TILC 2024: FINITE MEANS. INFINITE USES.
Registration is now full. If you were not able to register, we hope to see you next year!
Registration is now full. If you were not able to register, we hope to see you next year!
Registration Information
Registration opens on April 2, 2024 at 10 AM EST. Registration costs are:
- $60 for presenters, planning committee members, and members of indigenous tribes
- $70 for other attendees
- $15 pre-conference workshop
Thursday, June 6
Pre-conference Workshop, Social, and Poster Session
Swem Library, William & Mary
400 Landrum Dr, Williamsburg VA 23185
1-3 pm, Pre-conference Workshop: Words Without Thoughts: Generative AI, Critical Thinking, and Information Literacy
Workshop facilitators: Alexander J. Carroll and Joshua D. Borycz
King Claudius famously questioned the value of “words without thoughts” in Hamlet, yet the hype surrounding generative A.I. suggests we are approaching a paradigm shift for information retrieval and evaluation. In this preconference workshop, we will consider how these “thoughtless” technologies can integrate into librarians’ existing strategies and frameworks for teaching information literacy. Participants can expect to come away excited to use generative A.I. to create learning experiences on strategic searching, resource evaluation, and more.
4-5 pm, Tours of Swem Library
5-7 pm, TILC Social (includes poster session and heavy hors d'oeuvres)
400 Landrum Dr, Williamsburg VA 23185
1-3 pm, Pre-conference Workshop: Words Without Thoughts: Generative AI, Critical Thinking, and Information Literacy
Workshop facilitators: Alexander J. Carroll and Joshua D. Borycz
King Claudius famously questioned the value of “words without thoughts” in Hamlet, yet the hype surrounding generative A.I. suggests we are approaching a paradigm shift for information retrieval and evaluation. In this preconference workshop, we will consider how these “thoughtless” technologies can integrate into librarians’ existing strategies and frameworks for teaching information literacy. Participants can expect to come away excited to use generative A.I. to create learning experiences on strategic searching, resource evaluation, and more.
4-5 pm, Tours of Swem Library
5-7 pm, TILC Social (includes poster session and heavy hors d'oeuvres)
Posters, Thursday, June 6, 5-7 PM, Swem Library |
No Need to Reinvent Your Wheelhouse: How a Shared, Local Repository for Workflow and Instructional Documentation Capitalizes on Institutional Expertise, Facilitates Onboarding, and Creates More Equitable Environments for Library Staff and Students Presenters: Emily K. Cook & Amira Walker, Washington and Lee University At Washington & Lee, Research and Instruction librarians have maintained a local repository to dispel isolation and encourage a culture of collaboration. We've found that sharing instructional materials fosters equity in the workplace by providing clear communication, particularly for new hires. Not only has establishing an open and ongoing process for sharing expertise supported a sense of belonging for library staff, access to communal knowledge and consistency in instruction supports student success. |
Banned Books, Finding Frames: Exploring Banned Books Through ACRL's Gender Studies Companion Document Presenters: Kevin Reagan & Jessica Swaringen, Georgia Southern University While library scavenger hunts are not new, incorporating the ACRL Framework into library scavenger hunts is a rarely-discussed topic. This poster details how two outreach librarians incorporated learning competencies from ACRL’s Women’s and Gender Studies Companion Document into a library scavenger hunt centered on exploring banned books. Additionally, the poster details how other librarians can reuse and remix library scavenger hunts to align with other competencies and dispositions of the ACRL Framework. |
Reinventing the Library's Digital Footprint: Creating Interactive Learning Tools in Canvas Presenters: Alexandria Kennedy & Cindy Goode, University of Houston Clear-Lake In 2023, University of Houston-Clear Lake librarians created and embedded new information literacy resources in the campus Learning Management System. This included an interactive introduction to the library module which received 2,101 views in the first month of the Fall semester. Our efforts have allowed us to integrate and embed ourselves into the campus’ online learning environment, supplement class instruction with information literacy modules, and provide a more seamless accessible contact experience for our students. |
Remixing Faculty Workshops for Future Scholars: Partnerships Forged and Lessons Learned Presenters: Ellen Cline & Jesse Akman, Elon University In 2023, Elon University’s Belk Library held its first faculty workshop on evidence syntheses. A conversation with a participant led to repurposing the workshop for students participating in summer undergraduate research, a population the library has long hoped to form a durable connection with. With those events behind us and future workshops scheduled, we offer lessons learned about identifying audience needs, recycling existing models for new ends, and turning new connections into lasting partnerships. |
Reconsidering the Past to Bring it into the Future: Iterative Teaching with Primary Sources Presenters: Kathy Shields & Rebecca May, Wake Forest University This session outlines the development of a 1.5 credit course on archives and primary sources co-taught by a Research and Instruction Librarian and a Public Services Archivist. We will share the origins of this course and the changes we have made to improve it over 3 different iterations. Through assessment and reflection, we have reconsidered the value that we and our students bring to the course and how that impacts the course design and delivery. |
Beyond the One-Shot: Methods for Increasing Student Engagement in Special Collections Presenter: Kristen Daniel, East Carolina University One-shot instructional sessions can serve many purposes. In Special Collections, they are often used to teach primary source literacy, search and discovery, or even archival research. But how often do you see students coming back to Special Collections after the session is over? This poster presentation will give you ideas for expanding the one-shot instructional model, and prove the importance of strong faculty relations in creating positive experiences for students. |
ELLSHA: An Augmented Reality Design-Based Research Project for a Library's First Year Seminar Course Presenters: Clement Abai & Holly Reiter, Oklahoma State University This session demonstrates the use of AR to design an interactive learning activity called ELLSHA, an acronym for Edmon Low Library Scavenger Hunt Activity. In this AR enhanced activity, first-year students will learn about the library’s resources and services and history. Snap AR, an AR tool developed by SnapChat will be used to design these AR integrated learning spaces that students can participate in and interact with during their learning experiences using their mobile devices. |
Repurposing Digital Tools to Increase Gen Z Engagement During Library and Information Literacy Instruction Presenter: Delandrus Seales, University of North Carolina Wilmington Are your students unmotivated, lack focus, or exhibit decreased engagement during instruction? As with any generational shift, Gen Z students' needs differ from past students. This session will help librarians rethink pedagogical practices in the classroom to become conscious about students’ diverse learning, cultural, and social-emotional learning needs. Repurposing innovative digital tools to maximize active, deep learning is one pedagogical approach that impacts focus, comfort, and engagement. Each of the tools explored will nurture Gen Z student creative expression to communicate ideas, knowledge, and connections. |
Excel is Your Friend: Using Data Collection and Analysis to Evaluate Your First-Year Information Literacy Program Presenter: Aasta Thomas, North Carolina State University In this poster, I will share my process for how I collected and analyzed instructional data to improve an instruction program teaching hundreds of first year classes a year. By tracking the requested instruction for Fall 2023, as well as student feedback on those sessions – I determined instructional trends that our team will then use to make decisions about the trajectory of our instructional program. |
Conference, Friday, June 7
School of Education, William & Mary
301 Monticello Ave, Williamsburg, VA 23185
301 Monticello Ave, Williamsburg, VA 23185
- 8:30-9:00 am Registration and Breakfast
- 9:00-10:00 am Keynote
- 10:00 am-12:00 pm Sessions 1 & 2
- 12-1:10 pm Lunch
- 1:10-3:00 pm Sessions 3 & 4
- 2:10-3:00 pm Session 4
- 3:00-3:15 pm Break
- 3:15-4:00 pm Lightning Talks and Closing Remarks
Keynote Speaker: David X. Lemmons
Practice Makes Progress: Finding Your Authentic Voice in the Library Classroom
Have you ever wondered why a teaching activity falls flat for you when it’s a hit for your colleagues? Have you ever struggled to incorporate creativity and fun into your lesson without sacrificing what you want to teach? In this keynote address, join David X. Lemmons to discuss the answers to those questions and more! Focusing on the idea of finding your own authentic voice, David will lead the room through ways to find inspiration for new teaching practices, adapt existing lesson plans, and experiment to find your own style in the library classroom. Throughout, David will leverage their experience working with library instructors to develop their skills and confidence in the classroom to offer advice and opportunities for reflection. You’ll leave with a better understanding of your own teaching style as well as a list of strategies to explore and develop it further! David X. Lemmons (they/he) is the Instruction Coordinator for George Mason University Libraries and a PhD student in Education, also at George Mason. Their research interests include how library instructors develop teaching skills and abilities, teaching self-efficacy for library instructors, the Scholarship of Teaching and Learning (SoTL), and anti-racist information literacy. They earned their Master's in Library Science from the University of North Carolina at Chapel Hill and their MA in Political Science from Appalachian State University. |
Sessions
Schedule |
Matoaka Woods |
Holly |
Dogwood |
10:10-11:00 AM |
Generative AI in the library classroom: Strategies to inspire intentional and ethical use of AI Katherine Howell, David Rachlin, Harvey Long, & Hannah Moser, NC A&T University In this session, we will discuss the use of generative AI to teach information literacy. We will first introduce attendees to risks and benefits surrounding AI use, then discuss AI tools that can be used for research purposes. Lastly, the presenters will provide a case study of how they have used AI in the classroom, including a specific lesson plan that prompted students to compare AI tools to traditional databases and critically evaluate their usefulness. |
Uncovering the Conversation: An Engaging, Hands-On Activity for Teaching Scholarship as Conversation Elizabeth Dobbins & Brooke Taxakis, Campbell University How can we facilitate student engagement with “Scholarship as Conversation”, especially in a one-shot class? In this session, we will introduce an active learning activity designed to have students engage with the scholarly conversation as evidenced in a journal article. Librarians involved in the assignment design will share more about the assessments that informed the lesson plan, followed by a demonstration. Participants will leave with a lesson plan and everything needed to implement this activity. |
Better Humans, Not Just Better Instruction: Using Social-Emotional Learning to Re- Envision the Purpose of Library Instruction Morgan Pruitt, Central Carolina Community College This presentation explores the ways in which social-emotional learning positively contributes to the effectiveness of library instruction and the development of students and librarians. Combined with Gagne’s nine events of instruction framework, social-emotional library instruction invites learners to apply their information literacy skills beyond the classroom. This re-envisioning equips students to use those skills as ways to nurture their relationships, foster belonging for themselves and others, and invest in their personal growth. |
11:10-12:00 PM |
Framing Information Literacy Through A.I., Jesika Brooks, Columbia College In this session, the Framework for Information Literacy for Higher Education will be explored through the lens of A.I., with different A.I. tools or processes highlighted for each frame. Each frame will have an accompanying idea to allow participants to incorporate A.I. into their informational literacy lessons. |
Repurposing, Reusing, and Reflecting: Utilizing Information Literacy Instruction Strategies to Revise Student Worker Training Cori Biddle, Penn State Altoona Staffing challenges in academic libraries mean that we are relying more on our student workers to provide basic “reference desk” support. Our previous attempts at student training felt inconsistent, so we tapped into our information literacy playbook, and repurposed our classroom instruction strategies to redesign our work study student trainings. The resulting asynchronous training tutorials allowed us to utilize active learning techniques, and easily follow up with individual students to fill any knowledge gaps. |
Something Borrowed, Something New Jessica Ramey & Paul Showalter, William & Mary This presentation will begin by sharing how one librarian successfully let go of the reins in library workshops by embracing constructivist learning and letting students collectively design research plans based on knowledge their existing knowledge. Then, we’ll discuss how a library colleague took that exercise to the next level by adding fun, creative, hands-on elements which engaged students even more. |
12:00-1:10 PM |
Lunch |
Lunch |
Lunch |
1:10-2:00 PM |
Help! I spilled coffee on my bibliography and it's due in 30 minutes! Max Sparkman & Alan Witt, State University of New York College at Geneseo Tired of the same old APA or MLA instruction session? This session will showcase an experiential learning exercise designed to bring fun into these topics and give you tools to replicate/innovate your own instruction. Attendees will experience a short version of the activity, learn a theory of intrinsic motivation and how to build it into lessons with backwards design, and will be provided with copies of building materials and finished lessons for the experience. |
Which Source Is Best? A Source Evaluation Activity for Any Discipline Elisabeth B. White, Towson University In today's complex information landscape, students encounter a wide array of information sources and formats. But how do they decide which sources are the best for their needs? This presentation will describe a source evaluation activity in which students consider which types of sources are the most suitable in a variety of academic and personal research scenarios. The activity is easily customizable and can be used to help students evaluate authority in any discipline. |
Block by block: (Re)building lesson plans using pattern teaching “LEGOs” Alyssa Archer, Lisa Dinkle, & Barbara Tait, Radford University Sharing one-shot lesson plans among instruction team members is useful, but wading through a sea of lesson plans, trying to find the right activity for the desired outcome during class preparation, can feel like searching for a needle in a haystack. Learn how this team used “pattern teaching” to break down activities into LEGO-sized blocks customizable for different team members’ teaching styles, with the goal of planning effective classes in less time and reduced stress. |
2:10-3:00 PM |
What Analyzing Student Evaluations Can Tell Us About Source Evaluation Methods Amanda Kaufman, Elizabeth Ellis, Dr. Alan Brown, Wake Forest University Recent conventional wisdom in library instruction circles has tended to promote the SIFT Method as a replacement for the CRAAP Test. But is that right? Well... maybe? Kind of? It depends. This session will provide practical instructional strategies for teaching source evaluation that are grounded in the presenters’ ongoing research study that has compared written source evaluations from 100+ students using both the CRAAP Test and the SIFT method. The results may surprise you! |
When the Bank is the Bridge: A New Librarian’s Experience with Recycling, Reusing, and Repurposing a Past Librarian’s Instructional Materials in Year One Liana Bayne-Lin, James Madison University A lesson plan bank bridged the gap between one Science & Math Librarian and another. The new librarian engaged deeply with the previous librarian’s instructional materials in the first year, recycling, reusing, and repurposing the materials in multiple iterations. This presentation will highlight successes and roadblocks of this transformational work using lenses of reflective practice and intellectual humility, and will give ideas for using instructional materials banks as bridges when planning for off- and on-boarding. |
Reduce, Reuse, Red Light, Green Light Liz Bellamy, Alexandra Flores Glosson, & Rachel Hogan, William & Mary Born of a desperate attempt to spark participation in an 8am class, “Red Light Green Light: Library Edition” is a lively, deceptively simple adaptation of a commonly used source evaluation activity. The thoughtful-yet-rambunctious results have been striking and immediate (and unlike Squid Game, no participants get harmed in its execution). Experience the game for yourself and leave with a lean yet energizing framework that can be adapted to your own contexts without reinventing the wheel. |
Lighting Talks |
Zine Dreams: Re-imagining Self-Publishing Workshops as Information Literacy Presenter: Tina Plottel, Salisbury University Zines are small circulation, non-professional, original works. As alternative writing assignments, they may complement or diverge from a traditional essay. In this lightening talk, I consider how Zines can be used as a creative way to teach critical thinking skills and foster a deeper connection to the research process. |
Building the Pyramid: An Information Literacy Activity for Science Classrooms Presenter: Justin Savage, Montclair State University “What does information literacy have to do with my scientific discipline?” This lightning talk will demonstrate a fully recyclable in-class assignment, centered on a hierarchy of evidence pyramid framework, that can be used to introduce students in scientific disciplines to various relationships between sources of evidence in their fields. |
Building our TAs’ Toolkits with Library Instructional Supports Presenter: Alison Edwards, North Carolina State University Graduate teaching assistants are tasked with two tremendous challenges: carving their own research path and teaching undergraduate students. While librarians are recognized as experts to support research, our instructional roles are less well-known. We created a TA Toolkit workshop series to share the ways libraries can support TA’s teaching efforts. |
Teaching with Unreliable Sources: Using Misleading Primary Sources as an IL Discussion Tool Presenter: Rick Mikulski, William & Mary Starting library sessions with group discussions about a misleading primary source can be an excellent opportunity to: promote student engagement; demonstrate the importance of finding secondary sources for context; organically lead into framework-informed discussions about assessment of sources and information. This approach can be applied to any discipline’s primary sources. |
We are planning for an in-person conference. We will follow the best safety practices as recommended by the CDC, Virginia Libraries Association, and William & Mary. We are prepared to cancel the conference if needed. (We do not have the budget or equipment to do hybrid.)
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