Poster Time: Thursday, June 17, 4:30-5:30 pm
Poster links will be live beginning Wednesday, June 16 at 9am Eastern Daylight Time.
BethMarie Gooding, Rasmussen University
Libraries especially those with predominately online resources more than ever are under pressure to demonstrate their worth, quality, and contributions to their colleges and universities. Driven by the power of impactful library analytics our library has been able to forge new partnerships and dialogue beyond our virtual and concrete walls. We will share the process of compiling and messaging student library usage to key stakeholders including advisors, admissions, and campus leadership. Bridging the gap between academics and operations we have been able to demonstrate the direct connection between library use and student retention, student success to graduation, and first-generation student use to overall student success. Utilizing these key metrics we impart our value, provide accountability, connect across all corners of the campus, and speak to the larger institutional goals.
LibWizardry during COVID-19: Interactive Research Tutorials for Online Learning [Short Video Clips]
Dawn Wing, Metropolitan State University (Minnesota State)
This poster will highlight LibWizard tutorials and assessments I created during COVID-19 to engage students in the understanding and application of information literacy concepts through interactive tutorials. I will showcase one LibWizard tutorial produced for an online asynchronous course as a liaison librarian. Another example will cover a tutorial I designed for a 5-credit research and writing intensive course (which I am co-teaching) that provides information literacy learning modules integrated with guided, hands-on research practice using library resources.
Abby Adams; Angela Hackstadt, University at Albany
Librarians strive to educate patrons and curb the spread of disinformation by providing reference services, research consultations, and instruction in information literacy. The Covid-19 pandemic has brought into stark relief deceptive information practices used to further political agendas. We focus on the dissemination of Covid-19 disinformation by the United States government, particularly the Trump White House where the federal pandemic response was centered. The consequences of Covid-19 disinformation disseminated at the federal level continue, such as Covid-19 denial, distrust in government institutions, distrust in science, and over 545,000 deaths in the U.S. We identify different kinds of deceptive information practices deployed by the Executive Branch that contributed to an already fraught information ecosystem. We discuss how this affects academic librarians who work with government information, as well as potential solutions found in public health, critical disinformation studies, information literacy, and scholarly communications.
Colleen Lougen, SUNY New Paltz
Over the past year, librarians at the Sojourner Truth Library built a VPAT repository for procured electronic resources and developed an evolving process for local review and approval. This poster will provide details, challenges, and future plans from our initial experiences.
Megan Margino Marchese, Farmingdale State College
While many undergraduate students experience challenges adjusting to college-level research, English Language Learners (ELLs) face additional barriers to success. Through reference, instruction, and other research support, academic librarians work to equip students with the tools they need to succeed in college. As colleges become increasingly linguistically diverse, academic librarians must adapt to support the growing number of ELLs in the campus community. This presentation will discuss best practices in working with ELL students, including strategies that librarians can incorporate in information literacy instruction and in reference inquiries. As a Reference and Instruction Librarian with an MA in TESOL, the presenter will share guidance on how academic libraries can contribute to language learners’ college success.
Kristen Cinar, Suffolk County Community College
Recent events have required librarians to imagine new, innovative ways to engage students outside of the library walls. One such option that may fulfill this need is geocaching, an activity that involves locating a hidden cache using GPS coordinates, often out of doors. One clever way of blending this popular activity with library outreach is requiring information literacy skills and the acquiring of other library knowledge to earn the missing numbers needed to complete the coordinates and score the cache. Such clues can easily be shared on social media platforms, which would encourage student following and engagement. This poster will explore ways that educational clues and suitable cache containers can be created to develop a fun learning experience for students on or off a college or university campus.
SUNY’s Exploring Emerging Technologies for Lifelong Learning and Success (#EmTechMOOC) [Video & Wiki Collection]
Roberta (Robin) Sullivan & Cherie van Putten, University at Buffalo
This session introduces the SUNY #EmTechMOOC, a free online learning opportunity that enables faculty, college students, and others from across the globe to gain a deeper understanding of how emerging technologies can be used to support teaching and learning. EmTech consists of two associated parts. #EmTechMOOC, a Massive Open Online Course, provides a supportive environment for dialogue and sharing, guiding faculty and students to explore and integrate freely-available emerging technologies. EmTechWIKI complements #EmTechMOOC as a socially-curated collection of tools, tutorials, and resources, including audio, video, blogs, wikis, presentations, simulations, and more. The WIKI is also available as a stand-alone resource. The project website and searchable WIKI is at: http://suny.edu/emtech.
Olivia Palid, University of Illinois at Urbana-Champaign
As a medium, graphic novels (including comic books and manga) have been embraced by public libraries. However, some academic libraries have been slow to begin or grow their graphic novel collections. This poster reviews library and information science literature to summarize different arguments about why and how academic libraries should collect graphic novels and comics. Additionally, it showcases programming ideas for academic libraries to promote their new or expanding collections. This poster was created for a class at the University of Illinois at Urbana-Champaign as part of the author’s MSLIS degree.
Kate Bellody, SUNY New Paltz
Each year SUNY New Paltz welcomes a cohort of Sustainability Faculty Fellows, a learning community dedicated to sustainability scholarship and cross-campus community building. This poster details my reflections as a fellow in the 2020-2021 academic year and ideas for library participation in sustainability efforts. The fellowship culminated with the creation of a research guide intended to inspire faculty to integrate sustainability concepts into their courses. The poster also shares key aspects of the research guide that were developed in collaboration with faculty in response to their research needs and roadblocks to pursuing this work.
Adam Johnson, University at Buffalo
With the restrictions created by Covid-related health protocols, many student internships with academic libraries and archives have become fully online. This novel digital approach comes with a number of unique opportunities and challenges. In the Spring of 2021, I was an intern for the College Archives at SUNY Brockport’s Drake Memorial Library. This poster reports on the work completed for the internship (including abstract writing, metadata creation, and analysis of the library’s online reference desk) as well as some of the challenges that being fully online presented. Importantly, it also includes a number of tips and recommendations for both students participating in this type of internship and institutions considering creating a digital internship of their own.
Cultivating our Crop of Libguides to Nourish Online Learners [Microsoft Sway]
Joy Hansen and Jillian Maynard, Central Connecticut State University
Libguides, a popular and easy-to-build content management system, allow for the creation of synchronous and asynchronous instructional tools in the form of customized student research guides. Unfortunately, the product’s most attractive feature of allowing the quick curation of information resources into individually-designed subject, course, and topic guides also led to ongoing challenges for our library. How might our diverse team of librarians create customized learning objects with similar accessible content and student-friendly designs that would still encourage academic freedom and be easily maintained on an ongoing basis? In response to the transition of information literacy classes from on-ground to online during the pandemic year, the ‘Refresh Libguides’ project was undertaken by CSCU’s reference and instruction department. Our primary objective was to improve student access and grow use of these tools for learning; the secondary objective was to facilitate guide creation and maintenance in the future. We began by formulating an overall plan of attack; reviewed professional literature and identified successful models for libguide creation in terms of usability, accessibility, and universal design for learning principles; conducted user experience testing on two prototypes and made refinements to these models in response to student recommendations; composed a Publishing Checklist and a Standards and Best Practices Libguide (both of which will be shared in the poster session); and rolled up our sleeves to begin cultivating, fertilizing, and weeding our crop of guides. Our work continues today.
Abby Juda, Ithaca College
Having an entire year’s worth of virtual reference has given us an incredible wealth of information. Using the LibAnswers platform, we have uniform statistics about every interaction any staff member had with our students, staff, and faculty. While 2020/2021 may not be the most normal school year, we still observed useful trends and data that we can use to make informed decisions about future services.
Kristen Cinar, Suffolk County Community College
PowerPoint is more than just bullets and talking points. Take advantage of the program’s animations, linking features, and add-in quizzes to create engaging games that reinforce course material in an interactive way. This poster will discuss free sources for music and professional-quality images, detail how to maximize the features of PowerPoint that lend themselves to gamification, and provide examples of information literacy skills that can be inserted and required to solve the game’s tasks.
Hang on to your rights (author rights!): a survey of author rights services on library websites [Powerpoint w/PDF]
Lauren Puzier, Emily Kilcer, Carol Anne Germain, University at Albany
Author rights underpin many scholarly communication activities. For authors to openly distribute their work, and thereby enjoy great reach and impact, retaining the rights necessary to do so is essential. However, author rights may not be something familiar to authors. In cases where an author is working with a publisher who may not be supportive of these rights by default, they may not feel confident advocating on their own behalf. Libraries are well positioned to provide services that inform and support authors in efforts to retain their rights. In doing so, libraries can additionally nurture a more sustainable scholarly ecosystem. Based on our review of 145 Association of Research Library and Carnegie 1 research library websites, we noted the intended audience of and information available on author rights. This poster will discuss our findings and make recommendations for libraries to both establish and grow author rights services.
Christina R. Hilburger, SUNY Fredonia & Melissa Laidman, SUNY Erie/Hilbert College
Source evaluation is a key component in information literacy instruction. Traditionally, librarians have used checklist methods such as the CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) method to teach students to evaluate sources, especially information found online. However, online information has changed dramatically in recent years, and current research has shown that these checklists often lead students astray, or that students are unable to accurately discern their criteria. This poster discusses various ways instruction librarians from two SUNY institutions incorporated lateral reading, frequently referred to as the SIFT method, into their instruction. The infographic includes an overview of the SIFT method, what we learned in the classroom, and strategies for those interested in incorporating it into their own instruction.
Online Check In Service: creating a consistent user experience for virtual research appointments [Powerpoint w/PDF]
Lauren Puzier, University at Albany
The covid-19 pandemic forced libraries to pivot quickly to virtual services, often developing and refining services in real-time. However, even as libraries approach reopening, many of the new virtual services are here to stay. This poster will show how the UAlbany Libraries identified and addressed user experience pain points after rapidly pivoting an established in-person research consultation service, to a virtual-only service. Inspired by the sleek online flight check-in services of major airlines, we created a similarly-styled web page for research appointments. By incorporating the library chat system’s widgets, we streamlined the process of scheduling and managing online appointments with students, creating a simple and consistent user experience. This poster will demonstrate the process of developing/designing the check-in service and its benefits to student users including ease of use, statistics tracking, and minimal staff training.
Renae Rapp, David Wang, Laura Andrews, SUNY Maritime College
The 2020-21 academic year saw our campus embrace a hybrid model for education, strict social distancing rules and other pandemic related protocols put into place. Not only did our library space and services transform, but our outreach events needed to adhere to new campus wide policies on the limited budget of $0. In an effort, to connect with students, we rebranded our namesake, Stephen B. Luce, in normal everyday situations such as wearing a mask, beating his bracket in March madness, and more. He went from “imposing admiral” to “good will ambassador” for the library. We took something we had, our namesake, his portrait and through social media, flyers, and other publications; created a new image that connects with students.
Morgan Bond & Erin Kovalsky, SUNY Oswego
Seed Libraries have been popular for public libraries in recent years as people have become interested in sustainability and knowing where their food comes from. Due to the COVID Pandemic, many people discovered a passion for gardening as a way to escape the isolation and fill the time spent at home. In the Spring of 2021 Penfield Library began a collaborative effort with the Office of Sustainability to bring seed sharing and gardening knowledge to the SUNY Oswego community.
Librarians as Geek Emcees in Datafied Cultures [Infographic]
Andrea Marshall, Answerland-Oregon State Library
Librarians are often considered relics of bygone analog eras; historically the library profession has been associated with print cultures. Many contemporary librarians identify themselves as geek culture ambassadors, free speech advocates and supporters of open data initiatives. In these ways, librarians function as active agents promoting user agency and data literacies in diverse populations. This poster examines how today’s librarians perform as geek emcees in online spaces and support data literacies in today’s digital landscapes.
Jennifer Newman, Sarah Ward, CUNY Hunter College
LIBR 100 at Hunter College, CUNY, is a one-credit course on research methods that was until recently taught entirely in person. In the summer of 2021, two librarians banded together to create an asynchronous, modular version of the course, which we plan to continue to teach online even after returning to campus. As compared to our previous in-person sections of the course, we noticed that students in the new version are more engaged, more likely to demonstrate mastery of course learning outcomes, and more likely to complete the course.
In this slide presentation we will share three lessons learned that we consider key to our surprise success as online instructors: (1) We found that asynchronous instruction methods help to create and manage documentation of student engagement and learning; in particular, we learned that assigning regular reflection questions and a summative assessment is valuable both to our instruction and for student learning. (2) We learned that co-teaching, specifically, fosters formative assessment: in our regular weekly meetings we developed a pattern of reflecting on the course in real time and adapting course content based on these discussions. (3) Finally, as we both were completing professional development programs about online course design while teaching our own course, we learned that sharing and applying our new knowledge reinforced our own learning and benefited our LIBR 100 class.
Screen reader support enabled.
Dana Laird, SUNY Brockport
Librarianship is a field that draws many people. More people have and wish to make use of their MLIS degree than there are positions to be filled. As a result it is not uncommon to find MLIS degree-holding individuals working in clerical positions at libraries. As someone who began as a circulation clerk and last year became a Technical Services Librarian, I will share how I prepared for librarianship prior to the role, the transition, the similarities and differences, as well as what worked and what changes I would have made.
Jennifer Jensen, Ed Beck, SUNY Oneonta
According to the Bureau of Labor Statistics, textbook costs represent the fastest growing price tag for college students among many rising college expenses. Additionally, the market for course materials has become much more complicated, with students now choosing between rented or purchased books, used or new, digital or print books, and even situations where their required materials are digital subscriptions, online homework systems, and more. Increasingly, college students across the country are choosing not to obtain their “required” course materials at all. Stakeholders of our campus Open Educational Resources (OER) Initiative wanted to know how these trends are playing out among undergraduate students at SUNY Oneonta. We drafted a survey instrument based on a University of West Florida survey (Florida Virtual Campus, 2018) to examine how student behaviors and preferences about course materials might inform the OER Initiative. The results of the “Student Textbook Survey” suggest that SUNY Oneonta students are choosing not to get required course materials at roughly the same rate as the Florida sample, but for different reasons. Our students report that the biggest reason they choose not to obtain a textbook is their perception that it will not be used by the instructor in class. Not surprisingly, price is the biggest influence in the type of materials students choose to acquire, even when they prefer a different format (e.g., print versus digital, or rental versus purchased). The findings from this survey provide a baseline understanding of our students’ behavior and preferences and help the OER Initiative craft messages to faculty about the importance of textbook cost and use in the classroom.