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Publication Experience, Expertise, and Empathy: Scaling up Data Visualization and VR in the Library(2024) Kohl, Laura; Perri, LynnPublication Cross-Curricular Collisions: Academic Libraries as Catalysts for Collaborations on Campus(2024-06-04) Grauel, Liz; Ziedses des Plantes, ErikThe changing landscape of higher education and increasing demand for multi-skilled employees in today’s workforce have exposed opportunities for cross-disciplinary and cross-curricular engagements in university classrooms. At the same time, budgetary constraints and shifting institutional structures present challenges to adopting and integrating such holistic approaches to research, teaching, and learning. This presentation discusses the connective function of academic libraries on university campuses, including librarians’ roles as curricular and pedagogical partners to teaching faculty and facilitators of interdepartmental research. Liz Grauel and Erik Ziedses des Plantes, librarians at the University of Dayton who serve as liaisons to the schools of business and engineering, will share their experiences in cross-curricular engagements between business and engineering programs. We discuss our developing approaches to cross-curricular library instruction and engagements with teaching faculty of different disciplines, and invite attendees to share their experiences within their own institutions. This session explores the cross-curricular student engagements that may be expanded and supported through the consultative and collaborative position of academic libraries on college campuses, building on the growing interest in such activities.Publication Maintaing and Constructing Architecture Resources: Finding Balance between Physical and Electronic Resources(2024-06-04) Dye-Reeves, AmyPublication Visual Images as a Gateway to Scholarly Inquiry in Information Literacy Instruction(2024-06-03) Gamtso, Carolyn White; Paterson, SusanneIn this interactive session, participants will engage in activities that use student-generated questions about visual images as entry points to research literary criticism of Shakespeare’s play Hamlet. The presenters collaborated on a student-centered, inquiry-based information literacy lesson (IL) focused on visual literacy, critical thinking, and research question design in an introductory literary analysis course. The co-instructors decentralized the classroom by empowering students to ask probing questions about illustrations from an early 20th-Century edition of Hamlet. Workshop participants will experience the presenters’ lesson firsthand by using the Right Question Institute’s Question Formulation Technique (QFT) as a springboard to research question development, keyword generation, and library resource exploration. Through facilitated activities and discussions, participants will learn about instructional strategies that inspire students to follow their own research interests, enabling them to direct class discussions and determine lesson outcomes. Finally, participants will reflect upon how such strategies could be applied in their own library and classroom contexts.Publication Building on Data Services Skills to Create a Bibliometrics Pilot Project(2024-06-03) Chaput, Jennifer; Clement, RyanPublication Forging a New Path through Collection Development(2024-06-03) Boldt, Madge; McCoy, Erin; Neary, Kathryn; Zyirek, Rachel; Lovell, JustinOriginating as a months-long “library clean-up” project during the 2020/2021 COVID shutdown, four years later we now work in a transformed physical library space and have created a relevant, dynamic print collection while prioritizing intentional collection development for e-resources. Entirely new cross-functional systems and procedures were piloted and perfected to facilitate the expanding project.This presentation will highlight four key areas of collection development: 1. Collection assessment and curation with an eye toward relevance and ease of access 2. Policy creation and implementation, focusing on DEI initiatives, appropriate lexile levels, and academic support 3. Records management, in both clean up and acquisitions 4. Full inventory and the creation of new, specialized collections During this workshop, each panelist will share their specific area of expertise and then allow workshop attendees to explore the efficiency of their own systems and processes. We expect attendees to walk away with: 1. The experience of a robust discussion about a major, multi-year collection development case study 2. Confidence in exploring all necessary phases of collection development with their own teams 3. A realistic action plan to bring back to teams for discussionPublication Preparing Tomorrow's Educators with the ACRL Framework for Information Literacy(2024-06-04) Ayton, Kieran; Gurjar, NanditaThis presentation will demonstrate how an academic librarian and Education faculty member used the ACRL Framework for Information Literacy for Higher Education to create multi-modal text sets with pre-service teachers to incorporate aspects of diversity, equity, and inclusion. Specifically we will use the Companion Document to the ACRL Framework for Information Literacy for Higher Education: Instruction for Educators to show how the “Information Creation as a Process” frame applies to teacher preparation and pedagogy practices. Academic librarians can work with K-12 preservice teachers to incorporate implicit teachings of this frame into K-12 social studies lesson plans that require Common-Core based standards and state level curricular standards to teach students how to become part of a healthy democracy. Multimodal text set creation is a guided inquiry strategy that bridges and connects the overarching goals of the ACRL framework and teacher preparation standards to develop students’ abilities to be critical consumers and creators in the information ecosystem. The audience will take away strategies for connecting college students with their local public libraries and samples of interdisciplinary lesson plans and multimodal text sets from the course. Visit our libguide at: https://library.ric.edu/eled436Publication Charting a Kinder Future: Lessons Learned from Workplace Toxicity(2024-06-03) Slingluff, LaurenLiterature on academic libraries is increasingly casting light upon toxicity within our workplaces, and its negative impact on both individual and organizational health. This presentation will provide an overview of the attributes of toxic leadership and workplace toxicity, as well as examining the many stress factors in higher education that contribute to incivility and workplace dysfunction. Organizations with a lack of transparency and trust, may result in library workers experiencing burnout and a lack of engagement. Creating and supporting healthy organizational cultures with open communication, collaboration, and mutuality is the ethical responsibility of managers. For those that have experienced workplace toxicity, it can often be a deeply traumatic experience, one that has profound impact on job satisfaction, organizational engagement, collaboration with colleagues, and most troubling, personal health. How can individuals heal from these experiences, and what lessons can we apply to inoculate current or future workplaces from toxicity? Trauma-informed care as a concept came out of social service and mental health practice in 2009. Since then, it has been working into librarianship and library practice as a way to support patrons. What has not yet been addressed broadly within the field of librarianship is trauma-informed leadership as a means of supporting library staff as they grapple with burnout, low morale, and vocational awe. Working with a trauma-informed approach, we will examine both what those in positions of formal leadership can do, as well as how all library-workers can respond and support themselves regardless of positional authority.Publication "Period Poverty": Making Menstrual Products Available in the Library(2024-06-03) Jansen, Amy; Swanson, KariPublication Beyond Science Fiction: AI's Past, Present, & Impact on Libraries & Education(2024-06-03) Tatarian, Allie; Scudder, PaigeFrom captivating imagery to conversational interactions, generative AI is transforming our world. But how did we get here? This workshop delves into the deep history of AI, revealing the fascinating origins of generative AI and its predecessors. While recent advancements like ChatGPT have sparked discussions about the future, AI's journey stretches back decades, with significant milestones shaping its evolution. For librarians, understanding AI's trajectory is crucial for preparing for its impact on libraries and information literacy education. This workshop equips you to navigate conversations about AI's potential and pitfalls, empowering you to develop future-proof instruction strategies for a changing information landscape. Together we will analyze trends and potential future directions of AI to prepare ourselves for the evolving landscape, discuss how AI will transform higher education and libraries, and brainstorm strategies to adapt and thrive. We will also discover how libraries can leverage AI to enhance information literacy instruction, addressing issues like bias, plagiarism, and critical evaluation of AI-generated content. By exploring the historical and current landscape of AI, participants will gain a deeper understanding of its capabilities and implications for libraries and education, allowing them to prepare for the future with confidence and critical thinking skills. (This session’s title and abstract were written with help from Google Gemini.) Attendees should bring a laptop or any other Internet-connected device they are comfortable typing on - we are planning on actively using LLMs during this session.Publication Stepping into a new future: Article Galaxy @ UConn(2024-06-03) Christopher, Janice; Edwards, KristinaIn 2020 the UConn Library was tasked with reducing its collections commitments by $2.5M to accommodate a series of recissions. Due to the scale of the necessary reductions, only systematically breaking “big deal” commitments would meet the budget challenges. To achieve this goal, the Library created a five-year strategy to unbundle all big deal packages and create a new model of journal access, transitioning from a “just in case” to a “just in time” mindset. Join us as we share our journey through this process that required us to create our own roadmap to meet our community’s needs, making decisions and troubleshooting along the way. Our presentation covers the process of this major transition and the unique approach we took to restructuring the concept of access to journal content; testing and implementing Article Galaxy Scholar in Alma and Primo; and lessons learned throughout the process.Publication Connecting Collections: Using QR Codes & LibGuides to Increase Access(2024-06-03) Gammon, Rachel; McCoy, Erin; Zyirek, RachelPublication Managing Legacy Print Collections for Tomorrow's Scholarship(2024-06-04) Revitt, Matthew; Amato, Sara; Russell, Tiffany B.; Smith, SteveOver the past decade, the Eastern Academic Scholars’ Trust (EAST) has grown from a grant funded project of 40 members (primarily in New England) to an independent and fully member supported organization, with 170 plus members in 15 states from Maine to Florida. Collectively EAST members have committed to retaining over 11 million monographs and 37,000 journal titles, through June 30, 2031, making EAST the largest regional shared print program in North America. EAST is increasingly seen as central to the collection management strategies of participating libraries as they look to safeguard collections and enhance access in a collaborative manner. This session will explore the innovative steps EAST and its members have taken to protect legacy print materials to ensure they remain accessible for years to come. Attendees will learn about the collection analysis tools and creative methodologies used by EAST when making shared retention decisions at scale. Attendees will hear about the challenges for EAST to “right size” retention member commitments in light of administration pressures to reduce the footprint of print collections and ways EAST is adapting to ensure libraries are not overburdened with legacy collections that are not always used in the same ways as they once were. The session will also explore the expansion of EAST, as its membership becomes more diverse, both in terms of size, resources, geography, and the evolution of the EAST membership model to include working with library consortia and minority serving institutions (MSI’s). This includes the formation of a lending network with libraries spread east of the Mississippi. Attendees will also learn about the expansion of the collection scope of EAST as members agree commitments to newer print monographs and those held in special collections.Publication The Last Book Your Library Will Ever Buy: Codas, Afterwards and Epilogues(2024-06-04) O'Malley, ElenaWe have difficulty imagining the ending of academic institutions, but economic environments such as the enrollment cliff require us to look at and even prepare for this situation. In this candid discussion, I will propose that our profession urgently needs to address this need: development of best practices from multiple perspectives to close, merge, or acquire a library in the event the parent institution ceases to exist in its current incarnation. Much like estate planning, it is a topic few wish to address when things are going well, but these discussions are best held before they become urgent. Let us gather and develop resources for these situations, even as we may hope to never need them. Let us consider the legacy of a library.Publication Digital Innovation Grants: Planning, Process and Projects(2024-06-03) McComas, Garrett; Hiremath, UmaIn 2023, the MacPháidín Library at Stonehill College offered $1,250 each, to six faculty members who could offer exciting new initiatives in integrating digital tools into their research and curricula. In this session we will discuss how the mission of the library to further digital humanities was ably supported by the introduction of Innovation Grants. Pedagogy in the 21st century has recognized that the printed word can no longer be considered the primary medium for disbursing and creating knowledge. The growth of digital humanities as a way of incorporating core computational literacies and emerging technologies into multidisciplinary research and teaching, promises to continue evolving. With that in mind, the library aimed to foment interest in small and focused technology-rich projects that: · produced content, · were not behind a paywall, · that anyone with access to a computer and internet could use. The response was gratifying. While the grant amount was certainly not attractive enough to tempt blocking significant amounts of time and energy on a new initiative, faculty appeared eager to extend their arc of professional development in relatively unfamiliar areas with the assurance of a digital humanities professional available to them. Within one term, the following projects were completed with varying levels of individual goal-driven success, but with resounding success for the library’s goal of accentuating the potential for digital research and pedagogy. 1. Podcast anthology and creation of podcasting module for student learning. 2. Inclusion of visual accompaniments to music creation. 3. Website creation for online journal. 4. Student-created videos providing original content to college marketing. 5. Original scholarship published as journal, vlogs, and blogs. 6. Open Educational Resource curation with active inclusion of student input. The unexpectedly convoluted logistics of disbursing small grants will also be presented, along with lessons learned along the way on what worked better than others.Publication Reimagining Team Work: Strategies for Inclusive Project Planning(2024-06-03) Kelehan, Martha; Moser, MaryVirtual and hybrid meetings have made it easier than ever to call meetings - and harder than ever to keep those meetings focused, productive, engaging, and inclusive. Projects pile up, but team headcounts don’t necessarily rise proportionally with the amount of work our departments are asked to do. How do we do it all, while making sure the right people are at the table, and able to participate in a way that is respectful of different abilities, work modalities, schedules, and life responsibilities outside of work? Two librarians from very different academic institutions led a year-long strategic planning project that engaged 13 committee members and spanned 26 different colleges and universities. Along the way, they learned powerful lessons about how project leaders can enable their team members to bring their best selves to collaborative projects - and produce stronger results along the way. It required stepping back from a role of “expert” and embracing the role of “facilitator,” helping guide the team toward a possibly unexpected outcome - one that only becomes possible when an intentionally inclusive team is empowered to speak openly, take risks, and practice bold decision making in a safe space. The presenters will offer 10 concrete strategies, with illustrative examples from their strategic planning project, for inclusive project planning. These strategies can be taken back to participants’ home institutions and immediately applied to their own teams or projects. Participants will be engaged with polls and with a take-home worksheet that will allow them to brainstorm during the session and give them space to reflect further on applying these ideas in the unique environments at their institutions. Both experienced leaders and early career professionals will leave this session with practical tools to make their team meetings and project plans more inclusive, collaborative, and democratic, ultimately resulting in stronger and more creative project outcomes.Publication Teaching There...and Back Again: Building a Practice of Reflective Teaching(2024-06-03) Crego-Emley, Amanda; Vaandering, Alicia G.; Cassaday, ChrisHow do you move forward to improve your teaching approaches and pedagogical decisions over time? Research has shown that reflective teaching provides instructors with opportunities to examine their classroom teaching, learning objects, and assessment. This reflection can inspire strategic new approaches, guide changes that improve student learning, and promote a holistic evaluation of instructional practice. For academic library instructors, dedicating time to reflective work can be challenging, but participating in this work as part of an iterative practice, either independently or within a community, can improve accountability, strengthen departmental collaboration, and foster exciting new ideas. In this session, a team of librarians will discuss how they implemented a collective reflective teaching practice to improve student outcomes, share ideas across class sections, and make iterative improvements to a semester-length credit-bearing information literacy course. We will profile our community of practice, sharing the documentation that structures our regular reflective teaching entries and discuss how we’ve leveraged this practice to make meaningful changes to our pedagogy and teaching materials. Our reflective teaching tool was adapted from a prior reflective practice focused on one-shot and embedded librarianship, so though our presentation profiles reflective teaching in a credit-bearing course, our approach and documentation are applicable to a diverse array of instructional contexts. As part of this session, participants will engage with the presenters and with one another as they consider how to leverage reflective teaching practices to build community and conversation around pedagogy at their own institutions. We will share a template version of our reflective teaching form that participants can tailor to their own instructional needs and priorities.Publication Intentional Experiences: Building Growth Opportunities and Experiential Learning into Student Employment Programs(2024-06-03) McCaffrey, Ariela; Pietrzyk, JanaWould you like to turn your student employment program into an intentional learning experience that provides a professional growth opportunity for students? This practice benefits both staff and students by creating an environment that leads to student retention and academic success. In this workshop, we will brainstorm ways to: Build a rapport with students to identify their strengths and interests Develop projects that encourage collaboration and promote a growth mindset Create a work culture that supports asking questions and experimentation Session Outcomes: Participants will practice coaching techniques to develop their interpersonal communication skills including active listening, asking open-ended questions, and providing constructive feedback. Participants will discuss sample projects for student workers that can be adapted to individual library settings. Participants will generate ideas to build a supportive and inclusive workplace culture.Publication Utilizing In-House Designed Online Tutorials as a Creative Approach to Train and Assess Library Student-Workers(2024-06-03) Hutchinson, Natalie; Wentz, Erin; Bond, Irena; Lapidus, MarianaPublication Using the ACRL Framework to Track the Twitter Drama: Emphasizing the Lifelong Value of Information Literacy to Students(2024-06-03) Hobbs, OliviaWhen students enter the academic library they bring years of research experience with them. Even if they do have gaps in their knowledge or misunderstandings about certain functions, most do have a routine set of actions they follow when they need information. However, when students are confronted with the academic research process they can feel entirely out of their depth. The introduction of completely new resources, methods of publication, and new pressure of searching can be overwhelming. Finding ways to connect students’ daily habits with this more specific academic process can help them grasp information literacy concepts better and become more effective researchers, in every facet of their lives. In this presentation I’ll go over the strategies that I’ve developed for use in both one-shot information literacy sessions and a for-credit semester-long course that I developed and taught. Some of those tactics included searching on social media platforms using advanced search methods, using lateral reading to evaluate sources, and comparing internet discourse to scholarly conversation. My course was specifically about misinformation on social media and this topic allowed students to connect multiple fields of academic research with their own lived experiences and interests. The information literacy concepts that are often sequestered to research assignments took on a new value in the context of their daily lives and how they learned about the world around them. The more involved teaching of my own course allowed me to transfer these practices to other one-shot sessions that I was invited to teach. I was able to help students reenvision their research topics and methods to be more applicable to their daily lives. In this session I will share methods and activities that can be incorporated in your own teaching, insights I gathered from students, and reflections as I evaluate my past practices and look to the future.