1. #selfiesinthestacks
Lauren Wallis
Reference and Instruction Librarian
University of Montevallo
The Innovative Library Classroom
May 13, 2014
Radford, VA
tiny.cc/tilc2014
Library Instruction with Instagram

2. #inspiration
#stats
#concepts
#SLOs
#examples
#ownit
#assessment
#workscited
#selfiesinthestacks
Library Instruction with Instagram

3. #inspiration
• Instructor requests for “Library Tour”
• No common curriculum for Eng 101
• Few research-based assignments
• Opportunity to reach most freshmen

4. #inspiration
Make an experience that is:
• Fun
• Social
• Student-guided

5. #inspiration
Make an experience that is:
• Fun
• Social
• Student-guided
How it works:
• Small groups
• Library iPads and Instagram login
• Brief intro and worksheet
• Respond to open-ended questions
• Post pictures, captions, and hashtags
• End with brief class discussion
• Make a connection between hashtags
and controlled vocabulary

6. #stats
Pew Research :
• 17 percent of internet users use
Instagram
• 37 percent of internet users ages 18-
29 use Instagram
• 54 percent of internet users have
posted original photos or videos
online
Instagram Class Stats:
• 15 out of 22 English 101 sections
• 8 of the 15 sections visited more than
once for instruction

7. #concepts
Library Anxiety
• Perceive library skills as inadequate
• Embarrassed and feel like “the only
one”
• Avoid asking questions to avoid
looking stupid
(Mellon 1986)

8. #concepts
Active Learning
and Constructivism
• Link between learning and doing
• Learning as a social process
• Students integrate new ideas with
preexisting values and experiences
(Booth 2011)

9. #concepts
Critical Pedagogy
and User-Generated Content
• Sharing classroom power
• Valuing student experiences
• User-generated content as a way to
engage IL skills
(Seale 2010)
• Teens learn IL skills through
participatory online communities
(Harlan, Bruce, and Lupton 2012)

10. #concepts
Information Literacy and
Social Media
Metaliteracy – Builds on core IL concepts
to address how learners create and
distribute information in participatory
online environments.
• Participating in conversations through
comments and likes
• Understanding the context of
creation
• Seeing oneself as a producer and
consumer of info
• Understanding privacy and access
issues
(Mackey and Jacobson 2011, 2013)

11. #SLOs
The student will be able to:
1) Identify main library service points,
basic resources, and staff
2) Recognize his/her existing knowledge
about libraries
3) Show peers how to use library
resources
4) Identify connections between social
media hashtags and library
controlled vocabulary

12. #examples
SLO 1: The student will be able
to identify main library service
points, basic resources, and
staff.

13. #examples
SLO 1: The student will be able
to identify main library service
points, basic resources, and
staff.

14. #examples
SLO 1: The student will be able
to identify main library service
points, basic resources, and
staff.

15. #examples
SLO 1: The student will be able
to identify main library service
points, basic resources, and
staff.

16. #examples
SLO 2: The student will be able
to recognize his/her existing
knowledge about libraries.

17. #examples
SLO 3: The student will be able
to show peers how to use
library resources

18. #examples
SLO 4: The student will be able
to identify connections
between social media
hashtags and library controlled
vocabulary.

19. #examples
SLO 4: The student will be able
to identify connections
between social media
hashtags and library controlled
vocabulary.

20. #examples
SLO 4: The student will be able
to identify connections
between social media
hashtags and library controlled
vocabulary.

21. #examples
SLO 4: The student will be able
to identify connections
between social media
hashtags and library controlled
vocabulary.

24. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour

25. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour

26. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour

27. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers

28. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers

29. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…

30. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age

31. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age

32. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age

33. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations

34. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations

35. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations

36. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations

37. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
• Humor

38. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
• Humor

39. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
• Humor

40. #ownit
• Interesting resources we wouldn’t
have gotten to in a normal tour
• Making connections with student
workers
• Slightly suggestive photos…
• Non-users / students of non-
traditional age
• Visuals of problems and frustrations
• Humor

41. #assessment
• Google Form
• What is one new resource
you learned about today?
• “The chat thingy”
• “The computer search to
find a book”
• “There are so many people
that are willing to help!”
• “Where complete scores of
music are in the library.”
• “How to use Instagram at
school and not get in
trouble.”

42. #assessment
• What is something you still
have a question about?
• “I’m still confused about
how to print stuff, but I’m
sure the library staff will be
happy to help when the
time comes that I
desperately need to print
something.”
• “How the call number
system works.”
• “How to not be awkward in
the library.”

43. #workscited
Booth, C. (2011). Reflective teaching,
effective learning: Instructional literacy for
library educators. Chicago: American Library
Association.
Gibson, C., & Jacobson, T. (2014).
Framework for information literacy for
higher education. Retrieved from
http://acrl.ala.org/ilstandards/wp-
content/uploads/2014/02/Framework-for-IL-
for-HE-Draft-1-Part-1.pdf.
Harlan, M.A., Bruce, C., & Lupton, M. (2012).
Teen content creators: Experiences of using
information to learn. Library Trends, 60 (3),
569-587.
Jabobson, T.E., & Mackey, T.P. (2013).
Proposing a metaliteracy model to redefine
information literacy. Communications in
Information Literacy, 7(2), 84-91.

44. #workscited
Mackey, T. P., & Jacobson, T. E. (2011).
Reframing information literacy as a
metaliteracy. College & Research
Libraries, 72(1), 62-78.
Mellon, C. (1986). Library anxiety: A
grounded theory and its
development. College & Research
Libraries, 47(2), 160-165.
Seale, M. (2010). Information literacy
standards and the politics of knowledge
production: Using user-generated content to
incorporate critical pedagogy. In M.T.
Accardi, E. Drabinski, & A. Kumbier (Eds.),
Critical library instruction: Theories and
methods. (221-235). Duluth, MN: Library Juice
Press.

45. #contact
Lauren Wallis
Reference & Instruction Librarian
University of Montevallo
Presentation: tiny.cc/tilc2014
Email: lwallis@montevallo.edu
Instagram: instagram.com/lmwallis
Twitter: @LaurenMWallis
Blog: laurenwallis.wordpress.com