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Beyond
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Thursday, 4/20 4-7pm
1."Documenting Fair Use Arguments on Campus"
Presenter: Patrick Newell, Fresno State University
Abstract: Although librarians have always been central to the movement of information and knowledge between scholars and students, many learned about Copyright and Fair Use only in regard to paper documents. Since computers have given users unprecedented ability to collect, reformat, and share, understanding how Copyright works with electronic documents (including digitized paper documents and multimedia) has grown in importance for academic librarians. This is particularly important for librarians who teach online or who work with faculty who teach online. The workshop will begin with a brief review of Copyright and Fair Use arguments to be followed by a reviews of the Digital Millennium Copyright Act, the TEACH Act, and what faculty, librarians, and administrators will need to know about how all of these apply on campus and in online learning environments. By the end of the workshop, attendees will have the tools to be able to explain how the four factors test should be interpreted when making a Fair Use decision, be able to document a Fair Use argument for using documents or media in classes, will be able to explain how the Digital Millennium Copyright Act affects copyright decisions and use of media and will be able to document compliance with the TEACH Act for instruction in online environments.
2. "Teaching Information Competency: Building a Rainbow Tower "
Presenters: Sandra Rotenberg and Mary Gumlia, Solano Community College
Abstract: This presentation and workshop explore a pilot project at Solano Community College synchronously infusing Information Competency instruction into Valuing Diversity, a counseling course taught online which requires a research paper. Presenters will discuss the evolution of the project, the assessment tools (pre- and post-workshop questionnaires, proficiency tests, and three “Sources Consulted” assignments) developed and used to evaluate student learning, as well as the joys and stresses of faculty collaboration in a community college. Participants can expect to learn how to begin offering synchronous online Information Competency workshops, as well as hear a thorough discussion of strengths and weaknesses of such a program. In addition, participants can expect to learn a framework for the research paper using online workshops, as well as a discussion of the challenges and benefits of this pilot project, including: collaborative grading rubric, diverse learning and technological needs of students, measuring student learning, and faculty relationships.
Friday, 4/21 all-day ( 9am-4:30pm )
1. "Creative Strategies for Learning and Leading: Learning Commons: Purposes,
Relationships & Outcomes”
Presenters: Barbara Schader, Mary Somerville & Sallie Harlan , Cal Poly San Luis Obispo
Abstract: The term 'Learning Commons' (LC) has become a buzz word in our profession in the last few years. But what is a Learning Commons and how does it differ from the Information Commons? We are advancing the concept of the ‘contemporary transformation of information commons to learning commons, where the focus is on learning rather than on technology’. The pre-conference will explore how California institutions have developed and implemented their learning commons, the partnerships they have formed, and the outcomes each has experienced regarding the effectiveness of the LC for student learning, how it has been accepted by faculty and campus administration, what has been the impact on the libraries providing LCs and other Collaborative Learning Spaces. Attendees will learn effective strategies for planning, developing and implementing the Learning Commons or Learning Spaces most appropriate to their particular campus and library mission, goals and milieu. Attendees will be provided with information and strategies for effectively partnering with campus stakeholders, what pitfalls to avoid etc.
Friday, 4/21 morning (9am-noon)
1. "Mission-Centric: Using Program Review to Illustrate the Library’s Role in the University"
Presenters: Jean Purnell and Lorrie Knight, University of the Pacific
Abstract: Most universities require systematic program review of academic and administrative units. The assessment activities that are a part of this review process engender cycles of ongoing data-gathering, reflection, and improvement. Central to the process for these units is often the requirement that each program show alignment with the university’s overall educational mission. The objective of this pre-conference is to offer guidelines to libraries planning program-wide assessment, peer review, or program evaluation as part of any review process. As almost all librarians contribute to assessment activities through their daily work, and many contribute to overall self-study processes, this program should, and is designed to appeal to all librarians (not just managers). Librarians who attend the pre-conference will discover options for conducting program review that can be tailored to the organizational culture of their institutions. A successful program review can validate the centrality of the library’s mission.
2. “Weeding in the Electronic Age: Collection Development and the Selection and Deselection of Electronic Databases”
Presenters: Michael Epstein, University of San Diego; Linda Heichman Taylor, CSU, Fullerton; Camille Wanat, University of California, Berkeley; Jean Smith, San Diego Mesa College (CDIG-North & CSUL-North)
Abstract: Academic libraries are reaching out to users beyond their walls to provide a growing number of resources and services online. As a result, traditional conceptions of how collections are developed are being redefined. Selection and deselection decisions about electronic databases take a lot more time and are more complex than for print resources and require clarity about what part these resources play in overall collection development. It is vital to the decision-making process that we reach beyond the library to gather input from faculty and students, to collaborate with information technology staff, and to negotiate with vendors. How do academic libraries work with all these stakeholders to effectively evaluate electronic databases? And how do we balance the needs and preferences of students, academic departments, and budgetary specialists? Speakers from different types of academic libraries will discuss how they are making these decisions, both on an individual campus level and across large multi-campus systems. Attendees should learn, and be better prepared to use, techniques which their colleagues are using to compare and evaluate electronic databases and to make decisions regarding their selection and deselection. Following their individual presentations, presenters will form a panel to take questions from the audience and engage in a lively dialogue on the issues involved.
Friday, 4/21 afternoon ( 1:30-4:30pm )
1. "Beyond Usage Statistics: WASC and Library Contributions to Educational Effectiveness and Student Learning"
Speaker: Barbara D. Wright, Associate Director, Western Association of Schools and Colleges
Panel:
Amy Wallace, Moderator, Southern California Instruction Libraries, CSU Channel Islands,
Tom Carter, St. Mary's College of California,
Bonnie Gratch Lindauer, City College of San Francisco,
Val Ontell, San Diego Mesa College,
Gloria Rhodes, San Diego State University (SCIL)
Abstract: This workshop has participants engage in a reflective activity to think about past WASC involvement and report contributions. The reflections are followed by an overview of WASC Standards related to libraries and the level of library involvement in the Accrediting Commission for Community and Junior Colleges and the Accrediting Commission for Senior Colleges and Universities processes, including self studies, capacity, and educational effectiveness reports. A panel of librarians whose campuses have recently submitted or contributed to WASC reports will discuss their experiences with special emphasis on how their libraries’ impact educational effectiveness and student learning. Participants will then be asked to engage in one or two activities to brainstorm the impact particular units are having on educational effectiveness and student learning, including cataloging, collection development, administration, reference, instruction, outreach, circulation, multimedia services, special collections, and interlibrary loan as well as the evidence that would prove current impact, plans for future impact, and any assessment strategies needed to produce this evidence. Last participants will be given a wrap-up exercise that they could take back to their institutions for further thought on this topic, including evidence gathering and campus involvement.
Presenters: Snowdy Dodson & Lynn Lampert, CSU, Northridge; Armand DiRado, Elsevier (SEAL-South)
Abstract: This pre-conference will explore non-traditional library outreach to university students and other clientele (teaching faculty). Presenters will suggest ways to get out of the “ivory tower” of the library building and into the wilderness of campus life. Discussions will include ways to approach and conduct innovative outreach with student service organizations and professionals, student clubs, library vendors and additional auxiliary programming that targets students on their own turf. Attendees will gain a new outlook on how to reach library clientele that are currently falling through the cracks in the draw bridge of traditional library service.
1. Instructional Design : Where Does the Librarian Fit In?
Tina Inzerilla, Las Positas College
Cheryl Warren, Las Positas College
tinzerilla@laspositascollege.edu
Abstract: Can librarians collaborate with faculty on the assignment level to develop class assignments that incorporate information literacy and better use existing library resources? A pilot project at Las Positas College partnered a graduate student in Library and Information Science from San Jose State University with selected faculty to investigate this topic. Presented will be the results, realities of working with faculty and other suggestions for this emerging area for librarians. A practice session on creating new assignments will allow the attendees to go home with a working model that can be used in their library.
2. Integrating Information Literacy into Blackboard Courses: Building Librarian and Faculty Partnerships for Student Success
Pamela Jackson, San Diego State University
pjackson@rohan.sdsu.edu
Abstract: Librarians recognize the need for innovative ways to stimulate student learning in a digital age. Technological advances in the academic environment through learning management systems (LMS), such as Blackboard or WebCT, make it increasingly possible for departmental and library faculty to collaborate on information literacy instruction and outreach to students.
Information literacy skills are a priority in higher education. Historically, however, learning management system software creators and vendors have not treated information literacy or library resources as a priority for successful student learning. Thus, to a large extent, the seamless integration of library resources, information literacy standards, and librarian/faculty collaboration in the online classroom is lacking.
This breakout session will trace the development of a full-scale library support program for information literacy-related LMS content, outreach, and faculty/librarian collaboration at SDSU. The session will include data and analysis from a survey, identifying librarians’ expertise in working with LMS and identifying ways in which faculty are including information literacy in their online courses. Finally, we will discuss how LMS can be used to tier instruction and integrate information literacy skills throughout a subject-specific course, creating a better opportunity for students to succeed.
3. Using voice/video over-the-Internet technology to bring library instruction to remote and online students
Robin Lockerby,
Anne Marie Secord,
Joe Simpson,
Divina Lynch,
Barbara Stillwell
National University Library
rlock@nu.edu
Abstract: In the fall of 2004, National University replaced their existing video conferencing system with a voice & video over-the-Internet technology that has revolutionized the distance education program and the way the various centers and faculty groups communicate with each other. The library was tasked with the training of all faculty and staff in the new technology. The library’s role has had some very positive benefits in raising visibility, credibility among the University’s various communities in addition to the practical side of being on the cutting edge of a new technology. The librarians are now viewed as collaborative partners. The library uses this technology to communicate with the regional librarians and to provide library instruction to remote and online students who do not have direct access to a librarian at their center. The New Student Library Orientation is now being offered in this format as well. New pedagogies for teaching in a synchronous environment have changed the way the University and Library distance education classes are taught.
This presentation briefly highlights the technology adoption process and faculty/staff training program. The process of helping faculty embrace a new pedagogy for teaching and the implications for distance education classes and library instruction are explored in depth.
4. Developing and Assessing a Freshman Library Program: The MUSE Experience
Toby Leigh Matoush, SJSU
tmatoush@sjsu.edu
Abstract How has the library contributed to the information literacy skills of freshman students at San Jose State University? How do you develop, market, and assess a freshman library program? The freshman library program at San Jose State University has developed a program of information literacy instruction with innovative interactive tutorials for students and library hands-on sessions. Evaluation of the 2002 San Jose State University (SJSU) Metropolitan University Scholar Experience (MUSE) freshman program showed that MUSE students felt better able to identify reliable information when doing research then students taking Writing Courses or First Year Courses. In addition, both Fall 2002 (65%) and Fall 2003 (70%) MUSE students agreed or strongly agreed that their MUSE class helped them to “identify reliable information when doing research.” Retention data from Fall 2003 found a 3.6 greater retention rate for 2002 MUSE students than for freshman students who had not taken a MUSE class. The cumulative GPAs of 2002 MUSE students were also higher than students who did not enroll in MUSE classes. What has the library done to contribute to the early success of MUSE students? This breakout session will provide tips on how to instill information literacy in freshman programs using innovative online interactive tutorials. It will also discuss how to assess these programs using national assessment instruments like the ETS ICT test and the Sails assessment survey. This session will be of use to not only librarians coordinating their own freshman programs, but also to librarians interested in information literacy program development and assessment.
5. A Unique Partnership For Assessing Students’ Information and Communication Technology (ICT) Proficiencies: The National Information and Communication Technology Assessment Initiative
Gordon Smith, CSU
Irvin Katz,ETS
Stephanie Brasley, UCLA College Library
irockman@calstate.edu
Description : Several California academic librarians have taken a leadership role by going beyond the ivory tower to creatively partner with the Educational Testing Service (ETS) to develop a performance-based, scenario-based, interactive, web-based, valid and reliable diagnostic assessment tool to determine whether students have the cognitive and technical abilities to solve problems using digital information technologies. Attendees (whether from two, four year, or research institutions) will find the presentation to be relevant since many have struggled unsatisfactorily to develop and implement home-grown instruments or have participated with others to administer multiple choice, objective tests. Recent changes in accreditation requirements, expectations from employers, and desires of faculty members all indicate that students need ICT literacy skills. Although students have taught themselves to surf the web, text message their friends, and download music, evidence from self reports indicates that students inflate their ICT literacy skills. This test provides evidence to show their actual abilities. they are actually tested. The presentation will share results from the national Spring 2005 large scale administration of the assessment, exit questionnaire data, and score reports. The presentation will also suggest next steps for the higher education community in this important assessment work.
6. Myspace is Yourspace: Virtual Social Networks and Library Outreach
Tiffini Travis, CSULB
Marlo Young, UCSD
Kate Peterson, St. Cloud State University, Minnesota
ttravis@csulb.edu
Abstract According to the Pew Report, 41% of online users aged 18-34 engage in the use of online communities. The majority of these users combined their online activities to incorporate both work and play. Virtual social networks such as Myspace and Facebook are fast becoming the preferred method of information seeking for current college students. Whether it be to find out about specific courses, the best teachers or the best places to go clubbing, online networking has become part of their every day lives. To reach this newest generation of users, librarians must adopt new technologies and become part of the virtual social network .Applying the main concepts of social learning theory, librarians at both Cal State Long Beach and UCSD have incorporated innovative electronic outreach activities to promote library services. This session will explore various uses of technology for outreach to students who regularly gather and interact socially online.
The presenters will introduce the use of online discussion forums, virtual communities, Blogs, TXTing and Podcasting as tools for reaching students in their online networks. Learn how to adapt these tools in your library, no matter what your budget or library setting. Attendees will leave this session knowing how to apply these new technologies and assess their effectiveness for promoting library services.
7. All Information on a Need-to-know Basis: Teaching today’s Undergraduates
Kendra Van Cleave, SFSU
Athena Nazario, SFSU
kendrav@sfsu.edu
Abstract: Although the academic library profession recognizes the importance and complexity of information literacy, we continue to struggle to teach students basic concepts in a way they can easily comprehend. As librarians who are immersed in an environment in which the information seeking process is itself the goal, we often forget that searching is actually a means to a more important end for the average user. Concerns for life-long learning and information literacy are usually not in the forefront of students' minds; instead, they frequently develop research skills on a need-to-know basis. This situation is compounded by the limited teaching time librarians have available, in the classroom and at the reference desk, to work with students. Librarians must make the best use of this precious time by presenting information literacy concepts in a way that students will quickly grasp, freeing students from library jargon and attempting to implicitly lead them to develop basic information-seeking habits that will serve them in a myriad of situations. Our presentation will examine undergraduate students' motivations and approaches to meeting their information needs, as well as explore practical strategies for teaching information literacy concepts in a way that is easily relatable and useful for today's students. The session will include opportunities for small group discussion and a hands-on activity geared toward practical applications of the strategies presented for use in the classroom and at the reference desk
1. Trolling the Net: Unconventional Bibliographic Research Modalities
Chris Mays, SFSU
chrism@sfsu.edu
Abstract: Opinion remains divided in the library and education professions regarding the value of the publicly available World Wide Web as an appropriate source to find materials and conduct research. Analysis of over 700 citations in a bibliography of the late twentieth century visionary philosopher and eschatologist Terence McKenna reveals that half the periodical articles and two-thirds of material in other media could not be found using the traditional bibliographic research infrastructure of bibliographic databases, library catalogs, and commercial bookseller lists. Instead, it was necessary to use search engines, online auction sites, online booksellers and file sharing networks (like Google, eBay, Amazon and Grokster), none of which are currently recognized or taught as venues for locating information for scholarly purposes. This presentation will demonstrate (in a low-tech simulation) the sort of resources I was able to locate for the bibliography using these unconventional bibliographic research modalities, along with discussion of my findings regarding the nature of real-world “research.”
2. Assessment of Information Literacy
Lesley Farmer, CSULB
lfarmer@cuslb.edu
Abstract: Information literacy is a current “hot” topic in education as well as in society. But, as with other literacies, it can be difficult to define it, let alone assess the degree to which one is information literate. As university try to help the academic community incorporate information literacy into the curriculum and instruct students so they can become information literate, the role of assessment becomes key – and problematic. What should be assessed, how should it be assessed, is there even a valid and feasible set of assessment tools? As important, how should the academic community act upon the data? When information literacy is considered from a global perspective, the issues become even more complex – and more critical to address.
No perfect assessment instrument exists for measuring information literacy, but hundreds of tools have been used and analyzed. This session provides a meta-analysis of the patterns and trends in the content being assessed and the approaches used to measure knowledge, skills, and dispositions. A systems approach is used to examine how assessment is conducted and used to impact learning and the learning environment. What findings have emerged about information literacy as it is demonstrated by the academic community? How have academic communities dealt with these findings? These questions are studied to help the academic community plan effective interventions systematically. The analysis will also examine the extent to which these issues have been addressed internationally, and which are shaped within a cultural context.
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