TILC 2024: FINITE MEANS. INFINITE USES.
Click here to see the TILC 2024 conference materials.
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)
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
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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, 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. |
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. |
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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 N. 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. |
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.)
