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TILC 2018 Program

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Program for The Innovative Library Classroom 2018

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TILC 2018 Program

  1. 1. #TILC2018 1 SCHEDULE AT A GLANCE TUESDAY, MAY 8, 2018 6:00 – 8:00 PM PRECONFERENCE SOIAL & POSTER SESSION McConnell Library, Radford University (RU) WEDNESDAY, MAY 9, 2018 8:30 – 9:00 AM REGISTRATION & BREAKFAST First Floor Lobby, College of Humanities & Behavioral Sciences (CHBS), RU 9:00 – 9:15 AM OPENING REMARKS CHBS 1016 9:15 – 10:00 AM KEYNOTE – JENNIFER FERRETTI ART IS INFORMATION: COUNTERING THE ‘NEUTRAL’ CLASSROOM WITH POP CULTURE AND SOCIAL JUSTICE CHBS 1016 10:10 – 11:00 AM PRESENTATIONS CHBS 3016, CHBS 3020, CHBS 3022 11:10 AM – 12:00 PM PRESENTATIONS CHBS 3016, CHBS 3020, CHBS 3022 12:00 – 1:00 PM LUNCH First Floor Lobby, CHBS 1:10 – 2:00 PM PRESENTATIONS CHBS 3016, CHBS 3020, CHBS 3022 2:10 – 3:00 PM PRESENTATIONS CHBS 3016, CHBS 3020, CHBS 3022 3:00 – 3:30 PM AFTERNOON BREAK First Floor Lobby, CHBS 3:30 – 4:15 PM LIGHTNING TALKS CHBS 1016 4:15 – 4:30 PM CLOSING REMARKS CHBS 1016
  2. 2. #TILC2018 2 KEYNOTE WEDNESDAY, MAY 9, 2018, 9:15 AM, CHBS 1016 ART IS INFORMATION: COUNTERING THE ‘NEUTRAL’ CLASSROOM WITH POP CULTURE AND SOCIAL JUSTICE Jennifer Ferretti | Maryland Institute College of Art The work students of an art and design college are producing is interdisciplinary and doesn’t always require footnotes or one method for producing work. In turn, librarianship in this environment requires flexing information-seeking, interpretation, and analytical muscles that differ from those more commonly used in liberal arts or science-related programs. In this presentation, the speaker will unpack the pre-conceived barrier to research for artists, as well as library instruction and information literacy techniques used to illustrate art is information. Jennifer Ferretti is the Digital Initiatives Librarian at the Maryland Institute College of Art. She is a first- generation American Latina whose librarianship is guided by critical perspectives and anti-neutrality. With a firm belief that art is information, she is interested in the research methodologies of artists, particularly those highlighting social justice issues. Recognizing the impact of the overwhelming whiteness of the library and information science profession, in 2017 she started the online space We Here specifically for people of color working in libraries and archives. Jennifer is a Library Journal 2018 Mover & Shaker.
  3. 3. #TILC2018 3 PRESENTATIONS WEDNESDAY, MAY 9, 2018 10:10 – 11:00 AM SESSION BLOCK CHBS 3016 Who’s Driving Your Design? How to Use Audience Analysis to Engage Learners Mollie Peuler and Amy Burns | Central Piedmont Community College It can be easy to overlook the planning stage when you are designing a learning object and jump right into the exciting work of content creation and technology exploration. However, the planning stage, including task and audience analysis provide important insights into the design process. In this session librarians will share how they used an audience analysis to direct the creation of an online plagiarism tutorial created using Google Sites. CHBS 3020 The Poetics of the Question: Using Poetry to Teach Research Skills Sarah Kortemeier | University of Arizona Why use poetry to teach research skills? Because writing poetry can help us explore the affective components of the research process. The importance of affective learning outcomes in library instruction has been increasingly recognized in the literature in recent years; this presentation will demonstrate concrete techniques borrowed from creative writing pedagogy that help students discover sources of intrinsic motivation for research, explore their emotional relationships with their intellectual subject matter, and sharpen their academic writing. This session will be led by a teaching librarian who is also a working poet, and it will be highly interactive: participants will have a chance to try their hands at poetry writing exercises that can be used at various stages of the research process. Participants will leave this presentation with activity ideas that can be incorporated immediately into their teaching practice. No previous experience writing or teaching poetry is necessary.
  4. 4. #TILC2018 4 CHBS 3022 Exploring Genre: Information Creation as a Process and Scholarship as Conversation in First-Year Composition Nancy Taylor, Jennifer Resor-Whicker, and David R. Beach | Radford University Students in college honors programs arrive with a mixed bag of information literacy skills. They may have taken AP or IB courses in high school, but their familiarity with three particular information literacy competencies – how authority is constructed, research as inquiry, scholarship as a conversation – within their discipline is often scant. This presentation will explore a two-step strategy for helping honors students make that leap from exemplary student to novice scholar over a one-semester course. In partnership with our university’s honors college librarian, these two steps help students develop skills to locate credible resources within their field. By examining genres and their role in establishing disciplinary ethos, students begin to understand how authority is constructed, research as inquiry, and scholarship as a conversation. 11:10 AM – 12:00 PM SESSION BLOCK CHBS 3016 Not Missing the Point(s): Meaningful New Approaches to Assessment Kyle Denlinger, Kathy Shields, Meghan Webb, and Hu Womack | Wake Forest University If you’ve ever taken fractions of a point off a student’s assignment for grammar, or had a student beg for three more points, you’ve experienced the frustrations of points-based grading. Similarly frustrated, four instruction librarians recently started using an emerging grading system called Specifications Grading (Nilson, 2015). One of the key components of this system is the use of single-level rubrics or checklists for grading assignments pass/fail. In these rubrics, instructors clearly articulate expectations aligned to learning outcomes. In this session, we will share our early experiences with moving toward points-free assessment and how it has impacted our course design (in both online and face-to-face courses), our attitudes about assessment, and our students’ motivation. We will also address how the ideas behind this shift are not limited to credit-bearing courses and can impact a wide range of instructional practices. Examples, templates, and other relevant resources will be shared online.
  5. 5. #TILC2018 5 CHBS 3020 The Net is Not Neutral: Teaching Hidden Biases in Everyday Internet Use Alyssa Archer, Liz Bellamy, and Lisa Dinkle | Radford University From Facebook’s filter bubble to Google’s inappropriate autocorrects, proprietary algorithms distort information and reinforce biases. However, how do we get learners in our libraries to recognize how these trends impact them on an individual level and reflect on how these distortions affect their day to day information seeking? Engage in active learning exercises from a successful workshop series that demonstrate to our learners the non-neutrality of the Web and discuss ways to incorporate digital literacy into your praxis. Bring your mobile device/laptop! CHBS 3022 Process Over Product: Engaging Students in an Intentional Design Process for Media Assignments Jennie Goforth and Kelsey Hammer | UNC Chapel Hill At our library, we teach digital literacy sessions for many classes working on multimedia assignments like websites, infographics, podcasts, academic posters and more. Too often students (and their professors) believe that the key to a great product is the tool or technology used to create it. And while learning tools has value, there is even greater (and often more transferrable) learning to be had when students follow an intentional design process. In this session, we’ll go over the design process that we embrace, as well as the strategies that we use to create learning experiences that encourage students to embrace it as well. We’ll finish up the session with some active learning – you’ll experience the design process yourself as we guide you through the steps to make your own personal logo! 1:10 – 2:00 PM SESSION BLOCK CHBS 3016 Librarians Teach Fake News – You Won’t Believe What Happens Next! Andrea Kincaid and Amy Burns | Central Piedmont Community College We all know there is a great and powerful overlord controlling everything that is published on the Internet, right? Wrong! Two librarians are on a mission to teach students and faculty that the power of stopping Fake News lies in their hands. The presenters developed a comprehensive instructional plan to teach the traditional information literacy skill of
  6. 6. #TILC2018 6 evaluating resources by focusing on the pop culture phenomenon of Fake News. Students are bombarded by information overload and need to be armed with tools to determine fact from fiction. The presenters also created a guide for faculty filled with tools and activities to use in their classrooms. Faculty have excitedly reported high levels of engagement on this topic. The presenters will discuss these instructional strategies that can be used in any classroom. CHBS 3020 Dear Instructionista…: Perspectives on Instructional Dilemmas Candice Benjes-Small | College of William & Mary Rebecca K. Miller | The Pennsylvania State University Elizabeth Kocevar-Weidinger | Virginia Military Institute Carol Wittig | University of Richmond In this lively session, professional dilemmas encountered by instruction librarians will be posed to panelists from a range of libraries. The moderator will present tricky scenarios worded as letters to an advice columnist, looking at issues related to co-workers, professors, and teaching. Panelists will provide their best advice, and audience members will be encouraged to submit their own “Dear instructionista” letters for the panel to advise. Come for the stories, stay for the practical suggestions. CHBS 3022 The Paperweight Proposal: When Innovative Technology Goes Awry Garrison Libby and Alex Harrington | Tidewater Community College In 2015, our library launched an iPad-based classroom designed to foster active learning. For a while, everything was great! But all good things come to an end, and technology failure, decreased budgets, loss of external IT support, and diminished librarian interest impeded project success. How do you confront failure in an ambitious classroom transformation? Learn how our librarians tackled this challenge, reinvigorated the classroom, and avoided allowing innovative technology to become nothing more than expensive paperweights. This session will discuss how to anticipate, thwart, and overcome pitfalls of implementing innovative classroom technology ideas.
  7. 7. #TILC2018 7 2:10 – 3:00 PM SESSION BLOCK CHBS 3016 Speaking our language: Using disciplinary frameworks to identify shared outcomes for student success in college and beyond Kathy Shields | Wake Forest University Rebecca Lloyd | Temple University Many academic disciplines are under increased pressure to demonstrate their value and are producing disciplinary frameworks and guidelines to articulate the skills and competencies undergraduate students will acquire in their major. These subject-focused documents offer liaison librarians new opportunities to communicate with faculty about student learning outcomes. In this session, a document from the History discipline will serve as a model for using disciplinary frameworks to identify shared goals using the language of the discipline, while also perhaps challenging traditional assumptions of the librarian’s role. Participants will work collaboratively to compare other frameworks to the ACRL Framework and discuss how we can begin to integrate these skills more systematically into our instructional practice and interactions with students and faculty. CHBS 3020 Show & Prove: Hip Hop Experiential Learning in the Library Craig E. Arthur, Eric Luu, Juel Downing, Mallory Foutch, Kwame Harrison, and Freddy Paige | Virginia Tech At our institution, a dozen partner organizations have come together to design, develop, and assess a series of monthly programs that celebrate students as not merely consumers of information but as creators. We center student and practitioner voices while also including academic perspectives. In doing so, we promote the university library as not only the place with the resources students need but also as the ideal setting for collaborative, creative projects. Our guiding mission is to remove barriers to entry, to recognize art as scholarship, to learn by doing, and, importantly, to have fun. After a year and a half of regular programming, we look forward to sharing our lessons learned from this experience with you. Join two student leaders, an anthropologist, an engineer, a member of the Women’s Center team, and a librarian as we guide you through a process you can use to start a similar experiential learning program at your institution.
  8. 8. #TILC2018 8 CHBS 3022 There is No Logical Progression: Using the Framework in a Full Semester First Year Seminar Course Samantha Guss and Carol Wittig | University of Richmond After being frustrated with the limitations of one-shot instruction, librarians at a small liberal arts college proposed a required full semester first- year seminar class related to cynicism and information consumption. In this presentation those librarians will describe the process of proposing a disciplinary writing intensive seminar revolving around ACRL's Framework for Information Literacy. They will explain their scaffolded information creation assignments, the active learning discussion techniques they engaged in and they ways in which they applied critical literacy pedagogy and social justice principles to a freshmen audience. The presenters will specifically reflect on the ways in which their teaching practices were altered by teaching a full-semester first year course and how being on the "other side" of the faculty conversation around information literacy changed the ways they approached disciplinary faculty.
  9. 9. #TILC2018 9 LIGHTNING TALKS WEDNESDAY, MAY 9, 2018, 3:30 PM, CHBS 1016 They’ve Had the Power All Along: Helping Students Discover Their Information Evaluation Strengths Sara Godbee and Bria Sinnott | Stevenson University Our university recently redesigned the freshman seminar course, with the primary focus of helping students discover their own strengths in academia. The library took this opportunity to create a unified first year lesson plan designed to integrate the revamped course objectives and ACRL framework principles. Librarians led student-driven discussions that encouraged students to examine the intuitive information assessment skills that they use on a daily basis and relate them to information evaluation in academic work. This lightning talk will share the lesson plan, interactive Poll Everywhere scenarios and approximately 500 student responses. Additionally, we’ll discuss our assessment and reflections on the course. The Science of Distraction Jeff Lacy | Trinity University Today’s information technology can be interruptive and distracting, causing cognitive strain, stress, and anxiety. Apps are designed to exploit our psychology and encourage compulsive use. The negative impact of information technology on our individual and collective behavior—including learning—has been the subject of popular and academic publications for nearly three decades. One can easily imagine distracting technology becoming a social ill on parity with the likes of smoking. What does this mean for teaching? Just as cognitive research has helped teachers understand the science of learning and adapt teaching accordingly, it can help here as well. This lightning talk will digest recent research from the behavioral sciences explaining how distracting technology gets us hooked and how we might leverage this in education and information literacy. Authority Changes: Using the Framework to Teach Evaluation in an Art History Class Maggie Murphy | UNC Greensboro Students often think that the mere presence of resources in library databases can be used as a proxy for authority. However, as librarians know, authority is more complicated than that. When students need to research concepts that have become problematized over time, such as “primitive” or “tribal” art, they can get confused—especially when database
  10. 10. #TILC2018 10 holdings stretch back for decades. Is historical scholarship or popular arts coverage still “authoritative?” Was it ever? This lightning talk shares a short activity based on the “Authority is Constructed and Contextual” frame of the ACRL Framework for Information Literacy. In this exercise, art history students interrogate the authority of historical and contemporary writers constructing themselves as experts on primitivism and its influences, in both original and present-day contexts. The basic activity can be adapted for a range of disciplines and helps students think critically about the role of evaluation in selecting resources—even within the library. Engaging Students in Library Instruction Using Google Sites Rachel Sanders | UNC Greensboro Making library instruction sessions more engaging and interesting is something we all struggle with. The newly redesigned (and much improved) Google Sites allows for a number of exciting integrations that allow students to participate in a hands-on way that doesn’t take long for you to set up. Activities related to brainstorming, assessments, videos, embedding websites, and much more are all easy to create (and reuse) in Google Sites. We’ll look at practical examples of how it can be done and you’ll be given resources to help you get started. Dump your slides and join the movement! Oh Snap! How Four Thirty-Something Librarians Conquered the World’s Most Confusing Social Media App to Revitalize the Library Scavenger Hunt David Tully and Anne Burke | North Carolina State University Since our library launched its Mobile Scavenger Hunt in 2011, 11,000+ students have been introduced to the Libraries spaces, staff, services, and resources through this engaging, interactive game. By 2016, however, we wanted to improve the student experience during the hunt. Evernote updates had forced us to switch to Gmail as the way students submitted their clue answers. And, while the hunt generally received positive feedback from participants, some comments drew attention to the outdatedness of the iPods and the use of Gmail to send photos and answers. By using Snapchat as the technical foundation for the Libraries’ Scavenger Hunt, we have breathed new life into the activity. An additional bonus has been the opportunity to connect new students to the Libraries’ social media stream early in their academic careers. We will share both the challenges and the successes of transforming the scavenger hunt with a fresh, millennial, technology.
  11. 11. #TILC2018 11 POSTERS TUESDAY, MAY 8, 2018 6:15 – 7:15 PM, MCCONNELL LIBRARY Meet Them Where They Are: Improving Outreach to Graduate Students Lisa Becksford | Virginia Tech Graduate students are a population with unique and diverse needs, and because they often do not fit neatly into any of our established information literacy programs, they can easily fall through the cracks. In fall 2016, I partnered with my university’s graduate school to offer a series of orientation sessions introducing the many ways that the library supports graduate students throughout their time at the university. Though many students signed up, attendance was low. However, those students who did attend gave feedback that was generally positive. In fall 2017, the orientation sessions were offered again, with changes that helped increase attendance dramatically. This poster will detail the strategies that helped to grow attendance and discuss the way that these orientation sessions have provided the foundation for other workshops and programs in support of graduate students. Teaching Information Literacy to SLACers! Natalie L. Browning and Vicki Marie Palmer | Longwood University The Student Library Advisory Committee (SLAC) is a group that advocates for the library by sharing ideas for innovation of services and spaces. The committee’s librarian advisors encourage open conversation and also use SLAC as a test group for new instruction and marketing ideas. In the spring of 2018, the advisors planned an instruction session for SLAC that included the concepts of Boolean logic, source evaluation, and citation formats; students were given pre/post assessments to evaluate what they learned. This poster will discuss the pre/post assessments and the pros and cons of teaching to an already engaged audience.
  12. 12. #TILC2018 12 Literacies and Campus Context: Leading the Conversation Julia Feerrar | Virginia Tech Discussions around literacy in higher education involve a variety of intersecting modifiers: data, invention, health, media, digital, information, and more. How can librarians navigate these varied literacies in relation to existing instruction programs? At our university, the library is leading digital literacy initiatives as a way to unite and extend efforts around information, media, data, and invention literacies. This framing emphasizes supporting learners as critical consumers and active creators of a variety of digital content. Poster attendees will identify strategies for building a shared vision for literacy-related programs on their campuses, including approaches to framework development, campus conversation, and ongoing planning. Conquering the Technology Laden Classroom Kim Looby and Consuelo Salas | UNC Charlotte We all have a classroom in our libraries that we avoid, often because the technology is unfamiliar or difficult to use. At our library we have two traditional classrooms with a podium, projector, white board, and front facing desks, and one collaborative classroom with circular desks, screens on every wall, whiteboards on every wall, and multiple sharing devices. This poster shows photographic evidence of how the librarian conquered the technology laden classroom to create a set of collaborative workshops with first year writing students. How Undergraduate Students’ Perceptions of Academic Librarians Can Inform Innovative Teaching Hillary Ostermiller, Elizabeth Price, and Lara Sapp | James Madison University Student perceptions of teachers can influence the success of instruction, and library instruction is no exception. Understanding the mindset of students can help academic librarians prepare for in-person and asynchronous classes and create instructional materials. By anticipating students’ impressions, librarians can challenge false assumptions and improve interactions. This poster will highlight findings from a large study of how undergraduate students at one institution perceive academic librarians. Findings that relate specifically to information literacy instruction will be discussed.
  13. 13. #TILC2018 13 “What Days Do They Have Free Popcorn? And I have No Idea How to Find a Book”: Sticky Notes for Engagement and Assessment Sarah Reynolds | Longwood University We’ve all experienced the epic silence when opening the floor for questions at the end of an instruction session and aren’t we always looking for a quicker, easier way to obtain meaningful feedback? Enter the humble sticky note. Named one of the top innovations of the 20th century by Newsweek, this mundane piece of adhesive paper is a simple, anonymous way to get students to communicate. In Fall 2017, librarians piloted a sticky note activity during a library orientation program offered to first-year experience courses. In the 18 classes that piloted the activity, almost 600 comments were collected. This poster will discuss how sticky notes were able to spark class discussions, clear up confusion, assess student learning outcomes, and provide feedback to inform the way the library moves forward with first- year activities. Thoughts on how to adapt the activity for other instruction situations will also be shared. Teaching Integration and Synthesis of Sources in a One-Shot Library Instruction Section Faith Rusk | University of the District of Columbia Our library found that while students could effectively find information, they struggled to then use that information. In a single library instruction session, it can be difficult to address this major component of information literacy and research. Using the Burke’s “Unending Conversation” metaphor, a simple worksheet, and political cartoons, we were able to help students critically analyze sources, draw out main ideas, and connect related ideas within sources, thus enabling them to better integrate and synthesize sources in their assignments. The short activity can easily fit within a one- shot session, or it can be scaled to be used within multiple sessions, embedded classrooms, or a semester long course. Research as a Method of Creative Production: Weaving Information Literacy into the Creative Writing Process Kodi Saylor | Virginia Tech As a poet and a librarian, I believe that information literacy via the Framework not only applies to the fine arts but also acts as a vehicle for creative production. Last year, I partnered with a creative writing professor to design an assignment that not only required students to conduct background research on a topic of their obsession but also encouraged them to utilize the research process as a source of inspiration and method
  14. 14. #TILC2018 14 of creative production. Utilizing the connection between creative production and information literacy requires a shift in mindset from believing that creativity happens outside or separately from the research process to one that embraces the relationship of continual remix between information use and creation. By viewing my partnership as a case study, participants will explore the connections between information literacy and the fine arts programs they support. Research Challenge of the Week – Library Instruction and Informal Teaching Spaces Brittany Soder | UNC Chapel Hill Learning takes place inside and outside of the classroom. To encourage informal learning and research skills our library maintains an outreach program called Research Challenge of the Week. We use a bulletin board to solicit original and interesting questions from our students (I.e. are we in the matrix? How will the world end? Why have our politics become so toxic in the past eight years?) Our job as librarians is to show students that library research isn’t strictly academic, but that these research skills and library resources are applicable for personal research and inquiry. We post the answers to these unique questions through Tumblr and Twitter, where we are able to incorporate popular images and GIFs to hook our students. Picture This: Using Drawing Activities for Pre- and Post-Assessment Rebecca Thompson | King’s College Drawing can be an effective instruction tool, requiring little preparation and taking minimal valuable class time. Using drawing as a pre-assessment activity creates a relaxed, low-stakes, and even fun environment while encouraging students to think concretely and creatively about information literacy concepts. Drawing engages visual and tactile learning and helps students utilize a different type of cognitive thinking than text-based activities. It can also be used to naturally incorporate peer instruction while providing an engaging entry into more abstract information literacy topics, leading to more fruitful class discussions. In a similar way, using drawing as a post-assessment activity encourages students to reformulate newly acquired knowledge rather than simply regurgitating it. This poster presentation illustrates ways to use drawing activities as pre-and post- assessments along with examples of student drawing responses to help attendees add this simple, yet effective activity to their instruction toolbox.
  15. 15. #TILC2018 15 THANK YOU TO OUR TILC 2018 SPONSORS! PLATINUM SPONSORSHIP GOLD SPONSORSHIP
  16. 16. #TILC2018 16 THANK YOU TO OUR TILC 2018 SPONSORS! BRONZE SPONSORSHIP
  17. 17. #TILC2018 17 TILC 2018 CONFERENCE COMMITTEE CO-CHAIRS Candice Benjes-Small College of William & Mary Jennifer Resor-Whicker Radford University Rebecca Seipp Hollins University Kiri DeBose Virginia Tech COMMITTEE Alyssa Archer Radford University Julia Feerrar Virginia Tech Maryke Barber Hollins University Brittany Ford American National University Lisa Becksford Virginia Tech Paula Kiser Mary Baldwin University Liz Bellamy Radford University Elizabeth Kocevar-Weidinger Virginia Military Institute Katelyn Burton Virginia Western Community College Kate Lynch Piper Cumbo Roanoke College Rebecca K. Miller (Ex-Officio) The Pennsylvania State University Lisa Dinkle Radford University Rory Patterson Liberty University
  18. 18. #TILC2018 18 TILC 2018 CONFERENCE ATTENDEES First Name Last Name University Title Email Annemarie Anderson Northern Virginia Community College Instruction Librarian aanderson@nvcc.edu Alyssa Archer Radford University Coordinator of Faculty Outreach and Research & Instruction Team Member aarcher2@radford.edu Craig Arthur Virginia Tech Head, Foundational Instruction & Community Engagement crarthur@vt.edu Maryke Barber Hollins University Public Services and Arts Liaison Librarian mbarber@hollins.edu Lisa Becksford Virginia Tech Online & Graduate Engagement Librarian lbecksford@gmail.com Liz Bellamy Radford University Instruction Librarian ebellamy1@radford.edu Jess Bellemer Lees-McRae College Director of Library Services bellemerj@lmc.edu Candice Benjes- Small College of William & Mary Head of Research Services cbsmall@wm.edu Cori Biddle Bridgewater College Learning Services Librarian cbiddle@bridgewater.edu Natalie Browning Longwood University Research Services Librarian browningnl@longwood.edu Anne Burke North Carolina State University Associate Head, Learning Spaces & Services amburke5@ncsu.edu Amy Burns Central Piedmont Community College Senior Librarian amy.burns@cpcc.edu Katelyn Burton Virginia Western Community College Reference & Instruction Librarian katelyntucker09@gmail.com Peter Catlin University of Mary Washington Reference Librarian and Coordinator of First-Year Programs pcatlin@umw.edu Julie Combs Northern Virginia Community College Emerging Technologies Librarian jcombs@nvcc.edu Piper Cumbo Roanoke College Instruction and Research Services Librarian cumbo@roanoke.edu Kiri DeBose Virginia Tech Head, Veterinary Medicine Library & Liaison to Animal Sciences kdebose@vt.edu Kyle Denlinger Wake Forest University eLearning Librarian denlinkd@wfu.edu Elizabeth DeZouche College of William & Mary Visiting Instruction Librarian elizabeth.dezouche@gmail.com Lisa Dinkle Radford University Instruction Librarian lisadinkle@gmail.com
  19. 19. #TILC2018 19 Alison Edwards NCSU Library Technician aledwar5@ncsu.edu Vickie Einselen Bridgewater College Research Support Librarian VEinselen@bridgewater.edu Julia Feerrar Virginia Tech Head, Digital Literacy Initiatives julia.feerrar@gmail.com Jennifer Ferretti Maryland Institute College of Art Digital Initiatives Librarian jferretti@mica.edu Brittany Ford Hillel at Virginia Tech Development Associate blford14@gmail.com Sara Godbee Stevenson University Instruction & Learning Services Librarian sgodbee@stevenson.edu Jennie Goforth UNC Chapel Hill Research and Design Services Librarian jgoforth@unc.edu Rebecca Greer University of California, Santa Barbara Library Instruction Program Coordinator rrgreer@ucsb.edu Karen Grigg UNCG Science Liaison Librarian ksgrigg@uncg.edu Samantha Guss University of Richmond Social Sciences Librarian Sguss@richmond.edu Kelsey Hammer UNC-Chapel Hill Graduate Assistant - Digital Literacy knhammer@live.unc.edu Yi Han Illinois Institute of Technology Head of Research & International Library Services yhan27@iit.edu Alexandra Harrington Tidewater Community College Reference Librarian aharrington@tcc.edu Michael Harris College of William & Mary Instruction Librarian mwharris01@wm.edu Inga Haugen Virginia Tech Agriculture, Life Sciences, and Scholarly Communication Librarian ihaugen@vt.edu Elizabeth Heitsch University of Mary Washington Reference and Social Sciences Librarian pjenkins@umw.edu Laura Hess UNC Pembroke Instruction and Reference Librarian lahe0329@gmail.com Michael Hibben Roanoke County Library System Branch Librarian mhibben@roanokecountyva.gov Megan Hodge VCU Assistant Head for Teaching & Learning mlhodge@vcu.edu Jenny Horton Lynchburg College Library Director abbyslowery@gmail.com Mallory Jallas Gettysburg College Research & Instruction Librarian mjallas@gettysburg.edu Cait Kennedy UNC Chapel Hill Carolina Academic Library Associate caitlin_kennedy@alumni.brown.edu Andrea Kincaid Central Piedmont Community College Harris Campus Library Manager andrearkincaid4@gmail.com Elizabeth Kocevar- Weidinger Virginia Military Institute Head of Research and Instruction Services kocevar-weidingerea@vmi.edu
  20. 20. #TILC2018 20 Sarah Kortemeier University of Arizona Instruction and Outreach Librarian ssk@email.arizona.edu Jeff Lacy Trinity Instruction/Liaison Librarian clacy@trinity.edu Edward Lener Virginia Tech College Librarian for the Sciences lener@vt.edu Garrison Libby Tidewater Community College Reference Librarian garlibby@gmail.com Rebecca Lloyd Temple University Reference & Instruction Librarian, History, Spanish & Latin American Studies rebecca.lloyd@temple.edu Kimberly Looby UNC Charlotte Reference and Instruction klooby@uncc.edu Abby Lowery Lynchburg College Information Literacy Librarian lowery_as@lynchburg.edu Carrie Ludovico University of Richmond Business Librarian cludovic@richmond.edu Katherine Lynch Hampden-Sydney College Research & Instruction Librarian lynchk65@gmail.com Amanda MacDonald Virginia Tech High Impact Practice Librarian abmacdon@vt.edu Melanie Medina Northern Virginia Community College Collection Development and Outreach Librarian medina.melanie@gmail.com Sue Moss Richard Bland College of William and Mary Circulation, Programming, and Outreach Specialist smoss@rbc.edu Maggie Murphy UNC Greensboro First-Year Instruction Librarian, Humanities mmurphy@uncg.edu Kerri Odess- Harnish Gettysburg College Director of Research & Instruction kodessha@gettysburg.edu Hillary Ostermiller James Madison University Librarian ostermhe@jmu.edu Alice Pakhtigian Harcum College Reference Librarian apakhtigian@harcum.edu Vicki Palmer Longwood University Research Services, Marketing & Outreach Librarian palmervm@longwood.edu Rory Patterson Liberty University rlpatterson2@liberty.edu Lisa Payne John Tyler Community College OER and Instruction Librarian lpayne@jtcc.edu Mollie Peuler Central Piedmont Community College eLearning Librarian mollie.peuler@cpcc.edu Matthew Pierce Germanna Community College Lead Instruction Librarian mpierce@germanna.edu Jeff Prater Virginia International University Director of Library Services jprater27@gmail.com Elizabeth Price James Madison University Business Librarian price2el@jmu.edu
  21. 21. #TILC2018 21 Jodi Psoter Duke University Librarian for Chemistry & Statistical Science jodi.psoter@duke.edu Eric Rector American National University Director of Library Services erector@an.edu Jennifer Resor- Whicker Radford University Coordinator of Information Literacy jrwhicker@radford.edu Sarah Reynolds Longwood University Research Services Librarian reynoldsst@longwood.edu Lynn Riggs Reynolds Community College Reference & Information Literacy Librarian Lanbriggs@comcast.net Hannah Rozear Duke University Librarian for Instructional Services & Liaison to the Writing Program and Global Health hannah.rozear@duke.edu Patrick Rudd Elon University Coordinator of Instruction and Outreach Services prudd@elon.edu Lucinda Rush Old Dominion University Instructional Services Librarian lrush@odu.edu Faith Rusk University of the District of Columbia Information Literacy Instruction Librarian faith.rusk@udc.edu Consuelo Salas UNC Charlotte Assistant Professor csalas2@uncc.edu Rachel Sanders UNC Greensboro First Year Instruction and Social Sciences Librarian rcsander@uncg.edu Lara Sapp James Madison University Health Sciences Librarian sapple@jmu.edu Kodi Saylor Virginia Tech Undergraduate Engagement Librarian kodi@vt.edu Ann Schertz Southeast Kentucky Community and Technical College Professor or Music Ann.Schertz@kctcs.edu Rebecca Seipp Hollins University Outreach & Humanities Librarian seipprl@hollins.edu Kathy Shields Wake Forest University Reference and Instruction Librarian shielddk@wfu.edu Bria Sinnott Stevenson University Library assistant bsinnott@stevenson.edu Brittany Soder UNC Chapel Hill Graduate Assistant britt36@live.unc.edu Jenay Solomon UNC Greensboro Diversity Resident Librarian jmsolom2@uncg.edu Nancy Speisser South University Virginia Beach Assistant Vice Chancellor for University Libraries nspeisser@southuniversity.edu Rebecca Thompson King's College PA Instruction & Reference Librarian rebeccathompson@kings.edu Catherine Tingelstad UNC Charlotte Instruction & Curriculum Engagement Coordinator ctingels@uncc.edu Gardner Treneman Randolph-Macon College Reference & Instruction Librarian gardnertreneman@rmc.edu
  22. 22. #TILC2018 22 David Tully North Carolina State University University Library Technician dltully@ncsu.edu Jacob Vaccaro Meredith College Research and Instruction Librarian vaccaroj@meredith.edu Lisa Vassady Radford University Instruction and Experiential Learning Librarian ljvassady@radford.edu Meghan Webb Wake Forest University Instruction & Outreach Librarian webbmm@wfu.edu Karen Weis Virginia International University Librarian Karen.Weis@gmail.com Kelli Williams Carson-Newman University First Year & Transfer Services Librarian kwilliams@cn.edu Carly Winfield Richard Bland College of William and Mary cwinfield@rbc.edu Carol Wittig University of Richmond Head, Research & Instruction. Boatwright Library cwittig@richmond.edu Hubert Womack Wake Forest University Instruction and Outreach Librarian womack@wfu.edu Erin Wysong University of Mary Washington Reference & Sciences Librarian emorris4@umw.edu
  23. 23. #TILC2018 23 THANK YOU FOR ATTENDING THE 5TH ANNUAL INNOVATIVE LIBRARY CLASSROOM CONFERENCE! WE HOPE TO SEE YOU IN 2019!

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