TILC 2016 Program

Bringing Balance to Our Success
May 11-12, 2016
Radford University

TILC 2016 Schedule at a Glance
Wednesday, May 11, 2016
6:00 to 8:00 pm Preconference Social and Poster Session
McConnell Library, Radford University

Poster Sessions Cara Barker | Western Carolina University
Information Literacy to Order: Creating Opportunities for Instruction

Mike Courtney & Leanne Mobley | Indiana University
Seeing What Students See: Bringing Virtual Reality to the Library
Classroom with Google Cardboard

Wendy Doucette | East Tennessee State University
Balancing Theory and Practice: Using the ACRL Framework to Teach
How Academic Research Works

Jennie Goforth | University of North Carolina – Chapel Hill
The More, the Media-er: Finding Partners to Expand Media Instruction
Capability

Paula S. Kiser | Mary Baldwin College
Writing on the Walls: Using Whiteboard Walls to Engage Student
Learning

Lucretia McCulley | University of Richmond
Gender and Scholarly Publishing: What Do Students Need to Know?

Jonathan McMichael & Laura Dimmit | University of North Carolina –
Chapel Hill
Becoming Legit: Reimagining Instructor Support through Communities
of Practice

Abby Moore | University of North Carolina – Charlotte
What Has Twitter Done for You Lately? Encouraging Students to Build a
PLN

Maggie Nunley & Paula Roy | University of Virginia
Letting Go: How Students Can Find Their Own Way

Tim Schlak | Robert Morris University
Balancing Relationships – Librarians, Instruction, and Social Capital

The Innovative Library Classroom 2016: Bringing Balance to Our Success
Radford University, Radford, VA

Thursday, May 12, 2016
Davis 151 Young 305 Young 311
9:00 –
9:15 am
Opening Remarks
9:15 –
10:00 am
Keynote:
Donna Lanclos,
UNC – Charlotte
When the Active Learning
Agenda Comes to Town

10:10 –
11:00 am
Maryke Barber
Hollins University
Balance Through
Mindfulness: The Art of Now
in the Library Classroom
Alex Harrington &
Garrison Libby
Tidewater Community
College
Chasing the White WHALE:
iPad-Based Library
Instruction
Holly Mabry & Natalie
Bishop
Gardner-Webb University
Finding a Balance: Using
Qualitative Data to Identify
Student Learning Barriers
and Alleviate Instructor
Burnout in an Online
Information Literacy
Course
11:10 am
–
12:00 pm
Patrick Rudd & Paula Patch
Elon University
Co-Owners in Engaged
Learning: Reimagining the
Library-First Year
Partnership as a Community
of Practice
Julia Feerrar &
Rebecca K. Miller
Virginia Tech &
Penn State University
Building a Balanced
Portfolio: Investing in TAs
and Other Contingent
Faculty
Meridith Wolnick &
Paula Roy
University of Virginia
Embracing the Hulk:
Maintaining Your
Instruction Program's
Smashing Success
12:00 –
1:10 pm
Lunch
1:10 –
2:00 pm
Jill Markgraf
University of Wisconsin –
Eau Claire
Flipped and Floundering?
Strategies for Facilitating
Authentic Learner-Centered
Inquiry in the Active Library
Classroom
Anna Sandelli
The University of Tennessee,
Knoxville
In Person, Online, and In
Between: Finding Balance as
Instruction Increases
Katelyn Tucker Burton &
Alyssa Archer
Radford University
Scale-Up Strategies for
Selfie Scavengering
**Meet at Young Patio Doors
– session will be in
McConnell Library
2:10 –
3:00 pm
Liz Thompson, Howard
Carrier & Bethany Mickel
James Madison University
Taking the First Step to
Develop Scalable
Asynchronous Library
Instruction
Erin Vonnahme
Miami University
"Animals in human
situations," OR "Forest &
Forestry -- Menstruation":
Using Subject Headings and
Controlled Vocabularies in
Beginning Information
Literacy Instruction
Jenny Dale & Lynda Kellam
UNC – Greensboro
Reframing a General
Education Course: A Case
Study of the ACRL
Framework in Action
3:00 –
3:30 pm
Afternoon Break
3:30 –
4:15 pm
Lightning Talks
4:15 –
4:30 pm
Closing Remarks

3 #TILC2016 – Winner of the 2016 Beta Phi Mu Conference Support Award

Keynote | Thursday, May 12, 2016, 9:00 am, Davis 151
When the Active Learning Agenda Comes to Town
Donna Lanclos | University of North Carolina – Charlotte

I want to get at the sense that active learning manifests as a range of practices and spaces,
and the importance of institutional culture in helping (or getting in the way of) these
initiatives. How can leadership work to provide the space for these unruly yet effective
practices? How can we move beyond justifying the practices, and instead integrating them
into our everyday notions of what teaching and learning are? What can the role of the
library be, campus-wide, in making these practices possible, effective, visible, and
sustainable? I will talk about the work I've been doing in our own active learning
classrooms at UNC Charlotte, and also draw on recent work I've been engaging in around
leadership and institutional change.

Donna Lanclos is an anthropologist working with
ethnographic methods and analysis to inform
and change policy in higher education, in
particular in and around libraries, learning
spaces, and teaching and learning practices. She
is Associate Professor for Anthropological
Research at the J. Murrey Atkins Library at UNC
Charlotte. Donna has conducted anthropological
research in libraries at University College
London as well as at UNC Charlotte, and regularly
presents workshops and talks in the US and the
UK. She has worked with various institutions,
including Carnegie Mellon, Parsons the New School, the Wellcome Trust, Imperial College
(London), Kingston University (London), and the University of South Carolina (Upstate), on
issues of digital practices and institutional change. She blogs about these and other projects
at www.donnalanclos.com, and you can also find her on Twitter @DonnaLanclos.


Posters | Wednesday, May 11, 2016, 6:00 – 8:00 p.m., McConnell Library
Information Literacy to Order: Creating Opportunities for Instruction
Cara Barker | Western Carolina University

Faculty in the studio art department at Western Carolina University do not regularly ask for
instruction for their students but often mention their frustration with students’ inability to
locate appropriate information for assignments. Instruction menus, which offer faculty a
selection of information literacy (IL) options, help academic librarians and teaching faculty
to collaboratively build a customized information literacy program. Grounded in
ARLIS/NA’s Information Competencies for Students in Design Disciplines and the results of
a faculty survey, this project produced a content rich online menu that introduces faculty to
instruction options designed for studio art students. Each IL module focuses on a concept
and offers faculty options for utilizing the content in a session with the librarian;
embedding the material into Blackboard; or working with the librarian to incorporate the
material into a new or existing class assignment. The poster documents the creation of the
instruction menu including examples of content.

Seeing What Students See: Bringing Virtual Reality to the Library Classroom with
Google Cardboard
Mike Courtney & Leanne Mobley | Indiana University

The true power of virtual reality really rests in its application to the classroom: as a
learning tool, it has limitless potential for creating a shared group experience, facilitated by
a teacher, to travel to and think critically about complex places and concepts. Being
virtually anywhere, seeing through others’ eyes, and engaging with all of the senses have
profound effects on the learning experience. Two librarians engaged in a peer-assisted
learning virtual reality project with a team of students to create a more inclusive and
engaging tour of the library system for their peers. Students created a virtual tour of the
libraries using Google Street View, capturing and sharing Photo Spheres (360-degree
panoramic images) with smartphones. This poster discusses the peer-assisted learning
virtual reality project and how this model can be adapted to the library classroom,
featuring imagery from the virtual tour, and providing an opportunity to use Google
Cardboard.


Balancing Theory and Practice: Using the ACRL Framework to Teach How Academic
Research Works
Dr. Wendy Doucette | East Tennessee State University

The ACRL Information Literacy Framework condenses the research process into simple
threshold concepts. This poster offers straightforward, classroom-tested advice on
introducing these concepts to an academic audience. These strategies are appropriate for
high-level undergraduates, participants in honors programs, and those interested in
graduate school.

In Fall 2015, East Tennessee State University began a comprehensive workshop series
providing graduate-level research support. Directly based on the Framework, the first
offering, “How Academic Research Works,” is a high-level overview of the scholarly
research process. While student reaction was positive, the Framework concepts are not
what the new graduate student needs most.

The More, the Media-er: Finding Partners to Expand Media Instruction Capability
Jennie Goforth | University of North Carolina at Chapel Hill

The SkillfUL Tech Workshop series has been an increasingly successful program for the
Undergraduate Library at UNC-Chapel Hill. These drop-in workshops focus on various
digital design projects that many students, staff, and faculty members are creating:
websites, academic posters, resumes, infographics, etc. In the fall of 2015, we wanted to
expand this program and offer more classes, but we simply didn’t have the resources (both
in terms of time and talent). Most of our sessions have focused primarily on how to use
various technology tools (Wordpress, Photoshop, etc.), but these skills would be most
useful to our patrons if paired with more conceptual knowledge (such as website usability
and digital photography techniques).

To build on our current success and continue to grow our program, we are partnering with
various faculty members and student support departments to co-teach classes that will
cover both the technology and the concepts. For example, an art faculty member will teach
photography techniques, which will be followed by a session on manipulating those photos
in Photoshop. Our potential partners include: the art department, the makerspace, career
services, the communications department, campus IT, and library UX.

This poster presentation will discuss how we made these partnerships, what topics we
decided to include in our spring workshops, and an assessment of the program.


Writing on the Walls: Using Whiteboard Walls to Engage Student Learning
Paula S. Kiser | Mary Baldwin College

During the summer of 2015, Mary Baldwin College librarians remodeled their instruction
classroom as a flexible learning space with whiteboard walls. They redesigned information
literacy classes (INT 103) and one-shot sessions to incorporate active learning beyond
database searches, getting students to stand up and start writing on the walls. Students
used the whiteboard walls for a variety of activities such as developing concept maps and
brainstorming source types, generating their own ideas and helping each other. Beyond
the enjoyment of writing on a formerly forbidden surface, an added goal was to improve
retention of the content. We measured the success of these activities by surveying the
students about how much they remember from those activities, asking them to provide
examples of the content.

Gender and Scholarly Publishing: What Do Students Need to Know?
Lucretia McCulley | University of Richmond

As women and gender studies students emerge as citizens of the world, how can we
educate them on scholarly communication issues? What role, if any, does gender play in
successful scholarly publishing? How is open access publishing affecting global access to
scholarship on gender? How do students’ lives on the Web influence their understanding
of copyright?

Women and gender studies students need to understand the economics and legal aspects of
scholarship, both as consumers and content creators. They need to be able to thoughtfully
discuss who owns information, who controls it and who has access to it. Students also need
to understand recent research and discussions about the “gender gap” in scholarly
publishing. The poster will examine the above questions and issues and offer examples and
ideas of how librarians can effectively teach and lead discussions about scholarly
publishing, copyright and open access information.

Becoming Legit: Reimagining Instructor Support through Communities of Practice
Jonathan McMichael & Laura Dimmit | University of North Carolina at Chapel Hill

To support student learning, we must start by supporting ourselves as educators. This
pedagogical development is especially key for novice instructors, who are building both
confidence and skill in their first years as librarians. Informed by Lave and Wenger's model
of the community of practice, we have reimagined instructor support and development at
UNC-Chapel Hill. In this session, we will share how we have engineered an environment
that enables continued progress toward legitimate peripheral participation. By
understanding UNC-Chapel Hill as a case study, participants will be able to apply these
principles in their own institutions to support instructors at all levels.


What Has Twitter Done for You Lately? Encouraging Students to Build a PLN
Abby Moore | University of North Carolina at Charlotte

Twitter, Instagram, SnapChat, Facebook, Pinterest. Our students are connected! But what
are they getting out of the time and effort they put into staying connected? Each semester I
teach my first-year education students how and why to build a Professional Learning
Network. I challenge them to make social media work for them. In what ways do you
challenge your students? The purpose of this poster is to start a conversation about
innovative ways liaison librarians can connect with their students, promote library
resources, and change the conception of what their librarians have to offer them in the
classroom and in the "real world."

Letting Go: How Students Can Find Their Own Way
Maggie Nunley & Paula Roy | University of Virginia

First-year students arrive to college eager to learn about everything, but somewhere
amidst the chaos of schoolwork and navigating a new community, that enthusiasm fades.
Faced with the problem of how to engage students still new to campus but no longer
enthusiastic about participating in a library class, we created an exercise that provides an
opportunity to explore the library without the physical presence of the librarian. The result
is a scavenger hunt that avoids the pitfalls of many traditional versions, provides students
with a challenge, and gives them opportunities to investigate spaces they otherwise may
never have explored.

Balancing Relationships – Librarians, Instruction, and Social Capital
Tim Schlak | Robert Morris University

Instruction librarians have never been busier. With instruction counts increasing, liaison
duties and programs expanding and growing, and academic libraries moving to the
intellectual heart of their campuses, the ability to balance and prioritize has never been
more important to today’s librarians. This poster presents social capital as an innovative
concept that can serve as a useful lens for overworked librarians to frame their all-
important faculty relationships and instruction in a socially productive context. Presenting
the results of one of the only research studies ever to collect qualitative data on actual
faculty-librarian relationships, the poster explains and advocates for the role of trust,
trustworthiness, networking, and communication as fundamental tenets in the faculty-
librarian dynamic where instruction increasingly thrives in 21st century academic libraries.


Presentations | Thursday, May 12, 2016, Davis & Young Halls
Balance Through Mindfulness: The Art of Now in the Library Classroom
Maryke Barber | Hollins University

Stress, anxiety, and distraction can keep students from learning. They also keep you from
being an effective teacher. Mindfulness and other contemplative practices offer tools to
counteract these challenges.

This session combines an overview of current applications of mindfulness in higher
education with direct experience of mindfulness as a learning tool. You will be invited to
participate in several contemplative exercises such as breathing meditation and reflective
writing.

The presenter will share experience of mindfulness in one-shot sessions and a full course;
attendees will also be invited to share. A review of the literature will focus on practical
examples from a variety of classrooms. We will also review the research into cognitive and
emotional benefits such as increased focus and retention, an ability to attend without
judgment, and less stress.

Scale-up Strategies for Selfie Scavengering
Katelyn Tucker Burton & Alyssa Archer | Radford University

This interactive workshop invites attendees to take on the role of a first-year student and
play through our selfie scavenger hunt. This game doubles as a self-guided tour through the
host library’s physical space and service points. It is tailored to increase students’ comfort
in using the library as a physical space in less than 50 minutes with help from using iPods
and Evernote. Prizes await!

Presenters will discuss how they remixed the game (created at Longwood University) to
their environment and the requirements of their home institution, assessments. We will
also explore the strengths and drawbacks of this orientation approach, particularly in
regards to scalability.


Reframing a General Education Course: A Case Study of the ACRL Framework in Action
Jenny Dale & Lynda Kellam | University of North Carolina – Greensboro

In 2011, UNCG’s Political Science Librarian began teaching a general education course in
the Political Science department. In order to maximize information literacy course
integration, she partnered with the First-Year Instruction Librarian. As instructional
partners, we have used this course for information literacy innovation and
experimentation, working collaboratively to develop assignments and to design library
instruction experiences.

During this partnership, ACRL developed their new Framework, which has begun to
influence our collaboration. This year we made significant changes to the research
assignment and the library instruction session, focusing on two of the ACRL frames:
authority is constructed and contextual, and research as inquiry. In this presentation, we
will describe the evolution of our partnership, with a focus on changes to library
instruction and to the research assignment. Participants in the session will leave with ideas
for faculty collaboration as well as assignment and instruction redesign based on the ACRL
Framework.

Building a Balanced Portfolio: Investing in TAs and Other Contingent Faculty
Julia Feerrar & Rebecca K. Miller | Virginia Tech & Penn State University

This session explores approaches for collaborating with course instructors to move beyond
the one-shot workshop, using library engagement with first year writing at a large
university as a case study. With increasing enrollment, growing instruction requests, and
high instructor turnover, integration with core and first year courses often tests the
scalability of our information literacy programs and the energy of our library teaching
teams. To address these concerns, our team has developed a portfolio of experimental
teaching options, including flipped classes, drop-in studios, integration with departmental
training, and a teaching toolkit. With these new models, we step beyond what we
traditionally think of as the library classroom, build on partnerships with teaching
assistants, and bring balance to our program. Participants will leave this session with
sample strategies for thinking creatively about instructional roles in order to scale and
reenergize their programs.

Chasing the White WHALE: iPad-Based Library Instruction
Alex Harrington & Garrison Libby | Tidewater Community College

Tidewater Community College librarians will share their experiences from their first two
semesters using an iPad-based library classroom (affectionately known as the WHALE: the
Wireless Hub of Active Library Education). Discussion topics will include: the challenges
and successes of implementing such a classroom; how the project has increased active
learning in their library instruction sessions; and how to apply the concepts of an iPad-
based classroom to a traditional classroom as well.


Finding a Balance: Using Qualitative Data to Identify Student Learning Barriers and
Alleviate Instructor Burnout in an Online Information Literacy Course
Holly Mabry & Natalie Bishop | Gardner-Webb University

For-credit information literacy instruction is starting to gain momentum in academic
libraries because they provide students with more opportunities to engage in library
resources and services. They also equip students with more in-depth research skills to use
throughout their academic career. In this session, presenters will give an overview of their
library’s for-credit online research skills course for non-traditional students. They will
identify student learning barriers, describe qualitative measures such as Quality Matters
and document analysis assignments are used to improve the course over time, and discuss
innovative long-range tools and objectives.

This session will also discuss how to minimize instructor burnout in an environment with a
small number of instructors and a high course volume. Consistent course assessment and
improvement, a good instructor feedback and support system, and opportunities to share
exciting new tools and ideas are just a few examples of what will be covered.

Flipped and Floundering? Strategies for Facilitating Authentic Learner-Centered
Inquiry in the Active Library Classroom
Jill Markgraf | University of Wisconsin – Eau Claire

Now that we’ve gone and flipped the classroom, librarians are able to spend their valuable
face-to-face time with students engaging in higher-order learning through exploration,
inquiry, and discussion. Doing so effectively requires that librarians hone skills in leading
meaningful discussions, letting student inquiry drive the session, promoting peer learning
and being comfortable without a script. This session draws upon the literature on
classroom discussion and the art of improv and applies them to the unique challenges
librarians face in teaching situations. Attendees should expect to actively participate in this
session, building confidence and exercising skills in listening, responding, and adapting to
an unscripted teaching and learning environment.

Co-Owners in Engaged Learning: Reimagining the Library-First Year Writing
Partnership as a Community of Practice
Patrick Rudd & Paula Patch | Elon University

Presenters will describe the evolution of a model of library instruction for first-year writing
students that simultaneously reflects and highlights the changing roles of faculty librarians
and their relationship to faculty. Through the process of revising library instruction, faculty
librarians and writing faculty moved from collaborators to co-owners of the curriculum,
resulting in the development of a community of practice in which neither librarians nor
faculty feel adjunct to the instruction taking place. Instead, this robust relationship
positions library and writing faculty as co-teachers and co-developers, equally responsible
for the success of first-year students.


In Person, Online and In Between: Finding Balance as Instruction Increases
Anna Sandelli | The University of Tennessee, Knoxville

One-shot sessions. Larger-scale auditorium assemblies. An assignment-embedded
LibGuide. Over the span of three years, library instruction for Public Speaking, one of our
university’s largest enrollment general education courses, has shifted from the classroom
to the computer screen. This shift has presented new opportunities for assessment while
promoting scalability and flexibility. At the same time, it has limited opportunities for
enrolled students to see librarians as partners in, and resources for, their research process.
This session will highlight learnings involved in transitioning to an online information
literacy approach and librarians’ exploration of supplementary offerings to support both
students and instructors. In addition to discussing takeaways applicable to a variety of
instructional settings, participants will be encouraged to join in an ongoing conversation
about finding equilibrium between fostering student connections and providing scalable,
sustainable instruction.

Taking the First Step to Develop Scalable Asynchronous Library Instruction
Liz Thompson, Howard Carrier, & Bethany Mickel | James Madison University

Scalable equals asynchronous. And asynchronous equals boring. Or does it? The First Year
Writing program at JMU offers more than 60 sections of the foundational first-year writing
course each semester to more than one thousand students and is supported by one
librarian. In an effort to reach more than the usual 20 one-shot sessions each semester, a
small team from the library planned and built an asynchronous, modular tutorial series.
Now, information literacy instruction is provided using a tool called Guide on the Side
(GotS) and uses short scenario videos and additional content followed by activities and
assessment to improve student outcomes and engagement. In this foundational program,
the new and engaging asynchronous materials are the first step of a library instruction
model that aims to reach as many students as possible while still being sustained by one
librarian.

“Animals in human situations” OR “Forest & forestry--Menstruation”: Using Subject
Headings and Controlled Vocabularies in Beginning Information Literacy Instruction
Erin Vonnahme | Miami University

Skillful search savvy can be intimidating to beginning researchers, and, much to my
chagrin, most of my students don’t prefer to wax philosophical about controlled
vocabularies. How, then, can I stay excited about my work in the face of my own necessary
repetition and of my students’ skepticism, anxiety, or boredom?

By re-tooling my approach to introductory information literacy sessions, I can demonstrate
more sophisticated search technique to new audiences without becoming a broken record
(good for me) or mired in technical jargon (good for them). Students benefit by learning
how to begin research beyond the keyword, and I remain jazzed about how fun research
can be in the bizarre and esoteric rabbit holes of an academic database.


Embracing the Hulk: Maintaining Your Instruction Program’s Smashing Success
Meridith Wolnick & Paula Roy | University of Virginia

What happens when your mild-mannered instruction program morphs into The Hulk? In
this case study, we will take a 360- degree view of how a successful instruction program at
the University of Virginia grew beyond our existing capabilities. During this session, we will
describe our successful efforts to reach as many students as possible and the unforeseen
factors that caused the program to expand beyond our current capacity. We will use our
account as a framework for recognizing indicators that your instruction program may be
growing bigger than your present resources allow, and we will share organizational and
personal strategies for managing an increased workload while maintaining staff energy and
commitment. By the end of the session, you will have the tools you need to rein in your own
beautiful beast.


Lightning Talks | Thursday, May 12, 2016, 3:30 – 4:15 p.m., Davis 151
Make Them Get Their Heads in the Clouds: Is it Worth Teaching Digital Natives the
Importance of Cloud Based Technology?
Joanna Anderson | East Tennessee State University

This lightning talk will discuss the prospects of offering student workshops on how to use
Google Education Apps and Microsoft 365. Google Education Apps and Microsoft 365 are
two platforms that many colleges use today. Student emails are typically Outlook or Gmail
products, which allows students access to a whole suite of cloud based products, including
storage, that will make their lives easier.

Marc Prensky coined the term “Digital Native” in 2001, stating “students today are all
‘native speakers’ of the digital language of computers, video games and the Internet”. When
most these Digital Natives get to college, they believe they are technologically proficient,
yet when we get them in instruction sessions and work with them one-on-one, many
students are clueless about cloud technology. How can we as librarians illustrate to
students how important it is to know this technology? Librarians should bring ideas,
benefits, challenges, and lessons learned.

Started with Anti-Plagiarism Workshops Now We’re Here: Drake Meets Library
Instruction
Craig Arthur | Radford University

You love it when your email blings. That can mean many things; one of them is the
opportunity to co-teach a class with everyone’s favorite Canadian rapper. Of all the possible
teaching partners, the MC with both an owl as his mascot and the most number one hits is a
solid choice for connecting with students as well as the Research as a Conversation frame
of the ACRL framework. We will analyze music as an entry point to a more inspiring
discussion of plagiarism, explore differing conventions, and reconsider popular culture as a
conversation. This discussion will provide best practices that will allow you to bring both
your students’ and your own personal interests into the classroom. If all goes well, this
conversation will lead to increased student engagement at your institution. And if it does
not go well? We will learn from our mistakes and try harder.


Creating Learner Personas for the Library Classroom
Amanda Foster | Wake Forest University

Personas are often used by user experience designers and web developers to create
realistic profiles of their intended users. These personas allow them to anticipate the needs
of their users and ultimately build better websites and systems. Likewise, developing
learner personas of our students increases our awareness of our students’ needs,
experiences, and motivations as we develop instructional content – particularly online
learning content. Learner personas are evidence-based (created by conducting quantitative
and qualitative student research) and include basic demographic information like year in
school and intended major, as well as previous library experience. They also include
information about external factors that influence learning in the classroom, such as
whether the student is an athlete, an international student, a commuter, or requires
learning assistance, etc. This lightning talk will briefly touch on one librarian’s experience
conducting student research to create learner personas, how they were used, and how
others might do the same.

Students as Knowledge Creators: Metacognition and Discussion
Robert Miller | University of Maryland, University College

I teach an online library-research class that is primarily skills-based: how to search a
database, how to cite an article, and so on. Wanting to incorporate elements of the
Framework into the class, I assigned a discussion topic encouraging metacognition: I asked
students to write about themselves as knowledge creators. In designing the assignment, I
sought feedback from librarians on the ACRL Framework listserv. The resulting
assignment offered students background on the concept of knowledge creation, then
prompted them to discuss how they find and evaluate information and build on that
information to create knowledge and share it with others. Students wrote about their jobs,
hobbies, and other contexts in which they create and share knowledge. I will present an
overview of the assignment and its results as well as plans to extend the assignment into
related activities incorporating the Framework into the class.

The Biggest Lies on the Internet: Using Real Life Examples to Help Students Master the
Information Literacy Concepts
Lucinda Rush | Old Dominion University

Teaching students how the information cycle works is a common instructional goal for
academic librarians. Oftentimes we do this by showing them examples of how things work
under ideal circumstances. By sharing case studies in information cycles that have short-
circuited, either due to moral panics about the impact of new technologies or due to poor
reporting gone bad on social media, we can teach students how to be critical readers of
empirical research-based claims. In this lightening talk, the presenter will provide
examples of incorporating these case studies into library instruction settings and share
ideas that will help to bridge the gap between real-life experiences of the information cycle
and student research assignments.


TILC Thanks its 2016 Conference Sponsors

Barrows Furniture
http://www.barrowsinc.com/

Beta Phi Mu
http://beta-phi-mu.org/

EBSCO
https://www.ebscohost.com/

Hollins University’s Wyndham Robertson Library
http://www.hollins.edu/library/

Radford University’s McConnell Library
http://library.radford.edu/

Roanoke College’s Fintel Library
http://libguides.roanoke.edu/library

Virginia Library Association
http://www.vla.org/

Virginia Tech’s Newman Library
http://www.lib.vt.edu/


TILC Conference Committee 2016

Candice Benjes-Small (Conference Co-Chair)
Radford University

Jennifer Resor-Whicker (Conference Co-Chair)
Radford University

Rebecca Seipp (Conference Co-Chair)
Hollins University

Alyssa Archer
Radford University

Craig Arthur
Radford University

Maryke Barber
Hollins University

Katelyn Tucker Burton
Radford University

Emily Cook
Washington & Lee University

Piper Cumbo
Roanoke College

Julia Feerrar
Virginia Tech

Kiri DeBose Goldbeck
Virginia Tech

Kerri Huff
Virginia Tech

Rebecca K. Miller (Ex-Officio)
Penn State University

Brandi Porter
Ferrum College

Elizabeth Teaff
Washington & Lee University


Thank you for attending the
3rd
Annual Innovative Library
Classroom Conference.
We hope to see you in 2017!

TILC 2016 Program

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