CCLI 2017 – New Directions in Library Instruction and Scholarly Communications
Friday, May 5th, 2017
9:00 AM to 4:00 PM
University of San Francisco – Fromm Hall
2497 Golden Gate Avenue
San Francisco, CA 94117
College and university libraries are taking an increasing role in guiding scholarly communications activities on their campuses. As scholarly communications have evolved in the direction of open access and sharing of data, information literacy instruction continues to evolve in order to adapt to a rapidly changing research environment. These major shifts offer ripe territory for collaborative innovation at the crossroads. Join us for a day of presentations devoted to compelling work happening at the intersection of information literacy and scholarly communication. Our honored keynote speaker is Cassidy R. Sugimoto.
9:00 – 9:30 Registration and Refreshments
9:30 – 9:45 Welcome remarks by CCLI 2017 Chair Gina Kessler Lee and Tyrone Cannon, University Library Dean (Xavier)
9:45 – 10:45 Keynote Presentation by Cassidy R. Sugimoto Defending and Disrupting the Scholarly Ecosystem (Xavier)
Video of the presentation [Please note — Firefox or Safari are recommended for streaming this video]
10:45 – 11:00 Break
11:10 – 12:10 Breakout Sessions
Open Education on Student Time: Library Instruction that Empowers Student Understanding and Advocacy (Xavier)
Will Cross, Director of the Copyright & Digital Scholarship Center, North Carolina State University Libraries
Ekatarina Grguric, Libraries Fellow, North Carolina State University Libraries
Lillian Rigling, Librarian/Fellow, North Carolina State University Libraries
Madison Sullivan, Business Research and Instruction Librarian, University of Washington Libraries
Students can and should be a powerful voice in the open education discussion but they often do not understand their market power and may graduate before a critical mass of knowledge can be developed. Library instruction is an effective way to engage and empower students in this space. This workshop will prepare participants to create targeted library instruction that engages students and builds information literacy around textbooks and open education. Grounded in our experience with NCSU’s Alt-Textbook Program, Summer of Open Science, and Ready. Set. Go. events, this workshop will share strategies for connecting with student organizations, gathering data, and building students’ vocabulary and awareness of these issues. By aligning their open education and information literacy programs, librarians can guide scholarly communication practices to transform pedagogy and promote equal access to higher education.
You Can Do It, We Can Help: Empowering Students to be Active Scholars through Library Instruction (Maraschi)
Hsuanwei Michelle Chen, Assistant Professor, School of Information, San Jose State University
Information visualization is prevalent in the practice of digital humanities research, such as developing new genres for complex information presentation and expanding classical text-based pedagogy to graphical representations. While information visualization has been widely adopted in digital humanities research, it remains unclear how librarians, especially academic librarians who support digital humanities research, should prepare themselves for this emerging technology. In this presentation, the speaker will present and share her research that investigates how scholars in the digital humanities field have been employing information visualization techniques in their research, and how academic librarians have been supporting this endeavor. Through this presentation, the participants will be able to identify the necessary skills, knowledge, and instructions for academic librarians who are interested in conducting or aiding digital humanities research using information visualization. The participants will also have an opportunity to make sense of a small set of digital humanities data using visualization software.
Information Visualization Skills in Digital Humanities: An Academic Librarian’s Perspective (Berman)
Elizabeth Christian, Scholarly Communications Coordinator / Liaison Librarian, Colorado State University – Pueblo
Jonathan Grunert, Information Literacy Coordinator and Liaison Librarian, Colorado State University – Pueblo
Scholarly communications programs have value beyond research universities-smaller schools are now incorporating them into library services. Our library saw a home for scholarly communications within instruction, during a restructuring that also created positions for information literacy and outreach and user experience. As instruction librarians, we strive to teach core research skills within a single classroom visit-often just enough time to convince students to seek out librarians when they need research help.
With the challenge of how to incorporate scholarly communications, we are expanding our instruction curriculum with new modules and assessment tools, and developing a for-credit course on information literacy. We are also working with other departments and programs to increase research and publication opportunities for undergraduate students by providing a single, centralized service point.
12:00 – 1:00 Lunch
1:00 – 2:00 Breakout Sessions
Lightning Talks (Xavier)
Open scholarship: partnering with Wiki Ed to improve Wikipedia and students’ information literacy skills (1:00 – 1:07)
Amin Azzam, Associate Clinical Professor Director, Contextually-Integrated Case-Based Curriculum, Joint Medical Program, UC – Berkeley School of Public Health
Since 2013, Wiki Ed has supported Wikipedia writing assignments for >22,000 students across >1,000 courses in North America. At UCSF, this includes a course in the School of Medicine focusing on health-related topics, and the School of Pharmacy focusing on medicines-related topics. In these collaborative classroom environments, students acquire writing and editing skills. Both courses also partner with UCSF librarians to assist students’ development of information literacy skills. Moreover, these instructional design strategies provide large social good for the readers of Wikipedia’s health-related content, underline the importance of expanding free-access health knowledge, and align with open educational pedagogies.
Taking a Byte out of Information Illiteracy: How FIDM’s Google Bytes: Scholar and News Workshop Introduces Students to Open Education Resources (1:08 – 1:15)
Carly Lamphere, Reference Librarian II, City of San Marino Crowell Public Library
The Google Bytes Workshop series emerged in response to an overwhelming amount of students utilizing Google over the Library Research Databases at the FIDM Library. Google Bytes: Scholar and News educates students about the benefits of open education resources and how to locate them utilizing Google, thus improving the quality of their coursework. Initially under attended by students, the workshop is now a staple in our one shot library instructional presentations. This presentation will trace the progress of Google Bytes from its beginnings, to its current state at the library, the benefits of open access resources for our student body.
CORA: An Open Access Community for Faculty and Librarians (1:16 – 1:23)
Susan Gardner Archambault, Head of Reference and Instruction, Loyola Marymount University
This lightning talk will feature CORA (Community of Online Research Assignments), an open access resource developed for faculty and librarians in higher education. Librarians at Loyola Marymount University (LMU) received a Statewide California Electronic Library Consortium (SCELC) Project Initiatives Fund grant. The grant proposed to expand upon an internal information literacy assignment collection at LMU by using the “cooking” metaphor to envision the assignments as recipes that could be tweaked or easily adapted to fit into any information literacy curriculum. Pay a visit to www.projectcora.org to see this new virtual community.
OER Workshops for Faculty: Distance Learning & Library Collaborations (1:24 – 1:31)
Lindsey Wharton, Extended Campus and Distance Services Librarian, Florida State University Libraries
Florida State University Libraries has worked closely with the Office of Distance Learning to embed library services into our course management system and online instruction design. Beginning in Fall 2016, the Distance Services Librarian and Scholarly Communication Librarian presented a focused session on utilizing open education resources in online courses as part of the Office of Distance Learning faculty development workshop series. As many faculty attending these workshops were in the midst of transitioning their courses from in-person to online or initially designing their online courses, an introduction to open education resources and the benefits of utilizing these resources to increase students’ information literacy skills proved valuable and timely for instructors. This lightning round presentation will detail the workshop and benefits of partnerships between scholarly communication librarians, distance services librarians, and offices of distance, distributed, or online learning to promote the adoption of open education resources.
In the Beginning: How to Start a Scholarly Communications Program (1:32 – 1:39)
Rita Premo, Scholarly Communications Librarian, Sonoma State University
Scholarly communications encompasses a huge range of topics and tasks that can be overwhelming to the academic librarian who gains such responsibilities. The goal of this lightning session is to identify activities in which newly minted scholarly communications librarians might engage while they are developing a more comprehensive program, campus groups with which they might collaborate, and ideas for effectively incorporating the topic into instructional sessions.
Let’s Take a Detour: Discovering Organic Opportunities for OA Advocacy in the Classroom (1:40 – 1:47)
Kelsey Cheshire, Behavioral Sciences Librarian, University of Illinois at Urbana-Champaign
During instruction sessions for a Social Work graduate level research methods course, class discussions organically lead to conversations about the commodification of information, and how these paywalls come at the expense of the user. This lightning talk will briefly address how information literacy and scholarly communication naturally intersected in the classroom, and discuss how we as a profession can identify organic opportunities for advocacy in the classroom. How can librarians embrace the greater responsibilities presented in the Framework and create wider conversations about the information ecosystem during our limited opportunities, while still meeting faculty expectations of a traditional library session?
Presenter Q + A (1:48 – 2:00)
Problematizing Peer Review (Berman)
Gr Keer, Online Learning and Outreach Librarian, California State University, East Bay
Lana Mariko Wood, Health Sciences and Scholarly Communication Librarian, California State University, East Bay
The peer reviewed journal article remains the gold standard for scholarly discourse in most academic disciplines, despite critiques of bias and the development of alternative publishing models and metrics. Echoing priorities of faculty in other disciplines, academic librarians are charged with instructing students about the peer review process and how to access peer reviewed literature. This instruction provides both opportunities and constraints for critically evaluating the power structures embedded in the peer review process.
This session presents findings from a survey of academic librarians critically examining how (or if) we contextualize peer review for our students, whether or not we interrogate (or encourage our students to interrogate) peer review’s primacy within academia, and how (or if) concepts from the ACRL Framework arise in our pedagogy. We critically examine the peer review process and leave with ideas for presenting a more complex picture of scholarly communication to our students.
Iteratively Co-Designing an Author’s Rights Session for Undergraduate English Majors (Maraschi)
Michaela Willi Hooper, Scholarly Communication Librarian, Oregon State University
Jane Nichols, Emerging Technologies and Instruction Librarian, Oregon State University
The Framework for Information Literacy for Higher Education reflects how important it is for students to understand how intellectual property impacts them. At Oregon State University, the English subject librarian regularly teaches a one credit library skills course to English majors. She teamed with the scholarly communication librarian to design a class session in which students learn about their twin roles as content creators and consumers. The librarians drew on frameworks such as Char Booth’s USER model, scaffolding, and the zone of proximal development. They designed an active learning exercise in which students analyzed scenarios related to copyright, fair use, Creative Commons, and the public domain. The librarians honed the lesson over several terms to increase relevancy and narrow the gap between students’ existing knowledge and expected outcomes. This was made possible because the course instructor and scholarly communication librarian used student assessment and co-reflection to iteratively improve the session.
2:00 – 2:30 Networking Break
2:30 – 3:30 Breakout Sessions
Information Has Value a View from Three Institutions (Xavier)
Dani Brecher Cook, Director of Teaching and Learning, University of California Riverside Library
Jessica Davila Green, STEM Librarian Team Leader, the Claremont Colleges Library
Allegra Swift, Scholarly Communication & Publishing Coordinator, The Claremont Colleges Library
The ACRL Framework for Information Literacy explicitly ties the work of information literacy and scholarly communications librarians together in a way that we have not previously seen in the profession. In particular, the frame of “Information Has Value” encourages instruction librarians to address questions of information privilege, access, ethics, and attribution–historically, the realm of scholarly communications.
In this presentation, three librarians with diverse roles and employed at three dramatically different institutions (a community college, a liberal arts college, and a land-grant university) will discuss the ways in which their instruction relates to “Information Has Value” converge and diverge. From these varied experiences, the presenters propose a tiered model of high-impact approaches to incorporating aspects of the scholarly communication agenda into library instruction, ranging from an introductory writing class to a capstone course. Attendees will have the opportunity to discuss ways they might incorporate “Information Has Value” into their own practice.
Building Faculty Collaboration to Develop Metaliterate Learners (Berman)
Dr. Marianne Delaporte, Chair, Philosophy and Religious Studies, Notre Dame de Namur University
Sanjyot Pia Walawalkar, Academic Technology and Instruction Librarian, Notre Dame de Namur University
In this presentation, an academic technology and instruction librarian and a religious studies faculty member will share the results of implementing the seven elements of the metaliteracy model into course design as proposed by Trudi Jacobson and Tom Mackey (SUNY). The presenters will explain how they developed a course to create open learning environments; taught information literacy in online participatory environments; designed assignments that required students to produce information in multimedia formats in open, collaborative environments; and encouraged students to practice metacognition. The presenters will share how they went beyond teaching discrete search skills and strategies to create lifelong learners with strong habits of inquiry by incorporating the ACRL Framework for Information Literacy for Higher Education, the metaliteracy model, and open educational technologies.
A Dataset is Not a Research Question: GIGO, Student Data Needs, and Data Literacy as Information Literacy (Maraschi)
Dr. Colleen S. Harris, Information Literacy Coordinator and Librarian, California State University, Channel Islands
GIGO (Garbage In, Garbage Out) is the idea that given an input or command, even if flawed or problematic, a computer will unquestioningly process that command, and will produce nonsensical output. Teaching students commands to enter into software once they locate a dataset does nothing to advance their understanding of analysis, which involves deep understanding behind data collection, understanding variables, determining whether the dataset is appropriate to answer the research questions, and deciding appropriate measures for the relationship between variables and research questions. Making librarians crucial partners in social science methodology classes creates an avenue for students to understand connections between the pressing questions they ask and the statistical analyses they perform, a connection too often obfuscated by dread of statistics. This presentation offers tips, techniques, and space for discussion of how information literacy can also mean teaching data literacy, and what that means for our students and faculty.
3:30 Closing Remarks (Xavier)