LOEX 2020

Baylor University Librarians designed a tiered approach to information literacy instruction to reach students at three different points during their undergraduate careers. The initiatives were developed through collaborations with various campus partners. Each tier is visually represented by a light source in order to reflect the University's strategic plan, Illuminate. Efforts included the creation of online learning modules using Adobe Spark (accessible via Canvas as a self-enrolled course), a re-working of the Freshman Composition information literacy curriculum, and an overhaul of the Subject Guides to incorporate more instructional materials and visual indicators of the tiered approach.

Participants will:

• Learn how to develop a tiered approach to information literacy instruction in order to reach students at three main touch points during their undergraduate careers.
• How to connect and collaborate with campus partners in order to create relationships that enable opportunities for information literacy initiatives to develop and flourish.
• Identify some of the technologies that can be used to create online modules for information literacy instruction in order to provide online content for each tier of a scaffolded information literacy program.

Academic libraries and librarians are often perceived as secondary players in supporting undergraduate research experiences. However, we can be key players in growing our campus' undergraduate research programs and improving student academic success with library-led undergraduate research experiences. The library at San Jose State University (SJSU) developed the Library Research Scholars Program, which would enable undergraduate students to engage in the entire research cycle from idea to dissemination with a librarian mentor. In this presentation, I will primarily discuss the curriculum, with brief information about the program, structure, funding source, and mentoring elements.

Participants will:

• Be able to apply the described curriculum to similar programs or initiatives designed to help undergraduate students engage in new knowledge creation.
• Be able to adapt or incorporate elements of the described curriculum into the information literacy work that they are already doing.

Librarians at a medium-sized university proposed information literacy as the topic for a campus-wide initiative, the Quality Enhancement Plan--a forward looking project focused on student success. When their proposal was accepted, librarians found themselves in a novel position, not just reacting to campus developments, but driving them. While the plan endeavored to train faculty to be information literacy leaders, librarians also had to take on new leadership roles. Presenters will discuss how they built upon skills developed as instruction librarians to meet this challenge and provide guidance for librarians stepping into leadership roles for the first time.

Participants will:

• Identify opportunities to serve as leaders on their own campus in order to advocate for information literacy to students, faculty, and administrators.
• Reflect on their skills and dispositions in order to grow as leaders.
• Adapt learning activities in order to create professional development opportunities for faculty on their campus.

Compared to other professions, librarians seem particularly disinclined to pursue management positions. Multiple studies attribute librarians' disproportionate ambivalence about promotion in part to their desire to continue "on-the-ground" work instead of fielding personnel issues and drowning in meetings.

In this session, a Research & Instruction Librarian at a mid-sized academic library will discuss how she had to make an uneasy peace with her unexpected leadership role during a semester-long staffing transition, and the surprising ways in which her added responsibilities actually enabled her to reinvigorate the standard first-year "one-shot" and reimagine a problematic library assignment for a core English class.

Participants will:

• Recognize how to successfully manage new projects and responsibilities while simultaneously maintaining focus on some more granular aspects of teaching and learning.
• Identify opportunities for local-level adjustments to pedagogy that can inform the holistic evolution of an information literacy program.
• Examine the important distinction between "management" and "leadership."

Participants in this session will gain an overview of the Library Instruction Reboot project, an opportunity one instruction department took to stop teaching for a semester and intentionally evaluate their teaching partnerships and commitments in order to choose meaningful integrations going forward. Session facilitators will lead a discussion about tactics for integrating new methods and modes of teaching into what is already a full plate and provide strategies for evaluating teaching partnerships. Participants will leave with ideas, both big and small, that we can use to keep our programs, and ourselves, fresh and relevant.

Participants will:

• Be able to assess curricular partnerships based on a set of defined characteristics in order to identify the most appropriate teaching partners and curricular integrations.
• Gain tools for thinking about how their institutions are integrating information literacy instruction in order to ensure places it's most meaningful.
• Leave with strategies for making time and space in order to foster innovation within their instructional programs.

This panel will discuss lessons learned from starting as a new leader of an established information literacy program. Learn from three librarians from different institutions about how they established trust, got to know the existing culture, and began the work of creatively re-envisioning existing programs. We will also share missteps made during the first year, and plans for the future. Participants will hear about successful endeavors and leave with tips for starting a new position in leadership within information literacy.

Participants will:

• Be able to describe concrete guidelines for starting a new leadership position in information literacy.
• Be able to identify common missteps from new leaders and ways to resolve them.

Do your instruction evaluation forms need a cosmetic renovation or a wrecking ball? SUNY Cortland Memorial Library decided on the latter, and went back to the drawing board. Come learn about the project management processes and decision-making involved with this project, including: the pros and cons of faculty vs. student feedback, online vs. print forms, out-of-the-box solutions vs. do-it-yourself, and confidential vs. anonymous feedback. Attendees will have the opportunity to view the "final" products of this project, a DIY faculty feedback survey and a student feedback form on the Project Outcome platform. This presentation will feature some of the tools and contractors you may need to complete your own instruction evaluation renovations.

Participants will:

• Learn processes for managing a project related to the assessment of library instruction
• Consider the pros and cons of various methods for collecting feedback about library instruction
• Explore available tools and resources, including Project Outcome, do-it-yourself survey tools, and documents at their own institutions