June 10, 2016

Canvas Commons, a learning object repository recently introduced by the learning management system (LMS) Canvas, is a new tool for the trail not only to elevate student learning, but also create new paths for integrating scalable library instruction throughout the curriculum. In a quest to provide effective and sustainable instruction for our CEP College and Career Success program, the Marydean Martin Library at Nevada State College implemented a "Library Guide for CEP" module through Canvas Commons, which replaced previous one-shot sessions. With only a couple of clicks, instructors can easily add the module, comprised of a variety of learning objects, directly into their Canvas course. This presentation demonstrates how integrating library instruction through a LMS can support student learning and trailblaze the way for faculty collaboration at whole new heights. Strategies, lessons learned, and future directions will be discussed for other libraries who hope to pursue integration within the LMS.

Washington State University recently launched Roots of Contemporary Issues (RCI), a required first year course featuring a set of library research assignments and a culminating final paper. A group of RCI instructors, English Composition teachers, and WSU librarians conducted a series of assessment projects to gauge achievement of the information literacy student learning outcomes associated with the research project. This presentation will include insights about effective assessment methodologies, and reporting on the information literacy areas of most and least success for students. In terms of the Libraries' impact on student performance, the presenters will compare the IL achievement of students who sought library reference help and/or had a library instruction session with those who did not. The presenters will discuss adjustments made to the assignments in light of discovered data trends, and how the findings contribute to the larger university-wide assessment program.

Recent discourse in information literacy and scholarly communication has centered on questions of information access and privilege. In essence, when we teach students to use our highly-specialized, subscription-only resources, are we setting them off on a path up a false summit? At Northern Arizona University, we are partnering with our engineering program to tailor our information literacy curricula to students' long-term needs. We will present the results of our initial environmental scan, including focus groups and interviews with engineers, to better understand the information needs and access issues facing our graduates. We will also discuss what these findings mean for curriculum design, including not only open access options for locating engineering information, but broader issues of information privilege and access so that our students can navigate and help shape a more open and equitable future for lifelong access and lifelong learning.

According to the International Center for Academic Integrity, academic honesty violations have been on the rise at undergraduate institutions. Is there a role for libraries to play in academic integrity education? In 2013, one college requested that the central consortial library design a plagiarism tutorial for use as a remedial tool for students who had committed academic integrity policy violations. In this presentation, we will discuss that library's experience in developing an interactive online tutorial and associated evaluative tool to teach strategies for being an ethical member of a community of scholars. Throughout the presentation, we will highlight successes and challenges of our implementation approach, as well as concrete strategies for other libraries who are considering adapting this Creative Commons-licensed tutorial or creating their own tool for addressing academic integrity. We will include time for open discussion of the library's role in academic integrity education.

Although deep, sustained engagement with students is desirable, many librarians still work within the confines of the one-shot instruction session, some at universities serving tens of thousands of undergraduate students. Librarians must thus find creative ways to work at scale in order to help students craft thoughtful research questions, scaffold their research process, and think critically about the sources they find. To meet this challenge, librarians at UCLA created a digital "research notebook" which, through a combination of video tutorials and reflective writing prompts, guides student through the research process. The notebook can be assigned on its own, as a pre-assignment for a one-shot session, or as the backbone of a credit course or research consultation. This session will discuss the pedagogical framework of the notebook and offer simple ways participants can implement it at their own institutions.

In a recently piloted First Year Experience course, new Concordia students were taken to the UniversityÕs top research units and asked to explore how the units engaged with the Òhere and now.Ó They used arts-based inquiry to examine the experience, honed their oral and digital presentation skills with ePortfolios and lightning talks, examined their university-readiness through psychometric tests at the Student Success Centre, and examined ACRL threshold concepts with their Teaching & Learning Librarian. There was a lot going on! This workshop will share ideas from the information literacy component Ð as well feedback from both students and faculty partners on ACRLÕs threshold concepts, and what they see as priorities for first year students.

Librarians at UC San Diego teamed up with a writing program coordinator on campus to re-imagine the one-shot library workshops provided to all of the college's first-year transfer students. An online tutorial on database searching made up of multimedia and active learning experiences was created for students to complete the week before the library workshop. / After learning about the research process, database search strategies and how to access articles in full-text, students were required to use their newly learned skills to bring printed articles they had found to the library instruction session. During the workshop with the librarian, students learned how to construct a research question.

A long-term qualitative study of the student experience at Mount Royal University sheds light on how students perceive threshold concepts related to information literacy (IL). The transcripts of over 400 interviews provide evidence of students in various stages of learning, from seeing only walls with no doorways, let alone thresholds, to looking back at breakthrough moments in learning. While students use entirely different language to the ACRL Framework, they nevertheless describe understanding of the concepts, and related practices and dispositions. Understanding these concepts from the students' point of view may assist with developing activities and assignments, that encourage crossing these thresholds, and assessments that can help both the students and us as teachers know when that crossing happens. After a brief introduction, participants will work with excerpts from the study to discern markers of learning related to threshold concepts and use those markers to generate ideas for teaching.

We will explore the intersections of critical librarianship and our instructional practices as librarians supporting professional degree programs such as engineering, accounting, or nursing. Topics of discussion will include connections between professional education, critical theory, critical information literacy, and critical pedagogy. The focus of the session will be a roundtable discussion with time for librarians to explore surrounding issues. Facilitators will include librarians from a large midwestern university, a large west coast university, and two small regional campuses of west coast universities.

The librarian designed and taught a course where college students created ebooks. The timely project incorporated both information and digital literacy skills by following the lifecycle of an ebook from conception to publication. Students researched technology-related topics, wrote and compiled their book chapters, and converted those chapters into ebooks using web design software and an open-source ebook creation tool called Calibre.

Common reading programs can facilitate shared academic experiences for first-year students. As common reading often serves as an entry point for inquiry in the first year, instruction librarians have a role to play in such programs. This session will focus on an academic library's support of inquiry in freshman seminar courses through the common reading program. The library took advantage of opportunities presented by online learning technologies to create an interactive learning experience for first-year students. The library created interactive online learning modules to guide first-year students through the inquiry process. The modules use examples from the common reading and feature a variety of exercises to promote active learning. The presenter will detail development of the modules, including technologies utilized in their design and strategies for incorporating active learning. Attendees will learn how online learning and library instruction can be joined to enhance the common reading experience.

Few would deny that developing concrete strategies for teaching threshold concepts like those outlined in the ACRL Framework can be overwhelming. The Decoding the Disciplines process, an approach to instructional planning that begins with identifying where students become "stuck" in the learning process (Pace and Middendorf, 2004), provides a guided but flexible structure for such instructional planning. Participants will be introduced to the Decoding the Disciplines model, explore how Decoding relates to the theory of threshold concepts, apply the Decoding model to identifying their instructional priorities for a teaching scenario, and consider Decoding as a catalyst for cross-disciplinary dialogue.

Westminster College's first-year composition courses have generally been taught in person, with two accompanying information literacy instruction sessions. However, several composition courses have recently been taught online, and the librarians wanted to make sure that the corresponding online information course stayed engaging and interactive. The college's instructional designer and a librarian teamed up to implement the three pillars of the Community of Inquiry theory for online education as well as activities that addressed the new ACRL Information Literacy Framework. The online IL course will now consist of a combination of interactive tutorials, moderated discussion forums, and activities that help merge the ACRL standards and the framework's threshold concepts. Objectives for the session will include offering examples of how the framework can work for in-person and online information literacy instruction; presenting the Community of Inquiry model as a theoretical basis for online learning; and providing resources for Instructional Design best practices.

Foothills to Fourteeners: Preparing Students for Research in the Real World How do we convey the importance of research skills outside of academic contexts? How do we position students as lifelong learners? How can we show transferability of research skills from academic to real world problems? Preparing students to find credible, reliable information even after their subscription access has ended is often an indirect goal for instruction librarians but is rarely the focus of a standalone research workshop. This case study highlights how Keller's ARCS Model of Motivational Design and Problem-Based Learning can be used to scaffold research skills for life beyond college. These frameworks are effective for engaging nontraditional students and can be adapted to even one-shot classes to build students' research skills through simulations of real-life research scenarios.

Journey Mapping for Enhanced User Experience Journey mapping plots a process or service to produce a visual representation of a library transaction from the point at which the student accesses a service to its final resolution. Service scenarios are identified, and maps are produced that reflect the journey from the student's point of view. The map is then used to develop an "ideal" journey and to explore changes that would improve the service experience. The use of journey mapping or blueprinting is based on an innovative approach to library users recently reported from the Center for American Progress (Ostrom et al. 2011). This report serves as a basis for a new way of looking at the academic experience, one that reimagines educational offerings and service from the student's point of view. Further, it partners with students to learn about and eliminate student pain points.

Using the Threshold "Searching as Strategic Exploration," presenters created a DLO (digital learning object) using the analogy of navigating the sea as a way of explaining how students can find quality, relevant information. The DLOs target choosing a topic, developing a search strategy and navigating the world of information. This presentation will talk about the process of creating, assessing, and disseminating the DLOs to both in-person and online classes. The presenters will discuss challenges and successes. Presenters used instructional design principles and experimented with emerging technologies in the DLO creation. Assessment tools also were embedded into the instruction tutorial. The presenters also will report on the findings of a survey of other librarians about how they are incorporating the new Framework into their online instruction, what tools or technologies they are using to create digital learning objects, and how they are addressing assessment.

Conversations around failure and resilience can be as vital to building a foundation for academic success as studying and hard work. The ability to "bounce back" from academic setbacks in turn influences retention, a key goal of any educational institution. As the library and the "largest classroom on campus," what could our role be in consciously fostering resilience and the "growth mindset" that reinforces the desire to learn? Be prepared to embrace failure, reflect on your own mindset, and discuss how we can encourage students to carry on to the summit!

Librarians at California State University Northridge have spent the previous year experimenting with their new iPad instructional classroom. The room includes an iPad cart with 32 iPads for student use and an Apple TV that allows librarians to teach untethered. Over the past year they have developed a set of best practices for teaching with mobile devices that they will share with participants. Many educational apps are geared towards semester long classes; the presenters will also highlight and demonstrate apps that they have found particularly useful for one-shot library instruction sessions. The workshop will benefit librarians who teach untethered with a tablet, who teach in an iPad classroom, who teach in a traditional computer lab, and anyone interested in converting their classroom from desktop to tablet technology. Participants will be encouraged to bring their own devices to take part in active learning activities using some of the apps demonstrated.