This document provides the schedule for the 2017 Teaching, Learning, and Innovating Library Classroom (TILC) conference held at Radford University on May 10-11, 2017. On Wednesday evening there was a social event and poster session. Thursday's keynote speaker was Rebecca Miller who spoke on being a "professional triple threat" in teaching, learning, and leading. Throughout Thursday there were various breakout sessions presented on topics related to innovative teaching practices for librarians. Presentation topics included using reference sources to teach information literacy, moving beyond one-shot instruction to teaching a full first-year experience course, and integrating mindfulness approaches for discussing social justice issues.
Pedagogies of knowledge exchange. What happens when university researchers engage with individuals working in educational contexts in order to learn from each other with the aim of creating new knowledge?
Karen Laing and Liz Todd, Newcastle University
The document summarizes the results of a survey sent to parents regarding the Home & School Club at Los Gatos High School. 204 parents responded out of 2030 who received the survey. The survey found that parents have neutral to positive satisfaction with the club overall. Most common reasons for not attending meetings were scheduling conflicts. Suggested meeting times included weekends and evenings. Topics of most interest included college planning and learning about current school initiatives. Some written comments expressed a desire for the club to be less focused on fundraising and more inclusive of all families.
The Brooklyn Public Library launched an innovative program called the Young Adult Pre-GED project to help disconnected youth aged 17-24 in Brooklyn. The program provides educational and social services resources to help participants earn a high school equivalency diploma. Key aspects of the program include literacy classes held in the library, access to educational materials and technology, and support services such as metrocards, food, and guidance from social workers. Initial outcomes suggest the program has been successful in improving participants' literacy skills, life skills, and social connections.
Anna C Williams Resume to Mr Davis Lewis CIVITAS Wrightwood SchoolAnna Williams
Anna C. Williams is applying for a position of leadership and is sending her resume and credentials to Mr. Lewis. She has over 25 years of experience as a teacher in the Chicago Public School system, with a focus on teaching reading and language arts. She recently received a Master's degree in teaching and learning from the University of Saint Francis and a doctoral degree in biblical counseling. She believes her culturally diverse experience working with Chicago students, along with her education qualifications, make her a strong candidate for the leadership position.
The document summarizes the research of Caitríona Honohan on the information-seeking behavior of advisers to policy-makers for homelessness in Ireland. It provides context on homelessness rates and the government's Rebuilding Ireland plan. It describes how the research question evolved and the literature reviewed. Semi-structured interviews were conducted with civil servants, charity representatives, and a government adviser. Results showed that personal contacts, databases, websites and libraries were key information sources. Barriers included time constraints and limited access to academic literature. Participants engaged in "satisficing" behavior and emotion played a role in decisions on sufficient information. Suggestions for improvement included data sharing and analysis, better communication, and a central information portal.
Tertiary Transition - Bridging the Information Literacy GapSenga White
Presentation to FYSEC2017 (First Year Science Educators) on The Tertiary Prep Programme and the need for robust information literacy skills in the transition to academic learning
The document discusses the use of Peerwise, an online platform where students create questions and answers to test their understanding of course material. It provides an overview of Peerwise and examples of how it has been implemented in various courses. Studies have found that students who actively used Peerwise by writing questions, answers, and comments performed better than students who did not engage. However, considerations must be made around workload and assessment requirements when deciding how to incorporate Peerwise into a course.
Pedagogies of knowledge exchange. What happens when university researchers engage with individuals working in educational contexts in order to learn from each other with the aim of creating new knowledge?
Karen Laing and Liz Todd, Newcastle University
The document summarizes the results of a survey sent to parents regarding the Home & School Club at Los Gatos High School. 204 parents responded out of 2030 who received the survey. The survey found that parents have neutral to positive satisfaction with the club overall. Most common reasons for not attending meetings were scheduling conflicts. Suggested meeting times included weekends and evenings. Topics of most interest included college planning and learning about current school initiatives. Some written comments expressed a desire for the club to be less focused on fundraising and more inclusive of all families.
The Brooklyn Public Library launched an innovative program called the Young Adult Pre-GED project to help disconnected youth aged 17-24 in Brooklyn. The program provides educational and social services resources to help participants earn a high school equivalency diploma. Key aspects of the program include literacy classes held in the library, access to educational materials and technology, and support services such as metrocards, food, and guidance from social workers. Initial outcomes suggest the program has been successful in improving participants' literacy skills, life skills, and social connections.
Anna C Williams Resume to Mr Davis Lewis CIVITAS Wrightwood SchoolAnna Williams
Anna C. Williams is applying for a position of leadership and is sending her resume and credentials to Mr. Lewis. She has over 25 years of experience as a teacher in the Chicago Public School system, with a focus on teaching reading and language arts. She recently received a Master's degree in teaching and learning from the University of Saint Francis and a doctoral degree in biblical counseling. She believes her culturally diverse experience working with Chicago students, along with her education qualifications, make her a strong candidate for the leadership position.
The document summarizes the research of Caitríona Honohan on the information-seeking behavior of advisers to policy-makers for homelessness in Ireland. It provides context on homelessness rates and the government's Rebuilding Ireland plan. It describes how the research question evolved and the literature reviewed. Semi-structured interviews were conducted with civil servants, charity representatives, and a government adviser. Results showed that personal contacts, databases, websites and libraries were key information sources. Barriers included time constraints and limited access to academic literature. Participants engaged in "satisficing" behavior and emotion played a role in decisions on sufficient information. Suggestions for improvement included data sharing and analysis, better communication, and a central information portal.
Tertiary Transition - Bridging the Information Literacy GapSenga White
Presentation to FYSEC2017 (First Year Science Educators) on The Tertiary Prep Programme and the need for robust information literacy skills in the transition to academic learning
The document discusses the use of Peerwise, an online platform where students create questions and answers to test their understanding of course material. It provides an overview of Peerwise and examples of how it has been implemented in various courses. Studies have found that students who actively used Peerwise by writing questions, answers, and comments performed better than students who did not engage. However, considerations must be made around workload and assessment requirements when deciding how to incorporate Peerwise into a course.
This document discusses using a library induction game called LibQuest to help first-year undergraduate students at Teesside University learn about library resources in a more engaging way. LibQuest uses augmented reality and tasks students to complete around the library. An evaluation found students enjoyed the social and exploratory aspects of LibQuest and it increased their awareness of available resources. Statistics show participation and borrowing increased in the years after LibQuest for students in the Schools of Computing and Health. Future development could include tailoring LibQuest to different subject areas and improving the app experience.
This document summarizes the Information Literacy Advocates (ILA) scheme at the University of Nottingham, which trains undergraduate students to support their peers in developing information literacy skills. It finds that the 2013/14 pilot was successful in improving ILAs' skills, self-confidence, and communication abilities. Since then, ILA recruitment numbers have fluctuated between disciplines. ILAs primarily help peers with referencing, database searching, and accessing journals. Both ILAs and peers report increased confidence with research skills as a result. The ILA module also helps ILAs develop their own time management, teamwork, and communication competencies.
Knowing what we don't know rodrigues-apqla2013ABQLA2013
The document discusses a study conducted by a university librarian to assess undergraduate students' self-perception of research skills compared to their actual skills as measured by an assessment tool. The study invited students to complete a self-assessment survey and interviewed some students. Results showed that students rated their skills higher than measured. Challenges students described included finding relevant articles and citations. The study aims to help the library better support students."
This document discusses a participatory action research project where students partnered with library staff to co-develop workshops and a digital literacy festival using an appreciative inquiry approach. It provides an overview of participatory action research and its benefits, and describes how students took on leadership roles to plan and deliver workshops. Reflections found both challenges and rewards from collaborating in an ambiguous process that pushed boundaries, but created a trusting environment where students could positively disrupt traditional practices. Implications are that listening to student experiences and being open to change are important for participatory approaches to improve teaching and learning.
How to Make Friends and Influence Students #CARL14LBurgert
Lorelei Sterling, Lisa Burgert, and Alejandra Nann from the University of San Diego presentation at CARL 2014.
Abstract: Have you tweeted, posted, uploaded, and updated until you are overloaded? Are you having trouble keeping up with all the latest web trends? Are you perplexed by status likes, shares, friending, unfriending, hashtags, and checking in? In the age of web 2.0 and working with digital natives, have we jumped off a cliff and into unknown territory? Everywhere we look libraries are launching into social media: blogs, Facebook, Google+, MySpace, Flickr, FourSquare, Instagram, Pinterest, Twitter, YouTube, wikis, and more. In this interactive session, we will explore various social media tools with a focus on discovering best practices and creating a successful social media plan for your library. Learn about the numerous tools available, what is new, what is working, what isn’t, and how to implement it in your library.
The document discusses creating an open journal system to encourage information literacy, research skills, and academic writing for undergraduates. Some key benefits identified include giving students experience publishing peer-reviewed work, connecting theory to practice, and making CVs stand out. Feedback from students was very positive, noting it was empowering to have their work published and discussed beyond coursework. Creating a sustainable journal over time would further strategic goals around teaching excellence, research culture, and developing graduate attributes. Future plans discussed hosting more journals across subjects and engaging vocational courses to foster evidence-based learning.
Sara Bird is an education officer at Newcastle University Library who runs an outreach program to improve secondary school students' information literacy skills and prepare them for university. The program has worked with over 5,000 students over 3 years. Sessions cover topics like evaluating sources, avoiding plagiarism, and using library resources. Feedback shows the sessions raise awareness of reliable research techniques and help the transition to higher education. The goal is to develop information literacy early and foster collaboration between school and university librarians.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The document discusses increasing student engagement in library instruction through blending face-to-face teaching with online learning objects and gamification. Low student engagement was observed in traditional worksheet activities. To address this, the librarians developed an online "RADAR Game" to evaluate sources that incorporated elements of gamification like points and feedback. Surveys found students were more engaged with the gamified activity than the traditional worksheet. The document concludes by discussing additional online tutorials, resources and recommendations for blended and flipped classroom design.
Vermont National Partner Workshop - Students and Faculty in the Archives (SAFA)Robin M. Katz
This document summarizes a workshop for faculty on using archives and primary sources in teaching. It provides an agenda for the workshop over two days in May 2014 in Burlington, Vermont. It describes the Students and Faculty in the Archives (SAFA) program, which brought over 1,100 students from three local colleges to the Brooklyn Historical Society archives over four semesters. SAFA aimed to teach document analysis, information literacy, and critical thinking skills using primary sources. It discusses SAFA's pedagogical approach and findings from evaluations that SAFA students performed better and were more engaged than their peers. The workshop provides information to help faculty incorporate archives and primary sources into their teaching.
This document discusses resource lists and reading lists for university modules. It begins by outlining some key questions about what makes a good reading list and how academics can encourage students to engage with reading lists. It then presents a series of multiple choice questions that were given to academics about their use and creation of resource lists. The questions cover topics like how resource lists are arranged, how long they are, how academics discuss them with students, and analytics on usage of online resource lists. The document concludes by discussing feedback received from students praising online resource lists and the benefits they provide for student learning.
Jennifer Wilson is an academic librarian at Leeds Beckett University who works to quickly address gaps in students' information literacy. She discusses challenges like lower student skills and engagement. To help, she created short, online tutorials using free tools like Jing, YouTube, Articulate, LibGuides and Twitter. These instant resources helped provide just-in-time support. Outcomes included improved individual skills support and increased staff understanding of information literacy's impact.
This document summarizes the initial findings from a research project exploring students' information literacy and the transition to university education. It finds that while students have a good understanding of concepts like referencing and plagiarism, they struggle more with skills like searching, organizing, and critically analyzing information. The document also notes differences in skills and preparedness between sixth form and undergraduate students, and questions how to better support the transition between educational levels through improved communication.
The document provides details about the schedule and presentations for the 2016 Innovative Library Classroom conference to be held at Radford University on May 11-12, 2016. The conference will include a pre-conference social event on May 11 with poster sessions presented by librarians from various universities. On May 12, the keynote speaker will be Donna Lanclos who will discuss active learning in libraries and classrooms. Additional presentations will be given throughout the day covering topics such as mindfulness in instruction, iPad-based instruction, qualitative data in online courses, and partnerships between libraries and other campus groups.
The document summarizes research conducted by the University of Minnesota Libraries examining the relationship between student library use and academic outcomes. The research found that students who used the library were more likely to earn higher GPAs, enroll in subsequent semesters, and graduate in four years. Specifically, introductory library instruction workshops and database usage had the strongest correlations with student success. The libraries plan to expand instruction outreach and leverage student data to identify non-users and better support student needs.
The document provides details of the 2014 Conference with the theme "The final frontier - to boldly go where you have never been before" taking place from June 23rd to 25th at the University of Sussex. It outlines the schedule, including 6 workshops each day with 12 presentations covering topics such as teaching and learning, research support, electronic resources, shared services, and continuing professional development. Presenters are from various UK universities and colleges.
Are they being served? Reference Services Student Experience Project - Jenny ...CONUL Conference
The document discusses a student experience project conducted at a university library to understand student research behaviors and needs. The project used ethnographic and user experience research methods like customer journey mapping workshops, photo diaries, and student and academic interviews. Preliminary themes identified a gap between student and academic expectations of assignments. Academics expected more critical thinking and reading than students demonstrated. The interviews highlighted a need for coordinated information skills training between the library and colleges. Lessons learned included the value of conversations with academics but also the time required to analyze qualitative data.
High School to College Transition Initiatives: Making it a RealityDenise Woetzel
The document discusses initiatives to improve the transition from high school to college. It describes programs between Henrico County Public Schools, Hermitage High School, and Reynolds Community College that provide college-level courses to high school students. These include dual enrollment classes, library instruction sessions, and tours of the college campus. The task force aims to narrow discrepancies between high school and college-level research expectations and better prepare students for academic work. Future plans include expanding collaboration and building partnerships between K-12 schools and colleges.
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Ludmila Battista has over 20 years of experience in education. She currently works as an online professor for Kaplan University, teaching various early childhood education courses. She has a Master's degree in Reading and has held positions as a teacher, academic director, and curriculum developer. Battista has received several awards for her work and has published articles and presentations on topics related to education, literacy, and student motivation.
Working Together on Students and Faculty in the Archives and TeachArchives.orgRobin M. Katz
Katz, Robin M. "Working Together on Students and Faculty in the Archives and TeachArchives.org." Society of American Archivists (SAA) Annual Meeting. Cleveland, OH. August 20, 2015. Panelist.
- The School of Library and Information Science (SLIS) at Southern Miss underwent changes in 2017, including the university reducing the number of colleges from six to four. SLIS remains in the College of Education and Human Sciences.
- SLIS enrollment increased with over 150 graduate students and 88 undergraduate students coming from various states. New options included dual masters programs and graduate certificates in Archives and Youth Services.
- The SLIS faculty were involved in research, teaching, advising student organizations, and outreach activities like the Children's Book Festival. New faculty were also added.
This document discusses using a library induction game called LibQuest to help first-year undergraduate students at Teesside University learn about library resources in a more engaging way. LibQuest uses augmented reality and tasks students to complete around the library. An evaluation found students enjoyed the social and exploratory aspects of LibQuest and it increased their awareness of available resources. Statistics show participation and borrowing increased in the years after LibQuest for students in the Schools of Computing and Health. Future development could include tailoring LibQuest to different subject areas and improving the app experience.
This document summarizes the Information Literacy Advocates (ILA) scheme at the University of Nottingham, which trains undergraduate students to support their peers in developing information literacy skills. It finds that the 2013/14 pilot was successful in improving ILAs' skills, self-confidence, and communication abilities. Since then, ILA recruitment numbers have fluctuated between disciplines. ILAs primarily help peers with referencing, database searching, and accessing journals. Both ILAs and peers report increased confidence with research skills as a result. The ILA module also helps ILAs develop their own time management, teamwork, and communication competencies.
Knowing what we don't know rodrigues-apqla2013ABQLA2013
The document discusses a study conducted by a university librarian to assess undergraduate students' self-perception of research skills compared to their actual skills as measured by an assessment tool. The study invited students to complete a self-assessment survey and interviewed some students. Results showed that students rated their skills higher than measured. Challenges students described included finding relevant articles and citations. The study aims to help the library better support students."
This document discusses a participatory action research project where students partnered with library staff to co-develop workshops and a digital literacy festival using an appreciative inquiry approach. It provides an overview of participatory action research and its benefits, and describes how students took on leadership roles to plan and deliver workshops. Reflections found both challenges and rewards from collaborating in an ambiguous process that pushed boundaries, but created a trusting environment where students could positively disrupt traditional practices. Implications are that listening to student experiences and being open to change are important for participatory approaches to improve teaching and learning.
How to Make Friends and Influence Students #CARL14LBurgert
Lorelei Sterling, Lisa Burgert, and Alejandra Nann from the University of San Diego presentation at CARL 2014.
Abstract: Have you tweeted, posted, uploaded, and updated until you are overloaded? Are you having trouble keeping up with all the latest web trends? Are you perplexed by status likes, shares, friending, unfriending, hashtags, and checking in? In the age of web 2.0 and working with digital natives, have we jumped off a cliff and into unknown territory? Everywhere we look libraries are launching into social media: blogs, Facebook, Google+, MySpace, Flickr, FourSquare, Instagram, Pinterest, Twitter, YouTube, wikis, and more. In this interactive session, we will explore various social media tools with a focus on discovering best practices and creating a successful social media plan for your library. Learn about the numerous tools available, what is new, what is working, what isn’t, and how to implement it in your library.
The document discusses creating an open journal system to encourage information literacy, research skills, and academic writing for undergraduates. Some key benefits identified include giving students experience publishing peer-reviewed work, connecting theory to practice, and making CVs stand out. Feedback from students was very positive, noting it was empowering to have their work published and discussed beyond coursework. Creating a sustainable journal over time would further strategic goals around teaching excellence, research culture, and developing graduate attributes. Future plans discussed hosting more journals across subjects and engaging vocational courses to foster evidence-based learning.
Sara Bird is an education officer at Newcastle University Library who runs an outreach program to improve secondary school students' information literacy skills and prepare them for university. The program has worked with over 5,000 students over 3 years. Sessions cover topics like evaluating sources, avoiding plagiarism, and using library resources. Feedback shows the sessions raise awareness of reliable research techniques and help the transition to higher education. The goal is to develop information literacy early and foster collaboration between school and university librarians.
Taking Active Learning to the Next Level: Increasing Student Engagement by Bl...Lindsey McLean
The document discusses increasing student engagement in library instruction through blending face-to-face teaching with online learning objects and gamification. Low student engagement was observed in traditional worksheet activities. To address this, the librarians developed an online "RADAR Game" to evaluate sources that incorporated elements of gamification like points and feedback. Surveys found students were more engaged with the gamified activity than the traditional worksheet. The document concludes by discussing additional online tutorials, resources and recommendations for blended and flipped classroom design.
Vermont National Partner Workshop - Students and Faculty in the Archives (SAFA)Robin M. Katz
This document summarizes a workshop for faculty on using archives and primary sources in teaching. It provides an agenda for the workshop over two days in May 2014 in Burlington, Vermont. It describes the Students and Faculty in the Archives (SAFA) program, which brought over 1,100 students from three local colleges to the Brooklyn Historical Society archives over four semesters. SAFA aimed to teach document analysis, information literacy, and critical thinking skills using primary sources. It discusses SAFA's pedagogical approach and findings from evaluations that SAFA students performed better and were more engaged than their peers. The workshop provides information to help faculty incorporate archives and primary sources into their teaching.
This document discusses resource lists and reading lists for university modules. It begins by outlining some key questions about what makes a good reading list and how academics can encourage students to engage with reading lists. It then presents a series of multiple choice questions that were given to academics about their use and creation of resource lists. The questions cover topics like how resource lists are arranged, how long they are, how academics discuss them with students, and analytics on usage of online resource lists. The document concludes by discussing feedback received from students praising online resource lists and the benefits they provide for student learning.
Jennifer Wilson is an academic librarian at Leeds Beckett University who works to quickly address gaps in students' information literacy. She discusses challenges like lower student skills and engagement. To help, she created short, online tutorials using free tools like Jing, YouTube, Articulate, LibGuides and Twitter. These instant resources helped provide just-in-time support. Outcomes included improved individual skills support and increased staff understanding of information literacy's impact.
This document summarizes the initial findings from a research project exploring students' information literacy and the transition to university education. It finds that while students have a good understanding of concepts like referencing and plagiarism, they struggle more with skills like searching, organizing, and critically analyzing information. The document also notes differences in skills and preparedness between sixth form and undergraduate students, and questions how to better support the transition between educational levels through improved communication.
The document provides details about the schedule and presentations for the 2016 Innovative Library Classroom conference to be held at Radford University on May 11-12, 2016. The conference will include a pre-conference social event on May 11 with poster sessions presented by librarians from various universities. On May 12, the keynote speaker will be Donna Lanclos who will discuss active learning in libraries and classrooms. Additional presentations will be given throughout the day covering topics such as mindfulness in instruction, iPad-based instruction, qualitative data in online courses, and partnerships between libraries and other campus groups.
The document summarizes research conducted by the University of Minnesota Libraries examining the relationship between student library use and academic outcomes. The research found that students who used the library were more likely to earn higher GPAs, enroll in subsequent semesters, and graduate in four years. Specifically, introductory library instruction workshops and database usage had the strongest correlations with student success. The libraries plan to expand instruction outreach and leverage student data to identify non-users and better support student needs.
The document provides details of the 2014 Conference with the theme "The final frontier - to boldly go where you have never been before" taking place from June 23rd to 25th at the University of Sussex. It outlines the schedule, including 6 workshops each day with 12 presentations covering topics such as teaching and learning, research support, electronic resources, shared services, and continuing professional development. Presenters are from various UK universities and colleges.
Are they being served? Reference Services Student Experience Project - Jenny ...CONUL Conference
The document discusses a student experience project conducted at a university library to understand student research behaviors and needs. The project used ethnographic and user experience research methods like customer journey mapping workshops, photo diaries, and student and academic interviews. Preliminary themes identified a gap between student and academic expectations of assignments. Academics expected more critical thinking and reading than students demonstrated. The interviews highlighted a need for coordinated information skills training between the library and colleges. Lessons learned included the value of conversations with academics but also the time required to analyze qualitative data.
High School to College Transition Initiatives: Making it a RealityDenise Woetzel
The document discusses initiatives to improve the transition from high school to college. It describes programs between Henrico County Public Schools, Hermitage High School, and Reynolds Community College that provide college-level courses to high school students. These include dual enrollment classes, library instruction sessions, and tours of the college campus. The task force aims to narrow discrepancies between high school and college-level research expectations and better prepare students for academic work. Future plans include expanding collaboration and building partnerships between K-12 schools and colleges.
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Ludmila Battista has over 20 years of experience in education. She currently works as an online professor for Kaplan University, teaching various early childhood education courses. She has a Master's degree in Reading and has held positions as a teacher, academic director, and curriculum developer. Battista has received several awards for her work and has published articles and presentations on topics related to education, literacy, and student motivation.
Working Together on Students and Faculty in the Archives and TeachArchives.orgRobin M. Katz
Katz, Robin M. "Working Together on Students and Faculty in the Archives and TeachArchives.org." Society of American Archivists (SAA) Annual Meeting. Cleveland, OH. August 20, 2015. Panelist.
- The School of Library and Information Science (SLIS) at Southern Miss underwent changes in 2017, including the university reducing the number of colleges from six to four. SLIS remains in the College of Education and Human Sciences.
- SLIS enrollment increased with over 150 graduate students and 88 undergraduate students coming from various states. New options included dual masters programs and graduate certificates in Archives and Youth Services.
- The SLIS faculty were involved in research, teaching, advising student organizations, and outreach activities like the Children's Book Festival. New faculty were also added.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
The document discusses the transition in information literacy skills from high school to college. It notes that high school students often have less time for in-depth research and are told what to learn rather than conducting self-directed research. College freshmen are often overconfident in their research abilities. The document recommends collaborations between high school and college librarians to help bridge gaps, such as developing shared learning outcomes and allowing high school students to visit academic libraries.
Community partnerships can raise the quality of school library programming, provide students connections to their communities, and build mutually beneficial relationships. The document describes several existing partnerships between Henrico County Public Schools, Henrico County Public Libraries, J. Sargeant Reynolds Community College, Virginia Commonwealth University, and local non-profits. These partnerships include an annual community reading program, summer reading challenges, school bus safety programs, workshops for childcare providers, collaboration on dual enrollment instruction, and high school students accessing college library resources. The presenters provide their contact information and encourage attendees to brainstorm potential new community partnerships.
The document announces an upcoming fall conference on October 5th, 2013 titled "The Transition Years" which will evaluate information literacy skills from high school to college-level research and be presented by Emily Gover. Several studies and data are presented showing that high school students are often underprepared for college-level research due to less emphasis on information literacy skills and over-reliance on sources like Wikipedia, and the presentation suggests increased collaboration between high schools and colleges to improve student preparedness.
The document discusses National History Day, a program that encourages students to engage with history through research projects. It outlines how teachers can implement History Day projects in their classrooms to make history exciting and help students develop skills like research, writing, and presentation. National History Day allows students in grades 4-12 to conduct independent research on an annual theme and present their findings through papers, exhibits, performances, or documentaries at local and national competitions.
This document contains the schedule and session descriptions for an information literacy conference at Radford University on May 13, 2014. The keynote speaker was Lori Anthony from Radford University who spoke on using design thinking to address educational challenges. Additional sessions throughout the day covered topics like using learning theory and research in instruction, online information literacy modules, selfies on library instruction on Instagram, redesigning tutorials, statistical literacy instruction, case studies in student research, reframing information literacy standards, using concept-based videos, Google Drive for collaboration, and lightning talks on cross-campus collaboration, using one-minute videos, Twitter to improve instruction, visual media in instruction, and engaging students with popular culture.
This document introduces process drawing as a tool to promote reflective practice in information literacy. Process drawing, also known as cognitive mapping, is a playful activity where participants draw or map out how they accomplish tasks or move through spaces and time. This helps reveal how and why people do things as well as providing context and richness. The document provides an example of a student's process drawing of their research process. It suggests process drawing can be used in the classroom to help students and teachers reflect on gaps, strengths, misunderstandings and more regarding information literacy skills. The document concludes by asking how this activity could be tailored for different teaching environments and what questions could make students more reflective in their information searching and consumption.
This document provides the schedule for the Teaching and Learning with Innovative Connections (TILC) 2018 conference taking place May 8-9 at Radford University. The schedule outlines the various presentations, keynotes, lightning talks, and social events during the two-day conference. On Wednesday May 9th, the keynote speaker Jennifer Ferretti will present on "Art is Information: Countering the 'Neutral' Classroom with Pop Culture and Social Justice". Presentation sessions are scheduled throughout the day in various classrooms covering topics such as using audience analysis in instructional design, incorporating poetry in teaching research skills, and exploring genre and scholarship as conversation.
The Game Is Afoot: Information Literacy for First-Year Students TheILC
This document describes a study that compared the effects of traditional lecture-based instruction versus games-based instruction for first-year composition students. The researcher taught one section using lectures and one section incorporating a modified version of the Amazing Race game. Students' final papers were analyzed using a rubric to assess the quality, relevance, and accuracy of citations. More papers were submitted from the games-based class than the lecture class. Focus groups were not held due to lack of participation. The study aimed to determine if games-based instruction leads to students learning and retaining more information and citing better sources in their papers.
Maximizing “Down Time”: Innovative Strategies to Build Student Engagement bef...TheILC
This document discusses strategies for pre-class engagement activities to build student involvement. It describes three main types of strategies: activating prior knowledge through examples like analogies or puzzles to trigger memories, facilitating self-assessment with creative activities for students to demonstrate existing knowledge, and building rapport by establishing an approachable and respectful tone. The purpose is to support constructivist learning, maximize instruction time, and set an engaged tone for the class. Examples of specific pre-class activities are provided for each strategy type.
Maximizing “Down Time”: Innovative Strategies to Build Student Engagement bef...TheILC
The document provides strategies for engaging students before class starts to activate their prior knowledge of upcoming lesson topics. Some strategies include playing video clips, displaying questions for students to discuss in pairs or via response tools, and facilitating self-assessment activities using technologies like Socrative or paper-and-pencil options like defining terms in a limited number of words or as an acrostic puzzle. The purpose is to get students thinking about the day's topics before class begins.
Innovating the FYE Proposal: Moving Beyond “Library Week” TheILC
This document discusses developing a First Year Experience (FYE) course focused on the history of Mississippi State University through the university libraries. It provides background on FYE programs, describes the existing FYE program at MSU, and outlines the process used to develop and propose a new library-focused FYE course. This included partnering with library stakeholders, submitting a proposal, and preparing the course syllabus. The proposed course would use information literacy activities and a capstone project to introduce students to the culture and history of MSU through library resources and special collections.
Innvovating handoutInnovating the FYE Proposal: Moving Beyond “Library Week”...TheILC
This document provides best practices for developing a First Year Experience (FYE) proposal focused on the library. It recommends: 1) developing a unique library idea, 2) partnering with stakeholders for input and approval, and 3) creating learning outcomes. Additional tips include knowing deadlines, getting pre-approval from the FYE coordinator, and marketing the program on social media and the library website. Gamification ideas like Plickers, Kahoot, and GooseChase are presented to make instruction interactive. A group activity prompts thinking about how to support the institution and students.
Building a bridge: Using metaphor to teach Information Literacy FunTheILC
This document discusses how metaphors can be used to teach information literacy concepts. It provides examples of common metaphors used in language and how those metaphors influence how we think. The document encourages teachers to use metaphors when instructing students to help connect, illuminate, build, and stick important concepts. Examples of student metaphors for research concepts are given. The document concludes by recommending that teachers have students explore metaphors for information literacy concepts through discussion.
It’s how you play the game: utilizing an online quiz tool to enhance and asse...TheILC
Kahoot is a free game-based learning platform that allows instructors to create interactive quizzes, surveys, and discussions for students to participate in using their phones or computers. The document discusses how two librarians at Western Carolina University used Kahoot to enhance library instruction and assessment for lower-level courses by creating quizzes on topics like scholarly vs. popular sources and primary vs. secondary sources. They found Kahoot engaged students and provided useful assessment data. However, they learned to keep questions simple and be prepared to troubleshoot technical issues. Going forward, they plan to expand their Kahoot library and improve their assessment methods.
One-On-One Research Help: Designing Services that Support Enduring Relationsh...TheILC
This document describes a new one-on-one research consultation service for first-year students at UNC Chapel Hill. The traditional one-shot library instruction model has limitations like time constraints and low walk-up questions. The new service rebrands reference as research coaching, targeting first-year writing students. Library staff are trained in a research coaching model emphasizing empathy, shared understanding, progress, revisiting goals, and planning forward. Consultations include a research plan form to encourage the coaching model and provide clear next steps. Marketing includes emails, websites, and classroom presentations to promote easy online booking and embeddability within the learning management system.
Treasure Hunts at the Library: Raiders of the Lost (AR)kTheILC
This document describes how to create an augmented reality scavenger hunt for library instruction using two apps, Aurasma and Padlet. Students are divided into groups and each group is given an iPad. They follow a map of stops in the library, where they use the Aurasma app to scan trigger images that reveal overlay content about library resources. Padlet allows groups to submit answers. The activity can engage students and show them the library is a fun place to learn. Variations include making it self-guided or using it for extra credit.
Ready for the Next Step: Combining Information Literacy with Digital Literacy...TheILC
The instructor was asked by the head of the Communication department to help students create e-portfolios for graduation. The instructor researched best practices for e-portfolios and created a rubric. They held multiple class sessions to teach digital literacy skills and scaffold the process. Students learned how to use Wordpress to build their portfolios, and received feedback from industry professionals. Both successes and areas for improvement were identified, such as the need for more guidance on technology and examples. The partnership helped students gain skills for career preparation and take control of their online presence.
Ready for the Next Step: Combining Information Literacy with Digital Literacy...TheILC
This document discusses combining information literacy and digital literacy instruction when creating e-portfolios. It provides sources and resources for e-portfolio sites, rubrics, and research on e-portfolios. The document includes a portfolio component worksheet that lists the types of work students should include in their portfolios and criteria for evaluating the components. It also provides criteria for evaluating the aesthetic and leadership elements of the e-portfolio.
They Want Me to Teach APA for 75 Students?: Transforming Citation Instruction...TheILC
This document describes an active learning approach for teaching APA citation format, even in large classes of 75 students. The instructor shows an example citation in correct format, then provides a link to a Google Form with citation examples containing errors for students to identify. This allows students to learn citations through self-paced practice on their own devices. The approach works for a range of class sizes and levels, is reusable with different examples, and gives students focused practice identifying citation issues.
“But I Can’t Go to the Library:” Embedding Librarians in Online CoursesTheILC
The document describes an embedded librarian program at Longwood University where librarians provide resources and assistance directly within online courses. For the program's pilot, the author was embedded in a hybrid nursing course where she introduced herself in-person, posted an introduction online, and created a discussion board and announcements to engage students. A post-course survey found that most students did not contact the librarian but wished they had, suggesting embedding librarians in earlier courses. The program has since expanded to include more librarians and courses with various levels of librarian involvement.
Instruction is for Everyone: Including Technical Services Staff in Library In...TheILC
Technical services librarians have skills in finding, evaluating, and organizing information that can benefit library instruction programs by consulting on planning, co-teaching sessions, or embedding in online courses. Their expertise in areas like keywords, citations, copyright, and authority control align with information literacy frameworks and exposing them to more student interactions increases their visibility and understanding of user needs.
Hole in One: Marketing YOUR Library Services on the Green TheILC
The document discusses Longwood University library's marketing plan for their participation in New Lancer Days, a four-day orientation event for new students. The library's goals were to bring as many first-year students as possible into the library, move them around the first floor, and encourage them to meet library staff. By the end of their activities, the library wanted students to know where to check out materials, find librarian offices, get research help, and writing support. They implemented promotion activities and assessed the results using gate counts to reflect on strengths, weaknesses, and opportunities for adapting future marketing efforts.
Teaching, Learning, and Leading: Be a professional triple threatTheILC
This document summarizes a conference on teaching, learning, and leading in libraries. It discusses the evolving roles of libraries and instruction librarians. The key themes are:
1) Libraries and instruction librarians face challenges like changing user needs, new types of collections, and assessing outcomes, but also opportunities to collaborate across institutions and support user-created content.
2) Instruction librarians need skills in areas like teaching, assessment, communication and leadership to adapt to these changes. Their roles may include instructional designer, advocate, and project manager in addition to teacher.
3) Applying concepts from educational theory can help instruction librarians take a leadership perspective in areas like facilitating meetings, professional development,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
3. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Thursday, May 11, 2017
CHBS 1016 CHBS 3016 CHBS 3020
9:00 –
9:15 am
Opening Remarks
9:15 –
10:00 am
Keynote:
Rebecca K. Miller
Penn State University
Teaching, Learning, and
Leading: Be a Professional
Triple Threat
10:10 –
11:00 am
Kristin E. C. Green
Penn State University –
Worthington Scranton
Dust off those
Encyclopedias: Using
Reference Sources to Teach
the ACRL Framework for
Information Literacy
Denise A. Wetzel &
Justin Kani
Mississippi State University
Innovating the FYE
Proposal: Moving Beyond
“Library Week”
Kristen Mastel
University of Minnesota
Integrating Mindfulness
Approaches while Tackling
Social Justice in the
Classroom
11:10 am
–
12:00 pm
Lindy Scripps-Hoekstra
Grand Valley State University
Maximizing “Down Time”:
Innovative Strategies to
Build Student Engagement
before the Start of Class
Paula S. Kiser
Mary Baldwin University
Ready for the Next Step:
Combining Information
Literacy with Digital
Literacy Instruction in e-
Portfolio Creation
Katelyn Tucker Burton,
Alyssa Archer, & Michele Ren
Virginia Western Community
College & Radford University
A Single Shot of Critical
Pedagogy: Lessons Learned
& Best Practices
12:00 –
1:10 pm
Lunch
1:10 –
2:00 pm
Sam Winn, Crasha Townsend,
& Craig Arthur
Virginia Tech & Radford
University
WILC: Whiteness in Library
Classrooms
Cara Barker & Elizabeth
Marcus
Western Carolina University
It’s How You Play the Game:
Utilizing an Online Quiz
Tool to Enhance and Assess
your Library’s Instruction
Program
Candice Benjes-Small &
Jennifer Resor-Whicker
Radford University
Urban Legend or Practical
Pedagogy: Are you a
Teaching Ninja?
2:10 –
3:00 pm
Jenny Dale & Lynda Kellam
UNC – Greensboro
Beyond Popular vs.
Scholarly: Teaching Outside
the Peer-Reviewed Checkbox
Jen Hasse
Cabrini University
Building a Bridge: Using a
Metaphor to Teach
Information Literacy Fun
Denise Woetzel, Joshua
Watson, & Suzanne Sherry
J. Sargeant Reynolds
Community College
Library Live! Collaborating
Towards Heightened
Information Literacy &
Retention in English
Composition Classes
3:00 –
3:20 pm
Afternoon Break
3:20 –
4:00 pm
Lightning Talks
4:00 –
4:15 pm
Closing Remarks
18. 17 #TILC2017
TILC 2017 Conference Attendees
First name Last name Job Title Organization Email
Mary Abdoney Instruction Coordinator
Washington and Lee
University abdoneym@wlu.edu
Annemarie Anderson Librarian
Northern Virginia
Community College aanderson@nvcc.edu
Alyssa Archer Instruction Librarian Radford University aarcher2@radford.edu
Craig Arthur
Teaching and Learning
Engagement Librarian Virginia Tech crarthur@vt.edu
Maryke Barber
Public Services & Arts
Librarian Hollins University mbarber@hollins.edu
Cara Barker
Research & Instruction
Librarian
Western Carolina
University cmbarker@wcu.edu
Lisa Becksford
Educational Technologies
Librarian Virginia Tech lbecksford@gmail.com
Liz Bellamy
Reference and Instruction
Librarian Radford University emcglynn@radford.edu
Candice
Benjes-
Small Head, IL & Outreach Radford University
kimbersmom2@gmail.co
m
Greta Boers Librarian for Classical Studies Duke University greta.boers@duke.edu
Natalie Browning Research Services Librarian Longwood University
natalie.browning.07@gma
il.com
Amy Burns Senior Librarian
Central Piedmont
Community College amy.burns@cpcc.edu
Katelyn Burton
Reference & Instruction
Librarian
Virginia Western
Community College
katelyntucker09@gmail.co
m
Peter Catlin Reference Librarian
University of Mary
Washington pjenkins@umw.edu
Monique Clark
Reference and Instruction
Librarian University of Baltimore mclark@ubalt.edu
Julie Combs
Emerging Technologies
Librarian
Northern Virginia
Community College jcombs@nvcc.edu
Debbie Couch Training Specialist
Chesapeake Public
Library dcouch@infopeake.org
Steve Cramer Business Librarian UNC-Greensboro smcramer@uncg.edu
Jenny Dale
Information Literacy
Coordinator UNC-Greensboro jedale2@uncg.edu
Angela Davis
Instruction & Web Services
Librarian Pitt Community College adavis@email.pittcc.edu
Kiri DeBose
Librarian for Natural
Resources and Animal
Sciences Virginia Tech kdebose@vt.edu
Kyle Denlinger eLearning Librarian Wake Forest University denlinkd@wfu.edu
Lisa Dinkle Instruction Librarian Radford University lisadinkle@gmail.com
Dayna Durbin
Teaching and Learning
Librarian UNC-Chapel Hill ddurbin@email.unc.edu
19. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Amy Eiben
Information Literacy
Librarian
Coastal Carolina
University aeiben@coastal.edu
Vickie Einselen Research Support Librarian Bridgewater College
VEinselen@bridgewater.e
du
Diana Finkle Instructional Designer Clemson University dfinkle@clemson.edu
Brittany Ford Librarian
American Nation
University blford14@gmail.com
Beate Gersch Coordinator of Instruction University of Akron bgersch@uakron.edu
Sara Godbee Business Librarian Stevenson University sgodbee@stevenson.edu
Jennie Goforth
Research & Design Services
Librarian UNC-Chapel Hill jgoforth@unc.edu
Kristin E. C. Green
Reference & Instruction
Librarian Penn State University kristin.green@psu.edu
Rebecca Greer
Library Instruction Program
Coordinator UC-Santa Barbara rrgreer@ucsb.edu
Karen Grigg Science Liaison Librarian UNC-Greensboro ksgrigg@uncg.edu
Kelsey Hammer Associate UNC-Chapel Hill knhammer@live.unc.edu
Samantha Harlow Online Learning Librarian UNC-Greensboro slharlow@uncg.edu
Alexandra Harrington Librarian
Tidewater Community
College aharrington@tcc.edu
Angela Harvey Asst. Director, Public Services UVA's College at Wise akw2r@uvawise.edu
Jennifer Hasse
Information Literacy
Librarian Cabrini University jh877@cabrini.edu
Elizabeth Heitsch
Reference & Social Sciences
Librarian
University of Mary
Washington pjenkins@umw.edu
Laura Hess
Instruction/Reference
Librarian UNC-Pembroke laura.hess@uncp.edu
Janet Holly Reference Librarian
Virginia Military
Institute hollyjs@vmi.edu
Kerri Huff Copus Library Clerk Radford Public Library kerri.leah@gmail.com
Lauren Irvin Resource Librarian Point Park University lirvin@pointpark.edu
Joi Jackson
Online Learning Library
Specialist
George Mason
University jaxetc@mac.com
Michelle
Jerney-
Davis Reference Specialist
Northern VA
Community College mjerneydavis@nvcc.edu
Justin Kani
Assistant Professor | Business
Librarian
Mississippi State
University justinkani@gmail.com
Lynda Kellam Librarian UNC-Greensboro lmkellam@uncg.edu
Paula Kiser
Instruction and E-Resources
Librarian
Mary Baldwin
University pkiser@marybaldwin.edu
Christina LaFon Circulation Coordinator
Jefferson College of
Health Sciences cllafon@jchs.edu
Edward Lener
College Librarian for the
Sciences Virginia Tech lener@vt.edu
Allan Libby Reference Librarian
Tidewater Community
College garlibby@gmail.com
20. 19 #TILC2017
Katherine Lynch Librarian
American National
University klynch@an.edu
Elizabeth Marcus
Undergraduate Experience
Librarian
Western Carolina
University emarcus@email.wcu.edu
Kristen Mastel
Outreach and Instruction
Librarian University of Minnesota meye0539@umn.edu
Bernadette Mirro
Digital Learning Initiatives
Librarian Marymount University bmirro@marymount.edu
Accacia Mullen Evening Librarian
Blue Ridge Community
College mullena@brcc.edu
Vicki Palmer
Research Services, Marketing
& Outreach Librarian Longwood University palmervm@longwood.edu
Gina Petrie
Head of Reference and
Information Literacy Catawba College gopetrie14@catawba.edu
Chanelle Pickens
Visiting Instructional
Librarian
West Virginia
University
chanelle.pickens@mail.wv
u.edu
Jamie Price Clinical Research Librarian
Jefferson College of
Health Sciences jbprice1@jchs.edu
Michele Ren
Associate Professor of
English Radford University mren2@radford.edu
Jennifer
Resor-
Whicker
Ref/Instr & Honors Academy
Librarian Radford University jrwhicker@radford.edu
Sarah Reynolds Research Services Librarian Longwood University reynoldsst@longwood.edu
Patrick Rudd
Coordinator of Library
Instruction and Outreach Elon University prudd@elon.edu
Joan Ruelle Dean & University Librarian Elon University jruelle@elon.edu
Lucinda Rush
Education Reference
Librarian
Old Dominion
University lrush@odu.edu
Rachel Sanders
Instructional Design &
Assessment Librarian Guilford College sandersrc@guilford.edu
Lara Sapp Health Sciences Librarian
James Madison
University sapple@jmu.edu
Kodi Saylor Research Assistant UNC-Chapel Hill kodi@email.unc.edu
Krista Schmidt STEM Liaison
Western Carolina
University kschmidt@wcu.edu
Lindy
Scripps-
Hoekstra Liaison Librarian
Grand Valley State
University scrippsl@gvsu.edu
Rebecca Seipp
Outreach & Humanities
Librarian Hollins University seipprl@hollins.edu
Kristan Shawgo Social Sciences Librarian UNC-Chapel Hill shawgo@email.unc.edu
Suzanne Sherry
Coordinator of Library
Services, Parham Road
Campus
J. Sargeant Reynolds
Community College sherryclan@yahoo.com
Brittany Soder LIS Student UNC-Chapel Hill britt36@live.unc.edu
Nancy Speisser
Interim Assistant Vice
Chancellor for University
Libraries
South University
Virginia Beach
nspeisser@southuniversit
y.edu
21. The Innovative Library Classroom 2017: Teaching, Learning, and Leading
Radford University, Radford, VA
Brandon Stilley Evening Reference Librarian East Carolina University stilleyb@ecu.edu
Cori Strickler Learning Services Librarian Bridgewater College cstrickl@bridgewater.edu
Shannon Tennant
Coordinator of Library
Collections Elon University stennant@elon.edu
Crasha Townsend
Director for Diversity and
Engagement Radford University ctownsend3@radford.edu
Lisa Vassady
Research Help Desk
Coordinator Radford University ljvassady@radford.edu
Alexandra Voorhees Student Assistant Roanoke College
akvoorhees@mail.roanoke
.edu
Jennifer Walz
Head of Research & Distance
Services Asbury University jlwalz@asbury.edu
Josh Watson
Instructor - English
Composition
Reynolds Community
College jwatson@reynolds.edu
Denise Wetzel
Extension and Instruction
Librarian
Mississippi State
University
dwetzel@library.msstate.e
du
Kelli Williams
First Year & Transfer Services
Librarian
Carson-Newman
University kwilliams@cn.edu
Carly Winfield
Public Services Library
Specialist
College of William and
Mary cwinfield@rbc.edu
Samantha Winn Collections Archivist Virginia Tech samw@vt.edu
Denise Woetzel
Reference/Information
Literacy Librarian
J. Sargeant Reynolds
Community College mwoetzel@reynolds.edu
Hubert Womack
Instruction and Outreach
Librarian Wake Forest University womack@wfu.edu
Erin Wysong
Reference and Sciences
Librarian
University of Mary
Washington pjenkins@umw.edu
Mason Yang Electronic Services Librarian Marymount University
mason.yang@marymount.
edu
Jamane Yeager Electronic Access Librarian Elon University jyeager@elon.edu
22. 21 #TILC2017
Thank you for attending the
4th
Annual Innovative Library
Classroom Conference.
We hope to see you in 2018!