This annual mini-conference, offers librarians the opportunity to share their best practices, innovative pedagogy, and creative solutions with colleagues. SCIL Works 2016 will focus on the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education. SCIL Works will offer an opportunity for instruction librarians to highlight how they have engaged with the ACRL Framework.
Parking: Daily parking permits are $8.00. Parking recommended at levels two and above of the Nutwood, State College, and Eastside Parking Structures.
Schedule
- 9:00 - 9:35am Registration, Networking, Breakfast
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9:35 - 9:45am Welcome
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9:45 -10:45am Research and Practice I: O’Neill, Terrones, Prieto, Lambert, Sage, Cornforth
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10:50 – 11:20am Lightning Rounds / Poster Sessions
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11:25am – 12:25pm Research and Practice II: Orblych
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12:30pm-12:45pm Closing and evaluations
Registration is Closed!
CARL is committed to providing reasonable accommodations to people with disabilities at all CARL-sponsored events. Please indicate your special needs or dietary requirements when registering or RSVPing to events. Requests for special accommodations must be received at least two weeks prior to the event.
Presentations
Research and Practice
Lindsay O’Neill, Lettycia Terrones, Adolfo Prieto, Joy Lambert, Joy Sage, Jon Cornforth (CSU Fullerton)
Dance into the FIRe: Engaging with the Framework to Develop an Information Literacy
Curriculum for Freshmen
This presentation will describe the work of a team at California State University, Fullerton’s
(CSUF) Pollak Library that is responding to institutional needs for curricula that engage students in active learning to acquire information literacy (IL) skills to promote critical thinking. CSUF has begun to emphasize IL as a core competency for student mastery, as identified by the university’s accrediting body, the Western Association of Schools and Colleges (WASC). During the course of the presentation, participants will learn how the Committee for INfolit DEsign (CINDEr) approached the task of applying the ACRL Framework for Information Literacy for Higher Education specifically to freshman students.
The library’s goal is to provide IL instruction that addresses ACRL’s specific frames, supports the move of academic departments toward meeting WASC core competencies, and is scalable (in its first stage) to all entering freshmen. Thus, CINDEr designed an IL curriculum that will be
implemented first as a customizable suite of online modules.
In order to integrate and scaffold IL into a variety of degree programs, CINDEr began its work by unifying individual librarian pedagogical approaches to IL lesson planning to identify student learning outcomes (SLOs) that meet university needs for IL instruction. In the future, the IL curriculum will be expanded so that it spans a student's academic career. CINDEr will provide tools and support for subject liaison library faculty to consult with instructional faculty and assist with integrating library resources that promote departmental SLOs for information literacy.
Teague Orblych (University of Michigan, Dearborn)
Flipping the One-Shot Towards the Framework: The Flipped Classroom and Threshold
Concepts
The “flipped classroom”—a pedagogical model in which instructional content is delivered outside the classroom, and time in the classroom is dedicated to learning activities—will be discussed in terms of its value to instruction librarians seeking to align their teaching with ACRL’s Framework for Information Literacy for Higher Education.
The presenter will describe an implementation of the flipped classroom model that leverages active learning processes towards helping students grasp the threshold concepts which form the basis of the Framework. Thus, this presentation will provide instruction librarians with an approach to teaching one-shot instruction sessions that engage with the Framework in terms of both the form and substance of one-shot sessions.
For this project, the presenter flipped the standard one-shot session by having students create learning modules about various information literacy topics. Students worked in small groups to prepare a presentation, a handout, and a learning activity. Through the process of creating library instruction learning modules, students are encouraged to engage in various knowledge practices associated with the Framework’s threshold concepts. For example, being tasked with creating a brief presentation about different types of sources that might be used in the research process requires students to formulate questions for research based on information
gaps or on reexamination of existing, possibly conflicting, information (“Research As Inquiry”)
and to identify interested parties, such as scholars, organizations, and industries, who might
produce information about a topic and then determine how to access that information
(“Searching As Strategic Exploration”).
Lightning Rounds
Scott Stone (UC Irvine)
Choose Your Own Research Adventure
In the 1980’s and 90’s millions of children across the United States regularly read books from
the popular “Choose Your Own Adventure” series. These books placed the reader as the
protagonist and allowed them to make crucial plot decisions that would change how the story
developed. Using Google Forms, UCI’s Research Librarian for Performing Arts, Scott Stone,
created two different versions of a “Choose Your Own Research Adventure” instructional tool
for undergraduate music students. This information literacy tool highlights that there are many
different paths and choices one makes when researching and that some will be fruitful, but
others will make one need to choose another research pathway. This lightning session directly
addresses the “Searching as Strategic Exploration” frame by demonstrating that searching is an
iterative process with many possible ways of locating the necessary information.
Zemirah Lee (National University)
Reference Mining, Citation Mapping & Publishing Overviews: Techniques for Teaching
Scholarship as Conversation
What we find in scholarly literature are scholars presenting their original research findings,
agreeing with some, disagreeing with others, all the while moving their field of knowledge
further and further forward from various points in time. As academic librarians and purveyors
of scholarly information we understand this process and know to depend on the continuance of
these “conversations” in building out our collections and managing our resources. However,
while we understand this, how much time is actually taken in class to teach students the basic
fundamentals of these “articles” they’re required to find as a momentary need to accomplish a
graded end? And, what bearing does this knowledge have on these students’ own requirements
in school as they are tasked with creating bibliographies and writing research papers? This
presentation will focus on one of the 6 frames of the new ACRL Framework and will look at
teaching “Scholarship As Conversation” by focusing on the value of reference mining, citation
mapping, and reviewing the mechanisms by which scholars submit manuscripts for publication.
By making these distinctions in class, students should be able to make the connection between
what scholars and professionals are doing in their respective fields to disseminate their
knowledge and what the students are doing in class with respect to their own research in
contributing to these conversations.
Robin Lockerby (National University)
Teaching Critical Thinking and the Business Case Study
Use of case studies is a standard teaching tool for business faculty. The critical thinking skills
that help students verify relevant data and comparison with competitors is not always included
within the case studies. This presentation will focus on the types of library resources and
search skills students need to incorporate into their search process as they develop reliable
search strategies for the various research questions they need to address as part of the critical
analysis process. The teaching strategy used helps students map the different types of data
needed to critically review and analyze a case study as a systematic process. The ACRL frame,
“Information Creation as Process”, will be addressed since mapping helps students visualize the
different types of business information needed to critique and develop business case studies.
