Program for The Innovative Library Classroom 2016 held at Radford University on May 10-11, 2017.

2. TILC 2017 Schedule at a Glance
Wednesday, May 10, 2017
6:00 to 8:00 pm Preconference Social and Poster Session
College of Humanities and Behavioral Sciences (CHBS)
Radford University
Poster Sessions
6:15 – 7:15 pm
Natalie L. Browning | Longwood University
“But I Can’t Go to the Library:” Embedding Librarians in Online
Courses
Jennie Goforth & Kodi Saylor | University of North Carolina –
Chapel Hill
One-On-One Research Help: Designing Services that Support
Enduring Relationships with First-Year Students
Alex Harrington & Garrison Libby | Tidewater Community College
Treasure Hunts at the Library: Raiders of the Lost (AR)k
Joi Jackson | George Mason University
Beyond the CRAAP Test: New Tools for Source Evaluation
Bernadette Miro & Mason Yang | Marymount University
Meeting Your Student Where They Are: Making the Most of
Your School’s LMS
Gina O. Petrie | Catawba College
The Game Is Afoot: Information Literacy for First-Year
Students
Krista Schmidt | Western Carolina University
Talking Through It: Using Student-to-Student Interviews and
Brainstorming Activities for Facilitating Critical Inquiry
Alexandra Voorhees | Roanoke College
Using a Liberal Arts Experiential Learning Process to Teach
Library Research

3. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Thursday, May 11, 2017
CHBS 1016 CHBS 3016 CHBS 3020
9:00 –
9:15 am
Opening Remarks
9:15 –
10:00 am
Keynote:
Rebecca K. Miller
Penn State University
Teaching, Learning, and
Leading: Be a Professional
Triple Threat
10:10 –
11:00 am
Kristin E. C. Green
Penn State University –
Worthington Scranton
Dust off those
Encyclopedias: Using
Reference Sources to Teach
the ACRL Framework for
Information Literacy
Denise A. Wetzel &
Justin Kani
Mississippi State University
Innovating the FYE
Proposal: Moving Beyond
“Library Week”
Kristen Mastel
University of Minnesota
Integrating Mindfulness
Approaches while Tackling
Social Justice in the
Classroom
11:10 am
–
12:00 pm
Lindy Scripps-Hoekstra
Grand Valley State University
Maximizing “Down Time”:
Innovative Strategies to
Build Student Engagement
before the Start of Class
Paula S. Kiser
Mary Baldwin University
Ready for the Next Step:
Combining Information
Literacy with Digital
Literacy Instruction in e-
Portfolio Creation
Katelyn Tucker Burton,
Alyssa Archer, & Michele Ren
Virginia Western Community
College & Radford University
A Single Shot of Critical
Pedagogy: Lessons Learned
& Best Practices
12:00 –
1:10 pm
Lunch
1:10 –
2:00 pm
Sam Winn, Crasha Townsend,
& Craig Arthur
Virginia Tech & Radford
University
WILC: Whiteness in Library
Classrooms
Cara Barker & Elizabeth
Marcus
Western Carolina University
It’s How You Play the Game:
Utilizing an Online Quiz
Tool to Enhance and Assess
your Library’s Instruction
Program
Candice Benjes-Small &
Jennifer Resor-Whicker
Radford University
Urban Legend or Practical
Pedagogy: Are you a
Teaching Ninja?
2:10 –
3:00 pm
Jenny Dale & Lynda Kellam
UNC – Greensboro
Beyond Popular vs.
Scholarly: Teaching Outside
the Peer-Reviewed Checkbox
Jen Hasse
Cabrini University
Building a Bridge: Using a
Metaphor to Teach
Information Literacy Fun
Denise Woetzel, Joshua
Watson, & Suzanne Sherry
J. Sargeant Reynolds
Community College
Library Live! Collaborating
Towards Heightened
Information Literacy &
Retention in English
Composition Classes
3:00 –
3:20 pm
Afternoon Break
3:20 –
4:00 pm
Lightning Talks
4:00 –
4:15 pm
Closing Remarks

4. 3 #TILC2017
Keynote | Thursday, May 11, 2017, 9:15 am, CHBS 1016
Teaching, Learning and Leading: Be a Professional Triple Threat
Rebecca K. Miller | Pennsylvania State University
As libraries evolve their services and organizational structures to meet new campus needs
and priorities, they need strong, empathetic leaders who understand how to communicate
effectively, facilitate discussions, generate buy-in, and evaluate progress. These are the
same skills and traits on which instruction librarians rely every day to manage classrooms,
collaborate with disciplinary faculty, design learning experiences, and assess student
learning. Because of this, instruction librarians are well-positioned and uniquely qualified
to step into transformative leadership roles. This keynote will explore these transformative
leadership roles through the lens of pedagogy and inspire participants to identify ways to
embrace their triple threat professional identities!
Rebecca K. Miller is the Head of Library Learning Services
at Penn State University Libraries, a role where she
manages a department of around ten instruction-focused
colleagues at the University Park campus and coordinates
an instruction program including 34 distinct teaching
units throughout the Commonwealth of Pennsylvania.
Prior to joining Penn State in 2015, Rebecca worked at
Virginia Tech and Louisiana State University in roles that
enabled her to discover her passion for teaching, learning,
and information literacy. Rebecca recently co-authored a
book with Candice Benjes-Small that is aimed toward
instruction librarians and their supervisors titled The new
instruction librarian: A workbook for trainers and learners.
She also recently co-authored an ARL Spec Kit on evolving
roles for library liaisons and a number of articles on
strategically building and evolving library instruction,
engagement, and outreach programs. She also recently joined the ACRL Immersion
Program as a faculty member and is looking forward to helping the faculty revise the
Immersion curriculum and to teaching in her first Immersion program this summer in
Vermont!
Rebecca has a bachelor’s degree from the College of William & Mary in Virginia, an MSLS
from the University of North Carolina at Chapel Hill, and an MA in Instructional Design and
Technology from Virginia Tech. When not thinking about libraries and information
literacy, she likes to support the librarian stereotype by snuggling with her two cats, Pip
and Fox, and reading.

5. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Presentations | Thursday, May 11, 2017, College of Humanities &
Behavioral Sciences (CHBS)
Thursday, May 11, 2017, 10:10 – 11:00 am
CHBS 1016
Dust off those Encyclopedias: Using Reference Sources to Teach the ACRL Framework
for Information Literacy
Kristin E. C. Green | Pennsylvania State University – Worthington Scranton
What if the ideal tools for teaching undergraduate students the most critical information
literacy concepts have been sitting in the stacks all along collecting dust, or wading out
in digital space unencountered? Reference sources are an optimal medium to introduce
all six of the ACRL Framework’s central concepts for information literacy. Additionally,
by understanding a reference source’s place in the information search process, students
learn to consciously avoid the common pitfall of neglecting exploratory research before
specifying their research topics. Thus, incorporating reference sources thoughtfully into
instructional design contributes to the development of both information literacy and
metacognition.
Thursday, May 11, 2017, 10:10 – 11:00 am
CHBS 3016
Innovating the FYE Proposal: Moving Beyond “Library Week”
Denise A. Wetzel & Justin Kani | Mississippi State University
How can libraries and librarians expand out from a First-Year Experience (FYE) “library
week” to an entire library-focused course? By proposing and conducting an innovative
library-centric FYE course, of course! FYE Programs are a hot topic in academia right now,
but many academic libraries are relegated to “library week” status. This program seeks to
explain the process for proposing a FYE class by academic libraries and librarians. Our
library took the general FYE program and transformed it into a library-centric FYE
experience for incoming freshmen. The program will delve into topics, including, but not
limited to: FYE topic consideration, the FYE proposal process, FYE syllabus creation,
integrating the ACRL Framework for Information Literacy for Higher Education into your
FYE, advocating for the FYE, and getting ready for your first FYE course.

6. 5 #TILC2017
Thursday, May 11, 2017, 10:10 – 11:00 am
CHBS 3020
Integrating Mindfulness Approaches while Tackling Social Justice in the Classroom
Kristen Mastel | University of Minnesota
The past election cycle brought up many feelings of division and intolerance. Following this
divisive election, mindfulness approaches can help our students and colleagues develop
positive strategies for difficult conversations and work together toward a campus climate
of inclusion. Contemplative pedagogy can help us discuss power inequities, echo chambers,
and other topics related to all fields that are embedded in the ACRL Framework. This
workshop will allow time to experience mindfulness-based activities based on the work of
Dr. Rhonda Magee and Jon Kabat-Zinn, including: emotional regulation through self-
compassion, image inquiry, mindful journaling, and active listening to understand one’s
feelings and emotions. Participants will work with their own lesson plan to incorporate an
element of contemplative pedagogy in order to create an inclusion classroom.
Presentations | Thursday, May 11, 2017, College of Humanities &
Behavioral Sciences (CHBS)
Thursday, May 11, 2017, 11:10 am – 12:00 pm
CHBS 1016
Maximizing “Down Time”: Innovative Strategies to Build Student Engagement Before
the Start of Class
Lindy Scripps-Hoekstra | Grand Valley State University
It’s ten minutes before the start of your instruction session, the students are trickling in
and you are... fiddling with the computer? Shuffling papers? Making small talk with the
professor? Take advantage of this time to build student engagement. Long-known to K-12
educators as “bellwork,” learn how to enhance your instruction by developing activities
that spark student interest before the start of a session. This presentation will detail and
demonstrate innovative strategies to activate prior knowledge, facilitate self-assessment,
and build rapport. Attendees will participate in example activities and build a collection of
ideas to help them make the most out of every minute with their students.

7. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Thursday, May 11, 2017, 11:10 am – 12:00 pm
CHBS 3016
Ready for the Next Step: Combining Information Literacy with Digital Literacy
Instruction in e-Portfolio Creation
Paula S. Kiser | Mary Baldwin University
The communication & marketing department at my university recently began requiring
seniors in the major to create an e-portfolio as part of their senior project but wasn’t sure
where to start. The professor in charge of the research class approached the library with
interest in embedding a librarian in the class to teach both research skills for their final
projects and digital content creation skills in developing their e-portfolios. After reviewing
the literature on best practices, examples of communication e-portfolios, and various
grading rubrics, we worked together to develop the assignment. The professor discussed
content students would include while the librarian taught students personal website
creation using WordPress, class-sourced best practices with assistance from professional
guest speakers, and required students to find and use professional examples as templates
for their own e-portfolios. Students learned about writing for the web, using WSYWIG
editors, and taking control of their professional digital identities.
Thursday, May 11, 2017, 11:10 am – 12:00 pm
CHBS 3020
A Single Shot of Critical Pedagogy: Lessons Learned & Best Practices
Katelyn Tucker Burton | Virginia Western Community College
Alyssa Archer & Michele Ren | Radford University
Much conversation has taken place about critical pedagogy concepts, but few applications
that are practical to the most common library instruction condition – the always
contentious one-shot session – have been discussed in the literature. In this hands-on
workshop, librarians from a community college and a public university will share their
experiences integrating critical pedagogy concepts into one-shot instruction sessions. We
will also be joined by one of our favorite non-librarian teaching faculty partners, who will
share her perspective on partnering for information literacy instruction. Participants will
learn how critical pedagogy ties in with multiple lenses of the Framework and will design
active learning exercises to incorporate these concepts into their praxis with their own
teaching and learning partners.

8. 7 #TILC2017
Presentations | Thursday, May 11, 2017, College of Humanities &
Behavioral Sciences (CHBS)
Thursday, May 11, 2017, 1:10 – 2:00 pm
CHBS 1016
WILC: Whiteness in Library Classrooms
Sam Winn | Virginia Tech
Crasha Townsend | Radford University
Craig Arthur | Virginia Tech
Librarianship is an oppressively homogeneous field. According to the latest American
Library Association data, approximately 88% of credentialed librarians are white.
Furthermore, 73% are white women. As Bourg, Espinal, Galvan, Hall, Hathcock, and Vinopal
have demonstrated, even well-intentioned initiatives to diversify librarianship often
operate from a position of white normativity. Although the ALA Code of Ethics challenges
librarians to provide equitable and unbiased service to all, critical discussions of whiteness
have only recently begun to enter library and information science literature.
Join a librarian from a large public university, a public university archivist, and the director
of a public university’s center for diversity and inclusion as we explore theoretical and
practical understandings of whiteness and its impact on learning environments. Presenters
and participants will collectively discuss our lived experiences with race and share
actionable tactics to combat white normativity in the classroom.
Thursday, May 11, 2017, 1:10 – 2:00 pm
CHBS 3016
It’s How You Play the Game: Utilizing an Online Quiz Tool to Enhance and Assess Your
Library’s Instruction Program
Cara Barker & Elizabeth Marcus | Western Carolina University
Two instruction librarians began experimenting with the web-based quiz platform,
Kahoot!, to use in general education classes as icebreakers, discussion starters, and for
summative assessment. The success of this experimentation and the perceived possibilities
for utilizing this tool led us to develop a repository of pre-made Kahoot! quizzes that all of
our instruction librarians could utilize for a variety of class scenarios.
In this session we will describe the evolution of our use of Kahoot!, the development of the
quiz repository, and how we utilize it to engage with students. We’ll discuss how the
platform can be utilized for a variety of assessment needs and how our instruction
librarians are using the assessment to inform the evolving learning outcomes for
introductory composition courses.

9. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Thursday, May 11, 2017, 1:10 – 2:00 pm
CHBS 3020
Urban Legend or Practical Pedagogy: Are You a Teaching Ninja?
Candice Benjes-Small & Jennifer Resor-Whicker | Radford University
Are learning styles real? What about the learning pyramid? In this interactive session, you
will find out which learning theories are supported by evidence and which ones have been
dispelled. We will discuss how you can use this to reframe your teaching, training, and
leadership in solid pedagogical practices at your institution. Fabulous prizes await!
Relatively few librarians have had formal training in education and pedagogical practices,
but many of us are called upon to teach classes and workshops. Often, we fall back on
teaching techniques that reflect our personal learning preferences and “gut instincts” about
how others learn: this session will include survey results of a study asking instruction
librarians to identify the “true” concepts, to explore exactly how wide spread pedagogical
myths are in the field. This session will dispel myths, reinforce sound methods, and
encourage participants to foster learning strategies supported by cognitive psychology and
education research.
Presentations | Thursday, May 11, 2017, College of Humanities &
Behavioral Sciences (CHBS)
Thursday, May 11, 2017, 2:10 – 3:00 pm
CHBS 1016
Beyond Popular vs. Scholarly: Teaching Outside the Peer-Reviewed Checkbox
Jenny Dale & Lynda Kellam |University of North Carolina at Greensboro
For many academic instruction librarians, “popular vs. scholarly” has been a critical tool in
our instructional arsenal. This is perhaps especially true for those of us who came into the
profession when the ACRL Information Literacy Competency Standards significantly
influenced the way that information literacy was conceived and enacted in higher
education. In this session, we will share how the shift from these Standards to the current
ACRL Framework has influenced the way we teach source evaluation in one-shot sessions.
We will share specific activities that we use to encourage our students to engage with
different types of sources beyond a traditional “popular vs. scholarly” framework. These
examples draw not only from the ACRL Framework, but are also influenced by fields
outside of librarianship. Participants will be asked to share their own experiences teaching
source evaluation and to generate new ideas that they can apply in their own practice.

10. 9 #TILC2017
Thursday, May 11, 2017, 2:10 – 3:00 pm
CHBS 3016
Building a Bridge: Using Metaphor to Teach Information Literacy Fun
Jen Hasse | Cabrini University
Librarians are bridges by which information seekers travel from a questioning place to a
knowledge source. Metaphors themselves are also bridges, a means of forging a connection
between two things in order to deepen understanding. This program will outline extended
metaphors for three fundamentals of information literacy instruction: ethical use of
information (“sampling not stealing”); the research process (““date”-a-base searching”; and
paraphrasing (“lost in translation”). We will examine how teaching through metaphor
aligns with a framework’s approach to information literacy - framework being itself a
metaphor. Specifically, we will consider how as bridges, well-developed and creatively
expressed metaphors serve to expand conversations, invite critical thinking, and encourage
connection making - therefore contributing to engagement, knowledge retention, and
better learning outcomes.
Thursday, May 11, 2017, 2:10 – 3:00 pm
CHBS 3020
Library Live! Collaborating Towards Heightened Information Literacy & Retention in
English Composition Classes
Denise Woetzel, Joshua Watson, & Suzanne Sherry | J. Sargeant Reynolds Community
College
Learn how librarians are collaborating with an English instructor on an ongoing project to
develop, facilitate and assess student-centered information literacy activities in several
English Composition I and II class sections. These branded Library Live “class within a
class” sessions incorporate student learning outcomes based on the ACRL Framework for
Information Literacy for Higher Education. Unsurprisingly, the redesign of these class
sections increased student retention, engagement and success in these key composition
courses. Research activities and deliverables as well as pre and post assessment findings
will be shared during the session.

11. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Lightning Talks | Thursday, May 11, 2017, 3:30 – 4:15 p.m., CHBS 1016
They Want Me to Teach APA for 75 Students? Transforming Citation Instruction for
Large (or Small) Classes
Lisa Becksford | Virginia Tech
Of all the research skills that librarians are asked to teach, perhaps none inspires
apprehension quite like a request to teach citations. How can we teach this intricate subject
in a way that is accurate yet engaging? This lightning talk will demonstrate a way that one
librarian has found to successfully teach students in large classes APA citation basics.
Rather than having students build citations from scratch, this model assumes that most will
be starting with a citation created by a database or citation generator. Therefore, the lesson
uses polling tools to engage students in correcting example citations. The beauty of this
instruction strategy is that it works for both large and small classes, is successful with both
undergraduate and graduate students, and can easily be adapted to citation styles besides
APA. During this talk, participants will play the role of student to experience this method
for themselves.
The Struggle is Real: Facilitating Information Literacy Learning by Being Leaders of
Failure
Liz McGlynn Bellamy | Radford University
Let’s face it—as librarians, we can be a little perfectionistic. But by striving to be flawless in
the library classroom, are we getting in the way of the learning experiences of our
students? We want our learners to take risks and make mistakes as they research, so how
can we model this ourselves? In this talk we’ll discuss how our epic fails in front of the class
can actually be the best thing ever for our students’ learning and emotional responses to
research, and participants will pick up pointers on how to be less perfect from the podium.
Participants will return to their home institutions equipped to be leaders of failure, with
tactics for making the struggle of research visible and therefore conquerable.
Hole in One: Marketing YOUR Library Services on the Green
Vicki Marie Palmer | Longwood University
This talk will explain how a mini golf course was integrated into the library for a fun first
year student orientation event. The course used child sized plastic putters and was
designed using discarded books as boundaries. Each hole was strategically placed at
different locations that the students would utilize throughout their career. Locations
included the main desk, a librarian’s office, the Writing Center, and the Office of Student
Research. The goal of the program was for students to learn about the library services
while navigating through the space. Free food and music were provided at the event. Over
300 new students were introduced to the Library on the night of the event.

12. 11 #TILC2017
Instruction is for Everyone: Including Technical Services Staff in Library Instruction
Programs
Shannon Tennant | Elon University
As academic librarians’ roles continue to evolve, we need to bridge the divide between
technical services and public services when it comes to instruction. Our colleagues in
technical services have expertise which can strengthen our teaching and student learning. I
am the cataloger at our library, and I am an active participant in the instruction program,
not only partnering with public services colleagues but also solo teaching and serving as a
departmental liaison. Drawing on my experience, I will show how technical services staff
can enhance instruction through their deep understanding of the catalog, of data
organization, and of indexing and search terms. The talk will include strategies to involve
technical services librarians behind the scenes as well as in front of the classroom.

13. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Posters | Wednesday, May 10, 2017, 6:00 – 8:00 p.m., College of Humanities
& Behavioral Sciences (CHBS)
“But I Can’t Go to the Library:” Embedding Librarians in Online Courses
Natalie L. Browning | Longwood University
Instruction is about availability, both availability for teaching during the class and after for
follow- up assistance. However, online students often miss out on the availability of a
librarian. They may not have the opportunity to visit the campus library or attend a library
instruction session. In order to remedy this fact, my university library is participating in an
ongoing embedded librarian program. The class chosen for the pilot program in mid-Fall
2016 was a hybrid class that held optional in-person meetings. It included a research
component, and, as it was on an accelerated time frame starting mid-semester, it seemed
optimal as a pilot course. This poster will discuss the implications of the beginnings of the
embedded librarian program; commitment to virtual availability, consistency in posting
content, and collaboration with faculty and librarian colleagues are key components to this
program. Lessons learned and tips for moving forward will also be discussed.
One-On-One Research Help: Designing Services that Support Enduring Relationships
with First-Year Students
Jennie Goforth & Kodi Saylor | University of North Carolina at Chapel Hill
To support student learning, librarians build relationships during instruction that then
continue to grow outside the classroom. While our library conducts nearly one hundred
instruction sessions a semester, the first-year students we meet in the classroom rarely use
our reference services. To continue nurturing relationships begun in the classroom and
reach students at their point of need, our library developed a targeted research
consultation service that allows first-year students to reconnect with their instruction
librarian. Tying into our instruction program, this service offers first-year students a tool to
connect and hopes to foster lifelong use of the library. In this poster, we will share how we
developed our service, including logistics, marketing, and training. By viewing our service
as a case study, participants will be able to apply our strategies to reach special populations
at their institutions.
Treasure Hunts at the Library: Raiders of the Lost (AR)k
Alex Harrington & Garrison Libby | Tidewater Community College
We are sending the students out into the library, armed with iPads, treasure maps, and
augmented reality (AR) in order to find and use library resources, concepts, and spaces.
This poster will include information on development, application, and variations of an
augmented-reality-based treasure hunt that can be customized to fit any class in any
library, and embedded into a traditional one-shot library instruction session.

14. 13 #TILC2017
Beyond the CRAAP Test: New Tools for Source Evaluation
Joi Jackson | George Mason University
Understanding how to evaluate an information resource is crucial to the development of
critical thinking skills. However, most of the writing that students do emphasizes scholarly
research. After their education, how often will they use these kinds of sources? Have we
prepared students to analyze the resources they will encounter beyond the academic
context? For this poster session, attendees will engage in a discussion about moving
beyond the superficial analysis of sources emphasized by the CRAAP test. Attendees will be
introduced to tools that can help students analyze the most important part of the resource -
its argument. This is especially important since the majority of students, and our
population, receive their information from non-scholarly sources. Let’s discuss how we can
prepare our students for their academic work and also provide skills that will be useful
beyond the classroom.
Meeting Your Student Where They Are: Making the Most of Your School’s LMS
Bernadette Miro & Mason Yang | Marymount University
Students are used to having information at the tips of their fingertips, that’s mobile friendly
and catered to their specific needs - so why aren’t we meeting them where they are? At
Marymount University when we switched our LMS provider the library saw an opportunity
to engage in a space where all of our students already are and we jumped on it. The library
is now integrated into a single course offered via customized LibGuides using Springshare’s
LTI tool. Learn how to make the most of your hard work and tips on how to avoid the
pitfalls to success!
The Game Is Afoot: Information Literacy for First-Year Students
Gina O. Petrie | Catawba College
This poster session describes research on the effect of incorporating games into instruction
for first-year students. It focuses on English 1103, Critical Reading and Writing, the colleges
required First-Year Writing Course. Using a mixed methods approach, the researcher
compared the results of the traditional lecture-style method with a newer, more creative
classroom games technique. Students’ final papers and their citations were examined to
determine how appropriate, thorough, and accurate they were. In addition, focus groups
were conducted with participating students.
This research builds upon research conducted in 2015-16, as a part of the ACRL
Assessment in Action Program. In the current study, the researcher expanded the research
to include twice the number of faculty members. Focus groups also replaced student
surveys as the second method of assessing students’ attitudes and learning.

15. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Talking Through It: Using Student-to-Student Interviews and Brainstorming
Activities for Facilitating Critical Inquiry
Krista Schmidt | Western Carolina University
At this university, physical chemistry students design and conduct an experiment based on
a prompt provided by their professor. Each semester, the STEM librarian hosts a workshop
to assist students in developing their experimental design. To encourage critical thinking
and to engage students with their partners before they dive into searching for methods and
protocols, as well as to help them determine what they already know about the chemistry
related to their prompt topic, a student-to-student interview and brainstorming process is
initiated at the beginning of the workshop. Among other things, students are asked
questions about their understanding of the chemistry related to their prompt, what they do
and do not know about the chemistry related to the prompt, and simple ways to redefine
the prompt. This poster will provide details about the interview processes used, the
brainstorming exercises, and refinements to the process since its inception.
Using a Liberal Arts Experiential Learning Process to Teach Library Research
Alexandra Voorhees | Roanoke College
Liberal arts curricula are increasingly recognizing the value of experiential learning. For
many students, such an experience requires an off-campus internship. For students
interested in a library career, academic libraries are in a unique position to offer on-
campus, hands-on learning experiences that are mutually beneficial to the student and to
the academic mission of the library. This poster will document an undergraduate student’s
three-year experiential learning project in an academic library. In particular, the student
created a survey and gathered data on how her fellow students engaged with the library
over a three-year period. She found that students who frequented the library often felt it
benefitted their academic achievement. This research led to practical suggestions that can
be implemented to improve student experiences in the library. Moreover, such experiences
can help to motivate and shape the careers of new generations of motivated, dedicated
academic librarians.

16. 15 #TILC2017
Thank You to Our 2017 Conference Sponsors
American Psychological Association
http://www.apa.org/
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/

17. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
TILC 2017 Conference Committee
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
Virginia Tech
Maryke Barber
Hollins University
Lisa Becksford
Virginia Tech
Liz McGlynn Bellamy
Radford University
Katelyn Tucker Burton
Virginia Western Community College
Piper Cumbo
Roanoke College
Lisa Dinkle
Radford University
Kiri DeBose Goldbeck
Virginia Tech
Kerri Huff Copus
Radford Public Library
Rebecca K. Miller (Ex-Officio)
The Pennsylvania State University

18. 17 #TILC2017
TILC 2017 Conference Attendees
First name Last name Job Title Organization Email
Mary Abdoney Instruction Coordinator
Washington and Lee
University abdoneym@wlu.edu
Annemarie Anderson Librarian
Northern Virginia
Community College aanderson@nvcc.edu
Alyssa Archer Instruction Librarian Radford University aarcher2@radford.edu
Craig Arthur
Teaching and Learning
Engagement Librarian Virginia Tech crarthur@vt.edu
Maryke Barber
Public Services & Arts
Librarian Hollins University mbarber@hollins.edu
Cara Barker
Research & Instruction
Librarian
Western Carolina
University cmbarker@wcu.edu
Lisa Becksford
Educational Technologies
Librarian Virginia Tech lbecksford@gmail.com
Liz Bellamy
Reference and Instruction
Librarian Radford University emcglynn@radford.edu
Candice
Benjes-
Small Head, IL & Outreach Radford University
kimbersmom2@gmail.co
m
Greta Boers Librarian for Classical Studies Duke University greta.boers@duke.edu
Natalie Browning Research Services Librarian Longwood University
natalie.browning.07@gma
il.com
Amy Burns Senior Librarian
Central Piedmont
Community College amy.burns@cpcc.edu
Katelyn Burton
Reference & Instruction
Librarian
Virginia Western
Community College
katelyntucker09@gmail.co
m
Peter Catlin Reference Librarian
University of Mary
Washington pjenkins@umw.edu
Monique Clark
Reference and Instruction
Librarian University of Baltimore mclark@ubalt.edu
Julie Combs
Emerging Technologies
Librarian
Northern Virginia
Community College jcombs@nvcc.edu
Debbie Couch Training Specialist
Chesapeake Public
Library dcouch@infopeake.org
Steve Cramer Business Librarian UNC-Greensboro smcramer@uncg.edu
Jenny Dale
Information Literacy
Coordinator UNC-Greensboro jedale2@uncg.edu
Angela Davis
Instruction & Web Services
Librarian Pitt Community College adavis@email.pittcc.edu
Kiri DeBose
Librarian for Natural
Resources and Animal
Sciences Virginia Tech kdebose@vt.edu
Kyle Denlinger eLearning Librarian Wake Forest University denlinkd@wfu.edu
Lisa Dinkle Instruction Librarian Radford University lisadinkle@gmail.com
Dayna Durbin
Teaching and Learning
Librarian UNC-Chapel Hill ddurbin@email.unc.edu

19. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Amy Eiben
Information Literacy
Librarian
Coastal Carolina
University aeiben@coastal.edu
Vickie Einselen Research Support Librarian Bridgewater College
VEinselen@bridgewater.e
du
Diana Finkle Instructional Designer Clemson University dfinkle@clemson.edu
Brittany Ford Librarian
American Nation
University blford14@gmail.com
Beate Gersch Coordinator of Instruction University of Akron bgersch@uakron.edu
Sara Godbee Business Librarian Stevenson University sgodbee@stevenson.edu
Jennie Goforth
Research & Design Services
Librarian UNC-Chapel Hill jgoforth@unc.edu
Kristin E. C. Green
Reference & Instruction
Librarian Penn State University kristin.green@psu.edu
Rebecca Greer
Library Instruction Program
Coordinator UC-Santa Barbara rrgreer@ucsb.edu
Karen Grigg Science Liaison Librarian UNC-Greensboro ksgrigg@uncg.edu
Kelsey Hammer Associate UNC-Chapel Hill knhammer@live.unc.edu
Samantha Harlow Online Learning Librarian UNC-Greensboro slharlow@uncg.edu
Alexandra Harrington Librarian
Tidewater Community
College aharrington@tcc.edu
Angela Harvey Asst. Director, Public Services UVA's College at Wise akw2r@uvawise.edu
Jennifer Hasse
Information Literacy
Librarian Cabrini University jh877@cabrini.edu
Elizabeth Heitsch
Reference & Social Sciences
Librarian
University of Mary
Washington pjenkins@umw.edu
Laura Hess
Instruction/Reference
Librarian UNC-Pembroke laura.hess@uncp.edu
Janet Holly Reference Librarian
Virginia Military
Institute hollyjs@vmi.edu
Kerri Huff Copus Library Clerk Radford Public Library kerri.leah@gmail.com
Lauren Irvin Resource Librarian Point Park University lirvin@pointpark.edu
Joi Jackson
Online Learning Library
Specialist
George Mason
University jaxetc@mac.com
Michelle
Jerney-
Davis Reference Specialist
Northern VA
Community College mjerneydavis@nvcc.edu
Justin Kani
Assistant Professor | Business
Librarian
Mississippi State
University justinkani@gmail.com
Lynda Kellam Librarian UNC-Greensboro lmkellam@uncg.edu
Paula Kiser
Instruction and E-Resources
Librarian
Mary Baldwin
University pkiser@marybaldwin.edu
Christina LaFon Circulation Coordinator
Jefferson College of
Health Sciences cllafon@jchs.edu
Edward Lener
College Librarian for the
Sciences Virginia Tech lener@vt.edu
Allan Libby Reference Librarian
Tidewater Community
College garlibby@gmail.com

20. 19 #TILC2017
Katherine Lynch Librarian
American National
University klynch@an.edu
Elizabeth Marcus
Undergraduate Experience
Librarian
Western Carolina
University emarcus@email.wcu.edu
Kristen Mastel
Outreach and Instruction
Librarian University of Minnesota meye0539@umn.edu
Bernadette Mirro
Digital Learning Initiatives
Librarian Marymount University bmirro@marymount.edu
Accacia Mullen Evening Librarian
Blue Ridge Community
College mullena@brcc.edu
Vicki Palmer
Research Services, Marketing
& Outreach Librarian Longwood University palmervm@longwood.edu
Gina Petrie
Head of Reference and
Information Literacy Catawba College gopetrie14@catawba.edu
Chanelle Pickens
Visiting Instructional
Librarian
West Virginia
University
chanelle.pickens@mail.wv
u.edu
Jamie Price Clinical Research Librarian
Jefferson College of
Health Sciences jbprice1@jchs.edu
Michele Ren
Associate Professor of
English Radford University mren2@radford.edu
Jennifer
Resor-
Whicker
Ref/Instr & Honors Academy
Librarian Radford University jrwhicker@radford.edu
Sarah Reynolds Research Services Librarian Longwood University reynoldsst@longwood.edu
Patrick Rudd
Coordinator of Library
Instruction and Outreach Elon University prudd@elon.edu
Joan Ruelle Dean & University Librarian Elon University jruelle@elon.edu
Lucinda Rush
Education Reference
Librarian
Old Dominion
University lrush@odu.edu
Rachel Sanders
Instructional Design &
Assessment Librarian Guilford College sandersrc@guilford.edu
Lara Sapp Health Sciences Librarian
James Madison
University sapple@jmu.edu
Kodi Saylor Research Assistant UNC-Chapel Hill kodi@email.unc.edu
Krista Schmidt STEM Liaison
Western Carolina
University kschmidt@wcu.edu
Lindy
Scripps-
Hoekstra Liaison Librarian
Grand Valley State
University scrippsl@gvsu.edu
Rebecca Seipp
Outreach & Humanities
Librarian Hollins University seipprl@hollins.edu
Kristan Shawgo Social Sciences Librarian UNC-Chapel Hill shawgo@email.unc.edu
Suzanne Sherry
Coordinator of Library
Services, Parham Road
Campus
J. Sargeant Reynolds
Community College sherryclan@yahoo.com
Brittany Soder LIS Student UNC-Chapel Hill britt36@live.unc.edu
Nancy Speisser
Interim Assistant Vice
Chancellor for University
Libraries
South University
Virginia Beach
nspeisser@southuniversit
y.edu

21. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Brandon Stilley Evening Reference Librarian East Carolina University stilleyb@ecu.edu
Cori Strickler Learning Services Librarian Bridgewater College cstrickl@bridgewater.edu
Shannon Tennant
Coordinator of Library
Collections Elon University stennant@elon.edu
Crasha Townsend
Director for Diversity and
Engagement Radford University ctownsend3@radford.edu
Lisa Vassady
Research Help Desk
Coordinator Radford University ljvassady@radford.edu
Alexandra Voorhees Student Assistant Roanoke College
akvoorhees@mail.roanoke
.edu
Jennifer Walz
Head of Research & Distance
Services Asbury University jlwalz@asbury.edu
Josh Watson
Instructor - English
Composition
Reynolds Community
College jwatson@reynolds.edu
Denise Wetzel
Extension and Instruction
Librarian
Mississippi State
University
dwetzel@library.msstate.e
du
Kelli Williams
First Year & Transfer Services
Librarian
Carson-Newman
University kwilliams@cn.edu
Carly Winfield
Public Services Library
Specialist
College of William and
Mary cwinfield@rbc.edu
Samantha Winn Collections Archivist Virginia Tech samw@vt.edu
Denise Woetzel
Reference/Information
Literacy Librarian
J. Sargeant Reynolds
Community College mwoetzel@reynolds.edu
Hubert Womack
Instruction and Outreach
Librarian Wake Forest University womack@wfu.edu
Erin Wysong
Reference and Sciences
Librarian
University of Mary
Washington pjenkins@umw.edu
Mason Yang Electronic Services Librarian Marymount University
mason.yang@marymount.
edu
Jamane Yeager Electronic Access Librarian Elon University jyeager@elon.edu

22. 21 #TILC2017
Thank you for attending the
4th
Annual Innovative Library
Classroom Conference.
We hope to see you in 2018!