg.edu
Carrie Ludovico
University of
Richmond Business Librarian cludovic@richmond.edu
Katherine Lynch
Hampden-Sydney
College
Research & Instruction
Librarian lynchk65@gmail.com
Amanda MacDonald Virginia Tech High Impact Practice Librarian abmacdon@vt.edu
Melanie Medina
Northern Virginia
Community
College
Collection Development and
Outreach Librarian medina.melanie@gmail.com
Sue Moss
Richard Bland
College of William
and Mary
Circulation, Programming,
and Outreach Specialist smoss@rbc.edu
Maggie Murphy UNC Greensboro
First-Year Instruction
Librarian, Humanities mmurphy@uncg.edu
Kerri
Odess-
Harnish
Gettysburg
College
Director of Research &
Instruction kodessha@gettysburg.edu
Hillary Ostermiller
James Madison
University Librarian ostermhe@jmu.edu
Alice Pakhtigian Harcum College Reference Librarian apakhtigian@harcum.edu
Vicki Palmer
Longwood
University
Research Services, Marketing
& Outreach Librarian palmervm@longwood.edu
Rory Patterson Liberty University rlpatterson2@liberty.edu
Lisa Payne
John Tyler
Community
College OER and Instruction Librarian lpayne@jtcc.edu
Mollie Peuler
Central Piedmont
Community
College eLearning Librarian mollie.peuler@cpcc.edu
Matthew Pierce
Germanna
Community
College Lead Instruction Librarian mpierce@germanna.edu
Jeff Prater
Virginia
International
University Director of Library Services jprater27@gmail.com
Elizabeth Price
James Madison
University Business Librarian price2el@jmu.edu

22. #TILC2018 21
Jodi Psoter Duke University
Librarian for Chemistry &
Statistical Science jodi.psoter@duke.edu
Eric Rector
American National
University Director of Library Services erector@an.edu
Jennifer
Resor-
Whicker Radford University
Coordinator of Information
Literacy jrwhicker@radford.edu
Sarah Reynolds
Longwood
University Research Services Librarian reynoldsst@longwood.edu
Lynn Riggs
Reynolds
Community
College
Reference & Information
Literacy Librarian Lanbriggs@comcast.net
Hannah Rozear Duke University
Librarian for Instructional
Services & Liaison to the
Writing Program and Global
Health hannah.rozear@duke.edu
Patrick Rudd Elon University
Coordinator of Instruction and
Outreach Services prudd@elon.edu
Lucinda Rush
Old Dominion
University
Instructional Services
Librarian lrush@odu.edu
Faith Rusk
University of the
District of
Columbia
Information Literacy
Instruction Librarian faith.rusk@udc.edu
Consuelo Salas UNC Charlotte Assistant Professor csalas2@uncc.edu
Rachel Sanders UNC Greensboro
First Year Instruction and
Social Sciences Librarian rcsander@uncg.edu
Lara Sapp
James Madison
University Health Sciences Librarian sapple@jmu.edu
Kodi Saylor Virginia Tech
Undergraduate Engagement
Librarian kodi@vt.edu
Ann Schertz
Southeast
Kentucky
Community and
Technical College Professor or Music Ann.Schertz@kctcs.edu
Rebecca Seipp Hollins University
Outreach & Humanities
Librarian seipprl@hollins.edu
Kathy Shields
Wake Forest
University
Reference and Instruction
Librarian shielddk@wfu.edu
Bria Sinnott
Stevenson
University Library assistant bsinnott@stevenson.edu
Brittany Soder UNC Chapel Hill Graduate Assistant britt36@live.unc.edu
Jenay Solomon UNC Greensboro Diversity Resident Librarian jmsolom2@uncg.edu
Nancy Speisser
South University
Virginia Beach
Assistant Vice Chancellor for
University Libraries nspeisser@southuniversity.edu
Rebecca Thompson King's College PA
Instruction & Reference
Librarian rebeccathompson@kings.edu
Catherine Tingelstad UNC Charlotte
Instruction & Curriculum
Engagement Coordinator ctingels@uncc.edu
Gardner Treneman
Randolph-Macon
College
Reference & Instruction
Librarian gardnertreneman@rmc.edu

23. #TILC2018 22
David Tully
North Carolina
State University University Library Technician dltully@ncsu.edu
Jacob Vaccaro Meredith College
Research and Instruction
Librarian vaccaroj@meredith.edu
Lisa Vassady Radford University
Instruction and Experiential
Learning Librarian ljvassady@radford.edu
Meghan Webb
Wake Forest
University
Instruction & Outreach
Librarian webbmm@wfu.edu
Karen Weis
Virginia
International
University Librarian Karen.Weis@gmail.com
Kelli Williams
Carson-Newman
University
First Year & Transfer Services
Librarian kwilliams@cn.edu
Carly Winfield Richard Bland College of William and Mary cwinfield@rbc.edu
Carol Wittig
University of
Richmond
Head, Research & Instruction.
Boatwright Library cwittig@richmond.edu
Hubert Womack
Wake Forest
University
Instruction and Outreach
Librarian womack@wfu.edu
Erin Wysong
University of Mary
Washington
Reference & Sciences
Librarian emorris4@umw.edu

24. #TILC2018 23
THANK YOU FOR ATTENDING
THE 5TH
ANNUAL INNOVATIVE
LIBRARY CLASSROOM
CONFERENCE!
WE HOPE TO SEE YOU IN 2019!