Library Instruction by Design: Using Design Thinking to Meet Evolving Needs
Friday, June 1 • 1:00pm - 2:00pm
Lightning Talks

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Collaboration with Faculty to Reenvision Library Instruction
Presenter: Andrea Anderson

Librarians at the Walter W. Stiern Library at CSU Bakersfield currently work with faculty from the freshman composition program to integrate information literacy skills into their classes. Three specific issues arose this fall, which necessitated a change in the way librarians delivered instruction to this program: increased enrollment at CSU Bakersfield, anticipated growth in the course resulting from the CSU Chancellor's recent executive order eliminating remediation, and the CSU Bakersfield's composition director’s request for an increased library presence within the current program. As tenure-track academic librarians, research instruction to students is a high priority, yet extremely time consuming given the nature of the position that includes responsibilities to the library, campus, individual research, and subject areas.

In response to this, a small taskforce of librarians was created to collaborate with faculty, evaluate current and past instruction provided, and develop supplemental methods to librarian instruction. These alternatives to instruction will be piloted with three classes in the Spring of 2018. CSU Bakersfield library instruction coordinator, Andrea Anderson, will discuss the first steps taken to redesign and revitalize a program that has largely depended on individual librarians’ ability to develop research orientations while balancing an ever-increasing teaching load. Attendees can expect to hear how collaboration, flexibility, and a willingness to evolve were key components to one library’s instruction redesign.

Dancing with the Framework: Letting the Frames Lead us to Learning Outcomes
Presenter: April Cunningham

In 2014 and 2015, the presenter led a group of librarians and other educators from across the country in an iterative process to develop information literacy outcomes and objectives in order to develop a new standardized test.  The process was inspired by the knowledge practices and dispositions defined in the IL Framework.  This presentation will briefly describe the process, what others can learn from it for their own practice, and how they can access the outcomes and objectives that the group developed in order to use them to inform their own ongoing local conversations about IL.

Transformative Learning through Powerful Assignments
Presenters: Sarah Cooper

Samford University Library is currently navigating through an exciting time of dynamic change in its information literacy instruction as it participates in the new campus Quality Enhancement Plan - Level Up: Transformative Learning through Powerful Assignments.
Faculty librarians are partnering with teaching faculty in the University’s Core program to enhance classroom assignments with information literacy proficiencies. Collaborations see librarians and teaching faculty:
  • selecting the assignment for enhancement,
  • selecting the Frame(s) with which to align the assignment,
  • delivering targeted library instruction to the students, and 
  • collaboratively assessing the assignments utilizing a Samford University-designed Level Up rubric built upon AAC&U VALUE rubrics.
Student retention of IL proficiencies will be measured through collaborative assignment assessment and through campus-wide IL assessment using nationally recognized instruments.
Library and teaching faculty partners are in the first semester of the project and are actively learning what works well and what will be considered for adjustment in future semesters. At the time of presentation, presenting librarians will have concluded two full semesters' worth of the project and will have valuable insights to share regarding the initiative and its future course.

Redesigning Research Instruction
Presenter: Robin Gluck

As librarians we often instruct students on the stages of the research writing process. We teach students to brainstorm topic ideas, explore and evaluate sources, develop and support theses and plan and outline their papers.  We encourage students to think of these steps as iterative, not linear, and we want students to be flexible and ready to pivot when they need to. In practice many students struggle with research and often are discouraged by the process.  
Design thinking and the mindsets that are foundational to that process can be effectively applied to students’ research paper writing process to address the challenges students face. Radical collaboration, experimentation and communicating for clarity when practiced in the classroom work to sharpen students focus on sources, thesis development and outlining. By adapting design thinking to research, students have more tools to support a fail forward approach to research.  
This lightening talk highlights three examples of using design thinking practices to improve the research process in 12th graders who are working on senior thesis at the Jewish Community High School of the Bay.  Each example will explain the effectiveness of the design thinking mindset as it is applied to research.

“This is honestly a disaster:” How librarians respond to a changed ILS
Presenter: Jonathan Grunert

What if, instead of teaching a library system out of the box, we changed the box?
A year ago, we moved to an ILS that lacked some of the functionality of our old discovery layer. When we went live, we learned that students and faculty alike could not figure out how to use the new system. In classroom instruction and in the library, we identified specific issues and recommended fixes that would make the system more intuitive and efficient. In essence, we made the ILS an instrument—rather than an object—of library pedagogy.


Daniel Ransom

Instructional Services Librarian, California College of the Arts


Friday June 1, 2018 1:00pm - 2:00pm
Xavier University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315

Attendees (39)