1. The Innovative Library Classroom 2015 May 12, 2015
Preliminary Program Radford, VA
Conversation Starters
A fine wine: A different vintage - great LibGuides 2.0 & instruction pairings
Lisa Vassady, Radford University
The popularity of Springshare’s LibGuides CMS has ensured that the release of the new 2.0 platform and
the subsequent migration option have been making waves in libraries around the world. The related
discussions have primarily focused on the nitty-gritty of the migratory process, options available on the
new platform, and coding fixes. Instruction librarians may find that the new platform may also bring
some unexpected post-migration surprises that may call for a significant overhaul of their approach to
LibGuides.
This conversation session strives to start a discussion on the different ways LibGuides are utilized in
instruction sessions, challenges that may occur when attempting to pair “old” instruction techniques
with the new platform, and sharing ideas to meet these challenges. The presenter will start the
conversation off by showcasing the new features of the LibGuides 2.0 platform.
Crafting student creators: Incorporating tangible projects in the one-shot
Cara Evanson, James Sponsel, and Sara Swanson, Davidson College
In recent years, especially with the emergence of digital studies, there has been an increasing emphasis
on students as creators, and not just consumers, of information. Educators have begun to think about
how students’ relationship to the content they create plays an integral role in their learning. Moreover,
recent drafts of the Framework for Information Literacy for Higher Education have stressed the
importance of students as content creators. By participating in the creation of knowledge, students can
begin to understand their place in the information landscape. How do you encourage students to
actively engage in this aspect of information literacy if you only have the one-shot? This discussion will
report our experiences on how we have incorporated student-created products into our one-shot lesson
plans, and cover strategies for educating students as creators. During this session you will have the
chance to contribute ideas as well as design your own activity centered on students as creators.
How we do it, how you do it: Creating online instruction videos
Jennifer Resor-Whicker and Katelyn Tucker, Radford University
In response to shifting demands and trends, librarians are moving more instruction online than ever
before. This conversation starter will discuss why and how librarians at McConnell Library use Prezi, in
combination with other software, to develop dynamic online modules that meet changing needs of our
users. Participants will also have the opportunity to discuss their own experiences with online
instruction videos with peer librarians. We will explore what software programs participants use when
creating online instruction videos, what has worked, and what has not worked. Participants will also
have the opportunity to share best practices and examples of their favorite online instruction videos.
This discussion will help facilitate a conversation about online videos and will give participants
perspectives they can take away to their own libraries.

2. The Innovative Library Classroom 2015 May 12, 2015
Preliminary Program Radford, VA
A framework tasting: Trying out an upcoming vintage in info lit
Ginny Pannabecker, Virginia Tech
Join your colleagues for a Conversation Starter and explore ways to apply the proposed ACRL
Framework for Information Literacy for Higher Education in course support. The proposed framework
moves away from prescriptive, task-specific itemization towards a conceptual approach anchored by 6
threshold concepts: Authority is Constructed and Contextual, Information Creation as a Process,
Information Has Value, Research as Inquiry, Scholarship Is a Conversation, and Searching Is Strategic. A
key element of this framework is its emphasis on implementing assignments and instructional
techniques that use these threshold concepts to promote students’ critical self-reflection and self-
directed exploration and engagement with the information ecosystem. This session will include small
and large group discussion and a kinetic brainstorming activity where you can *literally* toss ideas
around!
Lightning Talks
Champagne information literacy workshops on a beer budget
Kelsey Corlett-Rivera, Alexander Carroll and Linda Merci, University of Maryland
The University of Maryland Libraries offer drop-in information literacy workshops, which historically
have been poorly attended. Previous efforts to increase attendance have focused on marketing, but a
lack of time and funding for large-scale advertising hampered those efforts. One creative approach was
a partnership between the UMD Libraries and the Graduate School Writing Center to offer Research and
Writing Bootcamps, to leverage their respective audiences. Based on those experiences and the needs
students expressed during research and writing consultations, this collaboration expanded to include a
workshop on researching and writing literature reviews. Despite not launching a formal marketing
campaign for that workshop, or conducting a lengthy needs assessment, twenty-four hours after
opening registration, we had 165 students registered for two workshops in a 35 seat instruction room.
This talk will suggest affordable ways to identify high priority topics to develop information literacy
workshops that teach what students want to learn.
New wine in old bottles: “Films without celluloid” and making the most of the spaces you’ve got
Andy Horbal, University of Maryland
Because of shortages of film stock, in the 1920s students at the world’s first film school, the Vsesoyuznyi
Gosudarstvenyi Institut Kinematografii in the Soviet Union, were taught to make “films without
celluloid”: they wrote “shots” down on pieces of paper and then “edited” them into completed films. At
the University of Maryland’s Library Media Services Department we have adopted this technique as a
solution to a different problem: our spaces—“group viewing rooms” and classrooms geared towards
film screenings—were designed with media *consumption* in mind. Rather than let this hold us back
from promoting media literacy on our campus by beginning to offer instruction in multimedia
*production*, we’ve embraced group work and the “film without celluloid” as ways to teach core
storyboarding and film editing despite limited computer resources while we await funding to complete a
renovation.

3. The Innovative Library Classroom 2015 May 12, 2015
Preliminary Program Radford, VA
“Remember that one time? At that place?With the thing? With those people?” Teaching citations as
explanations
Maria Fesz, Coastal Carolina Community College
This short discussion will expand upon the basic idea of citations as a means for students to guide
readers to their sources. The presenter will describe her experiences teaching students at the
community college level by using everyday scenarios, backwards citation instruction, and the idea that
citations have more function than just causing students aggravation. Students begin to look at citations
as a part of their entire paper as opposed to an unrelated afterthought. The main goal is to alleviate
formatting panic and confusion when approached with the wide array of source types available in
today's research environment.
Zen in the library classroom: Applying Japanese aesthetics to transform teaching and learning
Michael Courtney, Indiana University
Structure and flow may seem like contradictory elements for instructional design, yet their cooperative
nature is surprisingly vital to engaging the learner. The structure is based on an intentional
interrelationship of the parts, while the flow creates a visceral space that allows for a student’s
instinctual navigation through the learning process. Structural flow, then, leads the learner naturally
through information, creating a positive and fluid experience. In nature, as well as with a learner’s ability
to process information about the world around them, structure often performs the functions of flow.
Applying a Japanese aesthetic approach to the library classroom, then, can serve to link the way learners
develop both critical and creative thinking processes. This talk will briefly explore the interplay of the
aesthetic principles wabi (transient impermanence), sabi (withered beauty), and yūgen (mysterious
profundity) and how they can be used to transform teaching and learning in the library classroom.
Draw me in: Introducing the library with markers!
Erin Wilburn, Corning Community College
At Corning Community College, our FYEX classes are focused on fostering student success and
engagement, for those who test into remedial math and writing classes. Historically, the library
introduction in these classes was done in a tour/scavenger hunt/worksheet style. It was not connected
to any larger project or research assignment. In the fall of 2014, the library closed for renovations, so the
tour was out! Librarians started visiting classes, looking for a way to engage students with library
services and think “outside the box.” Upon reflection, the librarians realized that they were marketing
the library and its services, not simply leading a group of students around the building and clicking on
various links on our webpage. With this in mind, one librarian set out to redesign the information
session, incorporating active learning principles. The result was an activity that could be done in just
about any classroom, with no technology, and could work as an ice breaker in many intro-level courses.
Presentations
Uncorking learning: Flipping library instruction PechaKucha-style
Alexander J. Carroll and Nedelina Tchangalova, University of Maryland, College Park
Creating a buzz for information literacy among faculty and students is a challenge for many librarians,
particularly given the prevalence of one-shot library sessions. Could flipping the information literacy

4. The Innovative Library Classroom 2015 May 12, 2015
Preliminary Program Radford, VA
session using a learning management system improve learning outcomes, while engaging students more
fully with information literacy concepts? Working with undergraduate students in the health sciences,
we assigned student groups different online modules prior to class and had them present what they
learned to the class in a Japanese presentation style, known as PechaKucha. We compared these
sessions with a more traditional instructor-led session. In this PechaKucha-style presentation,
participants will learn about efficient and effective approaches for flipping the classroom and assessing
student learning in this type of information literacy session.
Making knowledge together: Interactive course exhibits as project-based learning
Brian Mathews, Scott Fralin, and Lauren Pressley, Virginia Tech
Learning happens everyday on our campuses, but most of the time it is confined in the boundaries of
the classroom. We aimed to blur those disciplinary barriers by inviting students to co-create interactive
exhibits in the library. This assignment challenged them to think carefully and creatively about course
content and different ways to package it for a public audience.
This form of project-based learning requires students to blend together digital and physical elements in
the creation of knowledge artifacts. These assignments invite an opportunity to engage students across
a spectrum of literacies, fluencies, and skill building possibilities. They also encourage deeper interaction
and partnership with faculty and other instructors. Furthermore, these exhibits help advance our
aspiration of becoming an intellectual and cultural node on our campus.
A collaborative vision: Partnering with STEM faculty to teach visual literacy through multimedia
research presentations
Emily Cook and Elizabeth Anne Teaf, Washington & Lee
“A Collaborative Vision” discusses an assignment based partnership between Washington & Lee
University (W&L) Library and W&L STEM faculty.
The presentation outlines a case study involving visual literacy instruction. In this study, a control group
of students received the University Library’s traditional visual literacy training (one in-class, assignment-
based session approximately 20 minutes long) in preparation for a traditional poster session. An
experimental group received additional training in visual literacy (two 60 minute in-class sessions with
hands-on instruction) in preparation for an interactive digital poster session. Both training sessions
included ACRL’s Visual Literacy Competency Standards while the extended visual literacy training also
introduced students to the threshold concepts outlined in the ACRL Framework for Information Literacy.
The presentation will include an assignment overview, poster grading rubrics created in collaboration
with a STEM faculty member, and a literature review of visual literacy needs in STEM disciplines.
Can you kick it? Bringing Hip Hop pedagogy to the library classroom
Craig Arthur, Radford University
Have you ever thought about keeping it trill? In this presentation, I will discuss the power of using Hip
Hop pedagogy to encourage students to embrace the scholarly research process. This new approach
presents several unique opportunities. Many of our students are engrossed in Hip Hop, one of the few
areas of popular culture that routinely is concerned with issues of race, class, gender, sexuality, and
authenticity. The long-standing, traditional practice of creating a Hip Hop song is strikingly similar to the

5. The Innovative Library Classroom 2015 May 12, 2015
Preliminary Program Radford, VA
academic research process. Music sampling perfectly addresses issues of authorship, academic
integrity, copyright, and plagiarism with our students. During this session, we will reframe Hip Hop
musicians as metaliterate, primary source aficionados. You might leave the session with a new active
learning exercise for your instruction backpack, too.
Emotionally intelligent library instruction, or: How we learned to stop worrying and love our feels
Jenny Dale and Lynda Kellam, University of North Carolina-Greensboro
Emotional intelligence - briefly defined as the ability to recognize feelings and emotions in others and in
yourself – has been a hot topic in leadership and management since the 1990s. Originally a topic of
interest primarily in the business world, other fields have joined the conversation and adapted the
concept of emotional intelligence to meet their needs. Recently, the education literature has begun to
explore emotional intelligence in relation to teaching, though the topic is typically approached from an
educational leadership perspective. In this interactive session, we will describe the competencies
associated with emotional intelligence and apply those competencies to the practice of information
literacy instruction. The presenters will describe strategies and activities and provide suggestions for
effectively connecting the concept of emotional intelligence with our work as teaching librarians.
Participants will leave this session with tangible goals for more intentionally integrating emotional
intelligence into their teaching practice.
Getting carded: Threshold concepts in the one-shot sessions
Meagan Christensen and Todd Burks, University of Virginia
Underage thinkers want to participate fully as information-literate adults. How can we welcome them
into the world of research and effectively show them how to build responsibly on what they already
know?
We’ve developed a customizable “Source Deck” of cards that illustrates how information is created and
quickly facilitates meaningful engagement with a wide variety of resources. This low-tech, hands-on
activity has transformed our teaching and energized our students. Session participants will see the tool
in action, learn how to create three easily executable lesson plans, and will be given the resources
needed to create their own Source Decks.
Key to connection
Jessica Daly and Barbara Potts, Liberty University
This session will give detailed instruction on how libraries can connect and serve student groups within
their residential student population. Our library made a connection with our university's Academic
Affairs for Student Athletics department and have witnessed amazing relationships and things happen
right before our very eyes. Instead of a true liaison area we are calling this a "Student Engagement"
outreach area where the focus is on the services and resources of the library which can be utilized no
matter your major or field of study. This concept can be used with any non-traditional academic area
within a college or university campus in order to connect students to the library. We currently serve
over 550 NCAA student athletes through the Jerry Falwell Library and only began this relationship in
August of this year. Not only is the NCAA nightly study hall now being held within the library but we also
use our conference room to teach information literacy classes to student athletes as well as their 35
tutors. We feel that our experience is one that will inspire other libraries and librarians to reach out

6. The Innovative Library Classroom 2015 May 12, 2015
Preliminary Program Radford, VA
beyond their traditional relationships and find new and innovative ways to bring students into the
library.
How I learned to love evaluation and not care so much about assessment
AnnieZeidman-Karpinski and Dominique Turnbow, University of California-San Diego
As an instruction librarian you are likely asked or want to know how effective your workshops are in
order to show your value to the education process. In this presentation, we use an instructional design
approach to show that there is a clear taxonomy of evaluation and assessment that can guide our
practices. Given the unique challenges we face as librarians conducting one-shot instruction, our model
suggests that we rightfully should be directing our attention to evaluation and learning. While there are
many assessments that librarians and library programs can do, we shouldn’t be trying to do all of them.
In this presentation we will provide specific examples evaluations and assessments to use in workshops
and discuss how to focus them to answer specific questions about learner satisfaction and what the
participants learned. These examples can be used in both online and face to face learning environments.
Draw me in: Introducing the library with markers!
Erin Wilburn, Corning Community College
At Corning Community College, our FYEX classes are focused on fostering student success and
engagement, for those who test into remedial math and writing classes. Historically, the library
introduction in these classes was done in a tour/scavenger hunt/worksheet style. It was not connected
to any larger project or research assignment.
In the fall of 2014, the library closed for renovations, so the tour was out! Librarians started visiting
classes, looking for a way to engage students with library services and think “outside the box.” Upon
reflection, the librarians realized that they were marketing the library and its services, not simply leading
a group of students around the building and clicking on various links on our webpage. With this in mind,
one librarian set out to redesign the information session, incorporating active learning principles. The
result was an activity that could be done in just about any classroom, with no technology, and could
work as an ice breaker in many intro-level courses.