Final program for the Innovative Library Conference 2014, taking place on May 13, 2014 in Radford, VA.

1. Tuesday, May 13, 2014
Radford University
The Inaugural Innovative
Library Classroom Event

2. See the detailed schedule for full program descriptions. Tweet with us: #tilc2014
Timeslot Young 302 Young 305 Young 311
9:00-10:00
a.m.
Keynote:
Lori Anthony, Radford University
Using the design thinking process to
address today’s unique educational
challenges
X X
10:00-10:45
a.m.
Brandi Porter, Ferrum College
Using threshold concepts, learning theory,
and millennial research in the design of
information literacy sessions
Katelyn Tucker, Radford
University
Assessing the sexy
Ingrid Ruffin, University of
Tennessee-Knoxville
UT Libraries’ take out: Meeting
patrons where they are and
where they live
11:00-11:45
a.m.
Invited speaker:
Carroll Wilkerson, West Virginia University
Courageous conversations worth having (to
strengthen instructional practice)
Kathy Shields, High Point
University
Online info lit modules and
English composition: An
experiment in hybrid pedagogy
Lauren Wallis, University of
Montevallo
Selfies in the stacks: Library
instruction with Instagram
12:00- 1:15
p.m.
LUNCH LUNCH LUNCH
1:30-2:15
p.m.
Jenne Klotz and Kathy Clarke, James
Madison University
Beyond the gold: Redesigning a successful
information literacy tutorial for a large
first-year class
Lynda Kellam, University of North
Carolina-Greensboro
Don’t fear the data: Statistical
literacy and information literacy
instruction
Virginia Pannabecker, Arizona
State University
Fad diets and evidence-based
research: 3 mini case studies in
student-driven how-to research
2:30-3:15
p.m.
Candice Benjes-Small, Radford University,
and Rebecca K. Miller, Virginia Tech
Reframing the Standards: A call for a new
approach to defining proficiencies for
instruction librarians
Jonathan McMichael, Julia
Feerrar, and Amanda McDonald,
University of North Carolina-
Chapel Hill
Let the distance bring us together:
Using concept-based videos
Jenny Dale and Amy Harris Houk,
University of North Carolina-
Greensboro
License to drive: Using Google
Drive
3:30-4:30
p.m.
Lightning Talks X X
Schedule at a Glance
The Innovative Library Classroom
May 13, 2014
Radford University
Radford, Virginia

3. With many thanks to the individuals, organizations, and
institutions that made today possible
 McConnell Library at Radford University
 Wyndham Robertson Library at Hollins University
 Virginia Tech University Libraries
The Innovative Library Conference 2104 Steering Committee:
Candice Benjes-Small, Radford University
Rebecca K. Miller, Virginia Tech
Alyssa Archer, Radford University
Craig Arthur, Radford University
Maryke Barber, Hollins University
Kiri Goldbeck DeBose, Virginia Tech
Elizabeth Kocevar-Weidinger
Tatiana Pashkova-Balkenhol, Longwood University
Lauren Pressley, Virginia Tech
Rebecca Seipp, Hollins University
Jennifer Whicker, Radford University

4. The Innovative Library Classroom
Thursday, May 13, 2014
8:15-9:00 am
Registration and continental breakfast
Young Hall, first floor
Registration will remain open until 9:30. If you arrive after 9:30, there will be
instructions for you at the registration table.
9:00-10:00 am
Keynote Address: Using the design thinking process to address today’s unique
educational challenges
Lori Anthony, Radford University
Young 302
This is an era of change and innovation. While librarians want to engage in addressing current,
relevant and “wicked” problems, library educators have the additional challenges of staying ahead of
technology, navigating new modes of instructional delivery, and keeping pedagogically current.
New challenges require unique strategies to stay ahead of the curve. Design Thinking is such an
approach. The power of the Design Thinking mindset is that it engages multiple stakeholders, fosters
empathy, facilitates ideation without the fear of failure, tests ideas through prototyping and continues
through to implementation. During this session you will learn about the Design Thinking process,
develop strategies to address problems directly related to you and be empowered to take the necessary
steps to facilitate Design Thinking at your library.
10:00-10:45 am
Using threshold concepts, learning theory, and millennial research in the
design of information literacy sessions
Brandi Porter, Ferrum College
Young 302
This session will discuss Ferrum College’s approach toward developing and delivering varied one-shot
information literacy instruction sessions based on the author’s personal research of millennial students’
information retrieval practices and on literature in the field regarding threshold concepts and teaching
and learning theories. Mapping of millennial search strategies to institution specific information
literacy threshold concepts and instructional approaches will be illustrated. Three specific examples

5. The Innovative Library Classroom
Thursday, May 13, 2014
from Ferrum College’s library instructional program will be included: a freshman seminar flipped
instruction approach, an upper division problem-based model, and an active learning session using the
Library’s online discovery system. Further, how these sessions connect with literature on how students
learn will be presented. The session will highlight how individual academic libraries can incorporate
this model into lesson plans and instruction programs at their own institution. A group exercise will be
incorporated that includes the author’s handout for mapping a similar practice locally.
Assessing the sexy
Katelyn Tucker, Radford University
Young 305
Flipped and gamified classes are making waves in information literacy instruction, but how do we know
if these new, flashy, sexy methods actually work? Librarians at Radford University have been flipping
and using games in one-shot instruction sessions for the past year. In this session, participants will hear
how librarians assessed completed annotated bibliographies from four sections of the same course with
identical assignments. By analyzing student work, librarians were able to see if students met the
requirements of learning outcomes such as creating and utilizing focused search strategies, locating
appropriate sources, and providing proper attribution.
UT Libraries’ take out: Meeting patrons where they are and where
they live Ingrid Ruffin, University of Tennessee-Knoxville
Young 311
University libraries are popular places for students to study and socialize. Even though many students
avail themselves of the research services more could definitely benefit from increased interaction with
librarians as well. During Fall 2013 a new student engagement program was piloted at the University of
Tennessee Knoxville called “Library Take Out”. Through this program librarians work with resident
assistants (RAs) and Hall Directors (HDs) to provide fun and engaging instructional programming for
hall residents.
Presentation participants will:
- Find out about early outcomes and outlooks for the future of UT Libraries Take Out including
successes, setbacks, and failures.
- Identify potential partners for developing their own program.
- Using discussion, brainstorming, and mapping begin to design their own engagement program

6. The Innovative Library Classroom
Thursday, May 13, 2014
11:00-11:45 am
Invited Speaker: Courageous conversations worth having
(to strengthen instructional practice)
Carroll Wilkerson, West Virginia University
Young 302
This presentation will define a courageous conversation as “a dialogue that is designed to resolve
competing priorities and beliefs while preserving relationships” (Heifetz et al 2009, The Practice of
Adaptive Leadership, 304.) It’s a verbal exchange that you initiate with a co-worker, boss, personal
friend or family member. In a workplace situation, the person starting the conversation speaks with
honesty and authenticity to address issues of concern in the shared work
also speak in a candid manner. The session will offer topic suggestions for courageous conversations
and raise questions about how the practice of courageous conversations can help strengthen classroom
instruction and fortify working relationships with other teaching librarians. There will be time for
audience questions and practice framing some conversation topics we would like to have in the future.
Online info lit modules and English composition: An experiment in hybrid pedagogy
Kathy Shields, High Point University
Young 305
In Spring 2012, instruction librarians from the HPU Libraries partnered with English composition
faculty to study students' research habits. One component of this study was a series of online
information literacy modules, created by the librarians and embedded in Blackboard, that addressed
several of the learning outcomes for English composition. Using writing samples from the beginning of
the semester and the end, we looked at sections that had the modules, as well as those that didn't, to
determine if there was any noticeable effect on students' research habits. From what we learned, we
revamped our instruction sessions for English composition for Fall 2013, as well as the course guide for
these classes. In this presentation, we will discuss what we learned from the original research study,
how weapplied that information to the creation of new materials and assessment, and our experience
working with these courses again in Spring 2014.
Selfies in the stacks: Library instruction with Instagram
Lauren Wallis,
Young 311
Today’s college students love taking pictures of themselves--even in the library! Information literacy
instruction with Instagram gets students out of the traditional library classroom, engaging them
through active learning techniques and a fun, familiar social media platform. This presentation will
cover designing, facilitating, and assessing Instagram activities for library instruction. I will address the
nuts and bolts of planning Instagram activities, discuss how this type of instruction engages the ACRL

7. The Innovative Library Classroom
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Standards, and describe my experiences facilitating these student-led sessions.
Participants will engage in an Instagram activity similar to one I have used with students. After the
activity we will discuss the strengths and weaknesses of instruction with Instagram and identify ways it
could be successful at a variety of institutions. Attendees will come away from the session with concrete
ideas and tools for using Instagram and related social media platforms in a variety of library instruction
settings.
12:00-1:15 pm
Lunch
Young Lobby
During lunch, we will have a small number of “affinity tables” for people interested in discussing a particular
instruction topic or issue.
1:30-2:15 pm
Beyond the gold: Redesigning a successful information literacy
tutorial for a large first-year class
Jenne Klotz and Kathy Clarke, James Madison University
Young 302
James Madison University Libraries has a long successful history of collaboration with General
Education to integrate information literacy skills into the curriculum. Starting with a library skills
workbook in the mid-1980s, the library built a robust instruction program based on an asynchronous
experience in the first year followed by expert instruction in the majors in the upper level courses. The
online program, Go for the Gold, and its related assessment test, the Information Seeking Skills Test,
contributed to the JMU information literacy program receiving “best practice” designation. In 2011 the
Library Instruction unit began to rethink and redesign the first-year intervention. After 2 years the
Madison Research Essentials online course module and Madison Research Essentials Skills Test (M-
REST) were launched. Residing in the Learning Management System, Madison Research Essentials is
an interactive video based course. The M-REST is the related high-stakes assessment.
Don’t fear the data: Statistical literacy and information literacy instruction
Lynda Kellam, University of North Carolina-Greensboro
Young 305
In recent years, academic librarians have taken tremendous strides supporting researchers in managing
and collecting numeric datasets. At the same time, however, there is a need for libraries to support less-

8. The Innovative Library Classroom
Thursday, May 13, 2014
advanced users. Libraries are uniquely suited to helping these novice researchers discover, access, and
evaluate ready-made statistics, just as we help them discover, access, and evaluate other types of
information. No longer solely the purview of subject specialists and data librarians, this support can be
mainstreamed into wider reference and instruction activities. By doing so, we can expand the library’s
role supporting university-wide initiatives for increasing information literacy and improving critical
thinking skills to include support for statistical literacy. In this interactive presentation we will discuss
ways that instruction librarians can more directly address numeric information in library instruction
sessions and create engaging (and maybe even entertaining) activities for classroom integration.
Fad diets and evidence-based research: 3 mini case studies
in student-driven how-to research
Virginia Pannabecker, Arizona State University
Young 311
As a Health Sciences Librarian at a large public research university, requests for one off library sessions,
or online how-to support, to teach evidence-based practice (EBP) research skills are common. Having
mastered brief 'hands-on' activities to practice skills learned, I was ready to branch out, and so were
some faculty with whom I work, especially in the fields of Nutrition, Exercise, and Wellness. For Spring
2013 I am working with 3 faculty to try a pre-class assignment followed by a participatory hands-on,
student reporting (flipped) class session on: 1) finding the source of research reported in health news
articles, 2) identifying high level EBP research studies on a nutrition topic, and 3) exploring career and
research tools in Kinesiology. This session will include a brief overview of each case study with
participatory opportunities for all.
2:30-3:15 pm
Reframing the Standards: A call for a new approach to defining
proficiencies for instruction librarians
Candice Benjes-Small, Radford University and Rebecca K. Miller, Virginia Tech
Young 302
What does it mean to be an “instruction librarian”? Yes, it involves teaching students information
literacy skills, but so much else happens before, during, and after such sessions. The current ACRL
Standards For Proficiencies for Instruction Librarians and Coordinators provides a list of 12 categories
containing 41 proficiencies (with additional ones for coordinators). While valuable, we argue this
organization fails to capture the true expectations of our position. Being an instruction librarian
requires one to wear many hats: in addition to educators and instructional designers, we need to be
advocates, marketers, teaching partners, and project managers- just to name a few. We propose that we
borrow from the teaching frameworks used in Europe and Australia which arrange competencies by
domains based not on categories, but on roles. By emphasizing the different roles we must play, this
new framework would provide a more holistic and accurate view of “instruction.”

9. The Innovative Library Classroom
Thursday, May 13, 2014
Let the distance bring us together: Using concept-based videos
Jonathan McMichael, Julia Feerrar, and Amanda McDonald,
University of North Carolina-Chapel Hill
Young 305
Recent changes to the First Year Writing requirements and curriculum have presented R.B. House
Undergraduate Library (UL) at the University of North Carolina at Chapel Hill with a familiar higher
education logistical and pedagogical dilemma: how do you maintain the levels of personalization
necessary for successful learning environments in a model that is scalable to an increasing student
body?
With this in mind, we began a project in the fall of 2013 to reimagine our online tutorials as a set of
learning objects complementary to our classroom instruction. Literature on flipped classroom
principles and performance-based learning served as a roadmap while planning, developing,
implementing, and assessing these tutorials. The goal of this session is to show participants how the use
of concept-based tutorials with complementary classroom practices is a viable approach to creating a
21st century learning environment.
License to drive: Using Google Drive
Jenny Dale and Amy Harris Houk, University of North Carolina-Greensboro
Young 311
In this presentation, we will share our experiences with using Google Drive and its tools in the library
classroom. We have used Google Forms to collect student learning assessment data for several years,
and have recently experimented with using Google Docs to replace print worksheets in several
information literacy sessions. We will provide examples of Docs and Forms that we have used and will
ask participants to share their own experiences and brainstorm new ways to use these tools in the
library classroom. In keeping with our theme, we will share several of our own examples and will also
create and share a new Doc to capture the ideas that come out of the session. Participants can expect to
leave with practical ideas for using Google Drive in their information literacy programs, whether they
use these tools to encourage collaborative learning, collect assessment data, or try something else
entirely.
3:30-4:30 pm
Lightning Talks
Young 302
Cross-campus collaboration to produce Camtasia®-enhanced lessons to improve distance learning
Carole Porter and Laura Link, Jefferson College of Health Sciences
More and more programs of study are being offered as distance learning opportunities. This puts
libraries in an unique position to support their institution’s departmental needs to find better ways to
present material in an online learning environment. This is especially true for health science colleges
whose programs rely heavily on clinical instruction and hands-on experiences. In Spring 2013,
Jefferson College of Health Sciences (JCHS) Library, a branch of the Carilion Clinic Health Sciences

10. The Innovative Library Classroom
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Libraries, was offered an opportunity to assist the Medical Laboratory Science (MLS) program in
designing a Camtasia®-enhanced lesson to supplement the Phlebotomy lecture portion of students’
distance education. The JCHS Library provided the technical expertise necessary to produce and upload
the finished Camtasia® video project. Information gathered in a pilot study showed that the use of
Camtasia®-enhanced lessons could improve students’ understanding of techniques used in successful
Phlebotomy procedures. This successful collaborative project has served to not only further solidify the
JCHS Library’s relationship with another department, but also to provide an avenue in which to reach
out and offer similar support services to other College departments.
Minute to learn it: Integrating one-minute videos in information literacy planning
Rachel Lux and Lucinda Rush, Old Dominion University
As the prevalence of visual literacy in college-level assignments grows and students’ attention spans
continue to shrink, we continually look for instructional tools that engage millennials. Old Dominion
University Libraries developed a series of One Minute Tip videos that deliver 60 seconds of
instruction—adaptable to many formats (shown in traditional library instruction classes; incorporated
in distance learning information literacy sessions; shared via social media platforms; viewed
individually, etc.). By mixing pop culture references, sound effects and images with screen shots, pop-
up text, screencasts and more, the videos go a step beyond telling students about the services we offer
by showing quick tips for using tools such as the Discovery Service and Subject Guides and
understanding concepts including the Filter Bubble and finding reliable sources. Our Lightning Talk
focuses on content selection, writing instructional scripts, branding—and what we learned along the
way.
The retweet of academia: Using Twitter to improve information literacy instruction
Alexander Carroll and Robin Dasler, University of Maryland-College Park
Previous educational literature contends that undergraduate students need more basic instruction on
citation and plagiarism. Meanwhile, citation management systems such as EndNote Web, Zotero, and
Mendeley are becoming increasingly robust and sophisticated. As a result, libraries have begun to
create systematic support for integrating these software applications into their service offerings. The
confluence of these two trends suggests an opportunity for libraries to shift the emphasis of their
citation instruction. Rather than focusing on specific mechanics of citation styles, libraries can
emphasize instruction on the topics of plagiarism and citation more broadly. Librarians should use this
opportunity to develop new instructional models and pedagogical methods for delivering citation and
plagiarism instruction that have relevance for students today. By using Twitter to depict citations and
bibliographies as the “Retweet of Academia,” librarians can offer classic bibliographic instruction in an
innovative and exciting way.
Creating a colorful classroom: Bringing visual media and graphics into the information literacy
session
Liz Johns, Virginia Commonwealth University
Tired of your own text-based presentations and activities when teaching students basic information
literacy and research skills? Visual media and graphics can quickly and easily capture the attention of
your students in ways that you cannot always do on your own, and help students learn skills in a more
dynamic way. Traditional Venn Diagrams, text-based PowerPoint presentations and database walk-
throughs can be integral to teaching research skills, but as educators learn more about how people
learn, we know that these tactics don’t capture everyone. This presentation will cover various ways in
which instructors can use visuals to engage students and apply research skills. Examples provide new
ways for teaching skills such as keyword creation, evaluative criteria, and understanding various library

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and academic processes. Participants will engage with one of these examples during the talk, and see
how easy they can be to integrate into even the shortest information literacy session.
How to (and how not to) engage your students with popular culture
Craig Arthur, Radford University
Are you tired of those exceedingly disinterested expressions on students’ faces as you start your
instruction sessions? Integrating popular culture motifs, social media trends, and memes in your
classes encourages students to engage from the start.You do not have to be a popular culture boss to
pull this off. I will cover how and where to spot the next social media craze. The importance of
understanding the interests of the students we instruct when it comes time to pick a theme will be
addressed. What happens when your popular cultural references no longer have the cache they did just
a few months ago? Don’t worry, it happens and we will talk about it.
Whether it is Bitstrips, Hadoukening, Kimye, or cartoon character trash talk, incorporating popular
culture motifs, social media trends, and memes into your instruction sessions can help you meet your
students where they are.