Library Instruction by Design: Using Design Thinking to Meet Evolving Needs

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Friday, June 1


Registration & Refreshments
Friday June 1, 2018 9:00am - 9:30am
Lobby University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Welcome from CCLI Chair & the USF Library Dean

Tyrone Cannon

University Library Dean, University of San Francisco

Ryne Leuzinger

Research and Instruction Librarian, CSU Monterey Bay

Friday June 1, 2018 9:30am - 9:40am
Xavier University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Keynote Address
This keynote will address practical steps you can take to incorporate Design Thinking into your work. Lauren Pressley will share models and concrete examples of how Design Thinking has improved her libraries’ service and partnership to campus throughout her career, including instruction, public services, and library administration. This keynote will also include examples and resources from the field.

Lauren Pressley is Associate Dean of University Libraries and Director of University of Washington Tacoma Library. In 2017, Lauren is the current ACRL vice-president/president-elect.

Lauren joined the University of Washington on September 15, 2015 as Director of the University of Washington Tacoma Library and Associate Dean of University Libraries. Prior to joining the University of Washington Libraries, Lauren was Director of Learning Environments for Virginia Tech University Libraries and held a number of roles related to instruction and technology at Wake Forest University’s Z. Smith Reynolds Library. Lauren regularly publishes and presents on formal and informal learning, the evolving information environment, and the future of libraries. She also has worked closely on issues related evolving pedagogical models, integrating the library into formal and informal learning, incorporating design principles into library spaces and services, and organizational change. She has served in several positions within the American Library Association (ALA), the Library Information Technology Association (LITA), the Association of College and Research Libraries (ACRL), the Horizon Project, and Library Pipeline.

Read her full biography here

avatar for Lauren Pressley

Lauren Pressley

Director of the University of Washington Tacoma Library and Associate Dean of University Libraries, University of Washington

Friday June 1, 2018 9:40am - 10:40am
Xavier University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Friday June 1, 2018 10:40am - 10:45am
Lobby University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Every Citation Tells a Story: Framing a Collaborative Assessment Design of Information Literacy Skills
Sustainable instruction in today’s environment of reduced resources must be aligned with student learning outcomes and measurements. As such, the assessment of student work—in particular, the assessment of foundational goals such as information literacy along with oral and written communication and critical thinking—is paramount to a thriving information literacy and instruction program that benefits the institution and ultimately student learning.
The key is to assess what is valued in a way that is manageable and informative. At the same time, it is important to analyze actual work samples that students complete to the best of their ability—that is samples that are required to complete specific assignment or requirements for their degree. These embedded assessments could include capstone papers or course projects in order to provide a direct and more accurate picture of student achievement and program effectiveness than other measurements such as standardized testing.

This workshop is based on a four-year collaborative effort by the library faculty, the university assessment committee, and senior capstone and first-year faculty to explore what the cited references in student work samples reveal about information literacy learning outcomes and student learning. Using a rubric that articulates student success levels for six specific proficiencies, this assessment practice targets actual work samples--capstone and first-year papers--to measure student success.

Implementing design thinking into the assessment of information literacy can elicit a profound conversation that opens rather than closes the assessment loop. The intent is to transition beyond the data as an indicator of learning to the “why” and “how” the data reveals a much greater story to improve teaching and enhance student learning.

Participants in this workshop will actively review sample references guided by a rubric to measure the quality, variety, and breadth of sources. As participants examine student work samples, they will gain insight into how the research was done, what sources were used, and the strengths and weaknesses of the student research. As this story unfolds, we will reflect upon the “Why?” question to guide our intention to improve instruction and student achievement.

Session Learning Outcomes
  • Participants will be able to analyze citations included in papers to determine students’ ability to find and evaluate information sources.
  • Participants will be able to evaluate the quality of discipline appropriate and relevant sources cited to support student research.
  • Participants will be able to synthesize information gathered from references to draw conclusions about instructional and program effectiveness.
  • Participants will be able to initiate an effective embedded assessment practice drawing from student work samples.

avatar for Dale Vidmar

Dale Vidmar

Information Literacy and Assessment Librarian, Southern Oregon University Hannon Library
Dale Vidmar is a full professor and the Information Literacy and Assessment Librarian at Southern Oregon University’s Hannon Library. He coordinates the Information Literacy program at the university and has served on the University Assessment Committee for 12 years and chaired... Read More →

Friday June 1, 2018 10:45am - 12:00pm
Berman University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


On Desirability: Human Centered Approaches to Creating Successful Learning Experiences
Limited Capacity filling up

What makes experiences desirable? Why do some products and services fail, while others thrive? How might we (HMW) use design thinking to increase adoption and improve student learning outcomes for instructional products (ie learning objects)? In this hands-on workshop, we'll explore how design thinking enhances experiences by focusing on human desirability.


Mark Del Lima

Design Lead, IDEO
avatar for Annette Marines

Annette Marines

Research Librarian, University of California, Santa Cruz

Friday June 1, 2018 10:45am - 12:00pm
Maraschi University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Reorganizing Digital Learning Objects for Student Success
Most academic libraries have a suite of DLO’s intended to bolster information literacy concepts. The Oviatt Library has such a collection mainly in the form of videos hosted on YouTube and the library website. While most collections focus on the content to be disseminated, it became apparent to the librarians at CSUN that our collection needed to be updated and reorganized focusing instead on effecting student learning outcomes. It was important to us that students be able to find and use these tutorials to become successful at their research.
What followed was an iterative process in which content was assessed for being applicable to student learning outcomes as well as useful to users. User needs were considered by mining existing data as well as conducting user surveys, and user studies were conducted including card sorts, AB testing, and task scenarios to find out how users found and used this information. What resulted was the realization that DLO’s are not static objects that live on a website or YouTube channel ad infinitum, but that they should be dynamic, taking into account evolving user needs and should be recommended by teaching librarians, faculty from other departments, and other students. While we completed a reorganization of the tutorials based on information obtained from our user studies, we are in the process of creating a content strategy plan addressing the need to repeatedly assess and update our DLO’s and align them with user needs.

Session Learning Outcomes
  • Participants in this presentation will demonstrate auditing existing content and will formulate their own content strategy plan. They will be faced with the same problems that we were and will discuss in groups what works. We will illustrate our experience and provide them with the fun resources that we used. Spoiler Alert: Rapid Prototyping is fun!


Yi Ding

Online Instructional Design Librarian, California State University Northridge
avatar for Jamie Johnson

Jamie Johnson

First Year Experience Librarian, CSU- Northridge

Melissa Rassibi

Librarian, CSUN

Friday June 1, 2018 10:45am - 12:00pm
Xavier University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Friday June 1, 2018 12:00pm - 1:00pm


Lightning Talks
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


How I Learned to Stop Worrying and Love Critique
Critique is often a scary word, calling to mind memories of harsh, negative criticism, perhaps in front of a large peer group, like reading a poem aloud in a creative writing class only to have the instructor and classmates rip it to shreds. Such experiences are often the extent of knowledge about critique for non-designers. However, although some similarities exist (such as classroom and peer settings), well-executed design critique is not simply subjective negativity: it systematically articulates a framework for evaluation and then compares the work against that framework in the form of an ongoing, interactive conversation.
Quality critique does not come from thin air—it is a learned skill. In this session, librarians will be introduced to both giving and receiving critique before practicing those skills in a safe, low-stakes exercise. First, participants will learn how critique pertains to design and how it differs from other forms of evaluation. The process of design critique—specifically the “crit session”—will be described. A staple of design education, “crit” sessions provide budding designers with direct feedback on the project at hand, prepare them to give and receive constructive feedback, and construct frameworks for evaluation. Specific techniques for critique will be demonstrated, moving beyond the simple “I like it” vs. “I don’t like it” to the ability to see what users need and how well or poorly any given design may address those needs.  Participants will then practice giving and receiving critique in a mock crit session before concluding with reflections and specific connections to instructional design and the importance of critique in librarianship at large.

Session Learning Outcomes
  • Participants will be able to explain the role and importance of critique in the design process
  • Participants will be able to demonstrate techniques used in design crit sessions

avatar for Rachel Ivy Clarke

Rachel Ivy Clarke

Assistant Professor, Syracuse University

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


Non-Punitive Approaches to Plagiarism: Intentional Design for Citations
While plagiarism workshops are a staple at UCLA, and are common on university campuses nation-wide, what about foundational approaches to teaching citations? Even when citation workshops are offered, so often it comes in the form of citation management tools that often ignore the communicative aspects of citations in a globally connected network of scholars. In order for learners to have a firm grasp of why citations are important in the first place, these two librarians have used design centered thinking to focus on instructional approaches that strip back digital tools to focus on the mechanisms underlying citations as a form of scholarly communications.
Part of this approach is moving away from assumptions about what a student may already know about citations and towards intentional design that positions students as scholars who are just beginning to gain entry into a discipline. Using the ACRL frame “Scholarship as Conversation”, game-based techniques, and various instructional design cycles, two librarians from different UCLA Library branches will discuss how they teach citations as communication. Additionally, they will discuss what they learned about the perception of students’ role in the academe, overcoming challenges in creating buy-in for iterative approaches to citations, and the role of sociocultural issues in designing for citations.

Ultimately, citations create authority structures within disciplines, and teaching students about the role of citations helps students understand issues around plagiarism. The presenters seek to seed a conversation with the audience about the design process when taking non-punitive approaches to plagiarism.

Session Learning Outcomes

  • Learners will think critically about the assumptions librarians make about incoming undergraduate and graduate students prior knowledge about citations;
  • Learners will participate in an engaged dialogue about developing new approaches to teaching citations using the ACRL Framework;
  • Learners will assess how citations are situated in the greater scholarly communications landscape.

avatar for Simon Lee

Simon Lee

Collections Coordinator, UCLA
avatar for Marisa Méndez-Brady

Marisa Méndez-Brady

Research Support Librarian, UCLA

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


Networking Break
Friday June 1, 2018 2:00pm - 2:30pm
Lobby University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Blending Design Thinking with Design-Based Research
This session will focus on helping participants make the connection between using the design thinking process to identify and brainstorm creative solutions to instructional problems, and then use the practice and strategies of Design-Based Research (DBR) to create a plan for measuring change after solution implementation. Design-based research is an educational research methodology often used to study classroom and learning problems, and helps to connect pedagogical theory and teaching practice (Anderson & Shattuck, 2012). This method is used to study learning experiences and contexts, as well as, technology implementation projects. The value of blending Design Thinking and DBR is that both methodologies are grounded in the identification of areas for instructional improvement and then the implementation of a plan to solve a problem within a complex instructional context.
This session will first demonstrate an example of blending design thinking and design-based research and then engage the participants in the process of brainstorming possible solutions to common instructional problems. A research plan process will be presented and participants will have an opportunity to begin the research planning process. How to use qualitative research methods to collect data, as part of the design-based research plan, will also be discussed. Participants will have an opportunity to share problems, proposed solutions, data collection ideas and strategies, as well as evolving research plans. The purpose of this session is to present a process that librarians can use to identify problems in a variety of instructional contexts and then strategize solutions while they begin to write a plan to take action to improve library instruction.  

Session Learning Outcomes
  • Participants will articulate an instructional problem to attack with a design thinking process (common problems will also be available for those without a problem)
  • Participants will develop a design-based research plan to gather data about that problem.
  • Participants will share their plan with peers for feedback

avatar for Donna Harp Ziegenfuss

Donna Harp Ziegenfuss

Associate Librarian, University of Utah

Friday June 1, 2018 2:30pm - 3:30pm
Berman University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Chasing Outcomes: an exploration of barriers to progress in designing and assessing library instruction program learning outcomes
The wish list of qualities for an ideal instruction program assessment plan is long and somewhat contradictory: it should be iterative and flexible enough to facilitate continual learning and adapt to change, sturdy enough to demonstrate progress and growth over time, aligned with institutional goals and informed by professional standards, on top of which it would be nice if there were some tangible outcomes for participants to keep them invested in doing work for a process that is never-ending by design. To meet these criteria, it can be tempting to tinker endlessly with perfecting a plan’s design without ever getting around to implementation. What’s an instruction coordinator to do?
This session will showcase the design methods attempted and lessons learned from a year-long project to establish new learning objectives and an assessment plan for a library instruction program, paying particular attention to everything that went wrong along the way. Using this experience as a case study, participants will be prompted to explore their own experiences and collaborate on flexible strategies for dealing with such issues as how to get buy-in, respond appropriately to concerns, negotiate tensions between institutional standards and unique library instruction contexts, and avoid wordsmithing documents into alphabet soup. We will further discuss the results of the project, and how stepping back to thoughtfully examine and address roadblocks led to a positive shift in focus that enabled us to stop planning and start doing.

Session Learning Outcomes
  • Participants will identify barriers to program design and implementation,
  • Participants will construct strategies for transitioning from design to implementation,
  • Participants will apply compassionate methods for learning from failure

avatar for Caitlin Plovnick

Caitlin Plovnick

Coordinator of Teaching and Learning, Seattle University, Lemieux Library

Friday June 1, 2018 2:30pm - 3:30pm
Maraschi University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Reducing Drag: Instruction Collaboration in a Senior Capstone Laboratory Course
Finding the time and space to promote information literacy can be difficult in upper division STEM courses. This presentation will model the process of a collaboration between an instruction librarian and mechanical engineering professor. This collaboration led to the inspiration for a redesign of a senior capstone laboratory assignment. The ideation came to life with an experiment where the students examine different drag reduction techniques on heavy vehicles.  This new lab assignment was created in order to motivate students to seek out information sources beyond their textbook. In addition, in-class information literacy instruction was offered during the lab class session. In order to measure success of the redesign, two quantitative methods were employed.  First, a rubric was used to assess the final reports for quality of sources and ethical use of information.   Secondly, students completed surveys to self-report their understanding and perception of information fluency.  This process of redesigning a single assignment within a senior-level course provided valuable insights that can be shared and replicated in other laboratory-based learning environments. 
Session Learning Outcomes

  • Participants will be able to identify non-traditional learning activities that require information literacy skills in order to target specific courses for instruction.
  • Participants will be able to choose appropriate assessment tools in order to build iteration into their instruction solutions.

avatar for Amber Janssen

Amber Janssen

Instruction & Assessment LIbrarian, California State University, Maritime Academy
avatar for William Tsai

William Tsai

Assistant Professor, Mechanical Engineering, CSU Maritime Academy

Friday June 1, 2018 2:30pm - 3:30pm
Xavier University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Conference Closing by Vice Chair

Irene Korber

Head of Research, Instruction, and Outreach, Meriam Library, California State University-Chico

Friday June 1, 2018 3:30pm - 3:40pm
Xavier University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315


Gleeson Library Tour
A brief tour of the Gleeson Library with a discussion of USF and Gleeson Library history.

Those interested in joining the tour should meet near the front entrance to Fromm Hall following the closing conference remarks.

Friday June 1, 2018 4:00pm - 4:30pm


Happy Hour
All conference attendees and presenters are invited to join the CCLI steering committee for happy hour at Barrel Head Brewhouse [1785 Fulton St, San Francisco, CA 94117].

Friday June 1, 2018 4:00pm - 5:00pm
Barrel Head Brewery