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SCIL Works 2017

SCIL Works 2017

Let's Get Together: Collaborating with Our Academic Communities Beyond the One-Shot

SCIL Works 2017 Program

This annual mini-conference, offers librarians the opportunity to share their best practices, innovative pedagogy, and creative solutions with colleagues. SCIL Works 2017 will focus around the theme of collaborating on instruction within our learning communities of faculty, staff, student support units and academic administration. SCIL Works 2017 will offer an opportunity for instruction librarians to highlight successes and challenges related to engaging with faculty and other campus groups beyond just the one-shot.

Friday, February 10, 2017
9:00 am - 1:00 pm PST

California State University, Dominguez Hills
University Library
1000 E Victoria Street
Carson, California 90747

Parking: Daily parking permits are $6.00. Lot 6 is closest to the library.


  • 9:00 - 9:35am Registration, Networking, Breakfast
  • 9:35 - 9:45am Welcome
  • 9:45 -10:30am Research and Practice I
  • 10:30 – 11:15am Research and Practice II
  • 11:15 – 11:30am Break
  • 11:30am – 12:00pm Lightning Rounds
  • 12:00 – 12:45pm Research and Practice III
  • 12:45pm - 1:00pm 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.

SCIL would like to acknowledge CSU Dominguez Hills University Library for hosting this program.


Research and Practice

Jordon C. Andrade, Anna Uribe & Kira Hall (Ashford University)
Scalable Solutions Beyond the One-Shot at the Ashford Library

The presentation will begin with an overview of the development of the Ashford University library liaison program. Due to Ashford University's standardized course model, liaisons have evolved into fully integrated stakeholders in the course development process. We will then describe the kinds of instructional supports used by the library, which provide point-of- need instruction in lieu of one-shot library instruction. The presentation will end with a discussion about the effectiveness and scalability of these solutions.

Diane Zwermer, Elizabeth Trevow & Karla Bluestone (Woodbury University)
Integrating Information Literacy: A Pilot Faculty Development Project

This presentation details a project realized through a faculty development grant recognizing the need to strengthen information literacy instruction outside the library. The "Integrating Information Literacy Project” was designed to help discipline faculty learn how to put information literacy into their own teaching repertoire. Through a competitive application process, seven Woodbury faculty members from a pool of 15 were selected to form an information literacy instruction learning community. This session will demonstrate what was taught to the faculty, how assignments were adjusted to infuse more IL, and how Woodbury University librarians supported their growth as IL instructors.

Danielle Salomon & Annie Pho (University of California, Los Angeles)
Embedded Peer Services: A Scaled Model of Information Literacy Services That is Gaining Support From Students, Faculty, and Campus Collaborators
Embedded librarianship has been shown to be an effective way to instill information literacy skills, but the embedded model is time-consuming and difficult to scale. Another approach gaining popularity is peer-assisted learning. This presentation describes one academic library's success at scaling information literacy by using a hybrid model of embedded librarianship and peer-assisted learning and has emerged as an effective, affordable, and scalable gateway to information literacy.

Lightning Rounds

Hema Ramachandran & Jennifer Luarca (CSU Long Beach)
An Easy Collaborative Assignment to Build on IL Skills and Improve Critical Technical Reading Skills in a Freshmen Course
Based on the idea of "Literature Circles”, Librarians at CSU Long Beach developed an IL assignment that does not require the librarian to attend each instruction session. In "Reading to Learn” student teams pick an article (from a list selected by the librarian), read it critically, and make a presentation. Each student takes on a role: Data analyzer, Historian, Futurist, Engineer/Scientist, Summarizer. Students critically analyze the article including the authoritativeness of the authors, evaluation of the bibliographies, etc. The assignment was piloted Fall 2015 and launched Spring 2016. Initial response from students and instructors has been positive.

Annette Young (Chaffey College)
From 400 students to 22,400: How I’m Attempting to Expand the Online Instruction Program at Chaffey College
The online instruction program at Chaffey has increased by 33% campus wide and over 200% at the library. With relentless outreach, librarians have been embedded in several online classes via an "Ask a Librarian" forum, where we introduce ourselves and students post questions. This semester, I started working closely with teaching faculty on their assignment timeline and designing a variety of research-related online-posts to capture students at their exact moments of need, such as "Database Search Tips", "Evaluating Resources: Scholarly vs. Popular", "Plagiarism and Citation Help” and more. This presentation reviews the tools that I’m creating to implement this program on a much larger scale.

Carolyn Caffrey Gardner (California State University Dominguez Hills)
Collaborative Assignment Design with Writing Across the Curriculum
Inspired by Elmborg’s (2003) article on the similarities between the missions of Writing Across the Curriculum (WAC) programs and information literacy programs, this lightning round will describe a growing collaboration between a WAC program coordinator and an IL coordinator. In an effort to move away from reliance on the one-shot instruction model through increased focus on assignment design with faculty we developed a workshop on designing effective research assignments for faculty offered through the faculty development center. This lightning round will share best practices for those seeking similar collaborations, as well as materials from the workshop for working with faculty to understand research as a discipline-specific rhetorical process.

Steve Jung (Life Pacific College)
Closed Captioning for Accessibility and for Library Promotion
This presentation reviews how Life Pacific College created new tutorials and made them accessible to deaf or hard of hearing students following guidelines posted by the National Association of the Deaf. As a Hispanic Serving Institution, Spanish closed captioning was also made available. Librarians solicited the help of faculty, department heads, and student government to review the tutorials and in turn created a close collaboration environment in successfully supporting student use and engagement of library tutorials and other learning objects.

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