Innovation Award Winners


Innovation Award Winners


Gregory (Mike) Hagedon, senior applications systems analyst/developer, and Leslie Sult, instructional services librarian, both of the University of Arizona Libraries, for their work on the software Guide on the Side, which helps instruction librarians create tutorials for database instruction. (Press Release)


Joshua Vossler, Coastal Carolina University and John Watts, Webster University, for for their work on a series of information literacy videos, a collaborative professional development project created in cooperation with Coastal Carolina University’s First Year Experience Program and designed to introduce first-year students to fundamental information literacy concepts (Press Release)


Kimberly Davies Hoffman, Associate Librarian for Reference and Instruction, and Michelle Costello, Reference/Instruction, Education and Instructional Design Librarian, at the State University of New York (SUNY) at Geneseo for developing LILAC (Library Instruction Leadership Academy), a collaborative professional development project designed, organized and delivered by regional K-12, community college and college/university librarians (Press Release)


Nancy Goebel, Head Librarian, and Dylan Anderson, Web Applications Specialist, at the University of Alberta Augustana Campus for developing WASSAIL, an information literacy assessment project. (Press Release)


Abby Clobridge, Associate Director for Research & Knowledge Services at the Harvard Kennedy School of Government  (formerly Digital Initiatives Librarian, Bucknell University) and David Willson Del Testa, Assistant Professor of History for their World War II Poster Project.

In an effort to find creative ways to develop students' research, information literacy, and technology skills within the context of a course, librarian Clobridge and history professor Del Testa developed the World War II Poster Project as a six-week learning module embedded in an introductory history course, History 100, Thinking About History. For the culmination of their course, students wrote papers and built a small, publicly available repository of digital images of the posters and notes about their research. The best student papers are included in a digital library at Paper and Pixels.


Susan Sharpless Smith, Information Technology Librarian, Wake Forest University for the Embedded Librarian project.

In summer 2007 Susan Sharpless Smith was the "embedded librarian" for Wake Forest University's experimental Sociology course, Social Stratification in the Deep South url:, where students and faculty traveled for a little over two weeks on a bus, visiting cities in Alabama, Mississippi and Louisiana and exploring the region's social, political and economic issues. While they were on the road, Smith provided technological, instructional and research support in setting up the course web page, teaching students how to use web 2.0 technologies for their course journals, and assisting them with their research projects. Susan Sharpless Smith's contributions were integral to the success of the course. The Embedded Librarian project gives our profession a solid model for true collaboration between librarians and faculty.


Community Workshop Series, University of North Carolina, Chapel Hill

The University of North Carolina at Chapel Hill Library’s Community Workshop Series brings information literacy programming into the community through a partnership between the University Library and four local public libraries. Making the project especially compelling, it accomplishes this valuable aim while also incorporating instructor training for graduate students in UNC’s LIS program, and service learning opportunities for UNC undergrads.


University of Rhode Island -“Issues of the Information Age: A Series of Continuing Public Forums at the University of Rhode Island”
"Issues of the Information Age: A Series of Continuing Public Forums at the University of Rhode Island" represents a collaborative, creative, and adaptable, approach to educating our students and communities about the economic, legal, social, and ethical dimensions of living in the information age. The award-winning project allows multiple sections of the Introduction to Information Literacy course to meet together and study an important issue with faculty, guest speakers, and the community. The University of Rhode Island team consists of Mary MacDonald, project chair and associate professor librarian, reference and information literacy; Jim Kinnie, assistant professor, University Library, humanities reference and bibliographer; Amanda Izenstark, lecturer; Brian Gallagher, lecturer; and Peter Larsen, assistant professor, University Library.


Library Prize for Undergraduate Research, University of California, Berkeley
The Library Prize for Undergraduate Research recognizes excellence in undergraduate research projects that incorporate the use of library collections and demonstrate sophisticated information literacy skills. Along with the research paper and a letter of faculty support, students must submit a research essay that describes their research process. A committee made up of teaching faculty and librarians reviews the submissions and selects the winners using criteria based on established information literacy standards. Along with the publicity and annual campus award ceremony, the library exhibits highlights award winning projects throughout the year. More information about the Library Prize is available at:


University of Michigan University Library's Instructor College
The Instructor College is a comprehensive and focused staff development program designed to strengthen the instructional skills of library staff through an ongoing, in-house professional development program. Grounded in an ongoing needs assessment process, the Instructor College provides programs and workshop designed to meet the specific continuing education needs of the University Library’s instruction staff. The program makes efficient use of resources by taping into in-house and on-campus expertise and by developing an ongoing, systematized, in-house curriculum for all instruction staff. The program not only is an invaluable resource for library staff but also sends a strong message to the whole campus that librarians care about teaching. The program can serve as a model for other libraries, including regional consortia of libraries. Components of the program can serves as models for libraries of any size.


Ross LaBaugh, Coordinator of Library Instruction at California State University-Fresno, for InfoRadio.
InfoRadio is a series of radio features designed to teach information competency skills to college and university students. Similar to National Public Radio information programs like A Moment in Time and Star Date, InfoRadio spots are about two minutes long and focus on a specific reference tool, Web site, or research skill. Airing on the CSU-Fresno campus radio station, InfoRadio features are available to libraries throughout the CSU system and libraries outside the CSU system can purchase the series. More information about InfoRadio, including transcripts and audio samples, are available on the InfoRadio web site,


Randy Burke Hensley, Public Services Division Head; Professor Margit Misangyi Watts, Director of Freshman Seminars/Rainbow Advantage Programs; Ross Christensen, Humanities Librarian; and Vicky Lebbin, Social Sciences Librarian at the University of Hawaii at Manoa for their Library and Information Science course, LIS 100, "Libraries, Scholarship and Technology".
This course developed by the University of Hawaii at Manoa team serves as a model of learning community design as well as collaborative instructional design. LIS 100 is a foundational course for first-year students that places information literacy within the framework of scholarly communication and presents technology as a tool for finding and using scholarship. Students gain an understanding of the university as a creative institution and an appreciation of its history, purpose, and methods of inquiry.


Elizabeth Dupuis, Clara Fowler, and Brent Simpson of the Digital Information Literacy Office at the University of Texas at Austin for TILT [] (Texas Information Literacy Tutorial).
TILT represents an outstanding model of online pedagogy in the new age of distributed learning. The design incorporates many levels of cognitive and affective objectives as well as critical thinking skills within the framework of a truly interactive and personalized learning environment. The focus on fundamental concepts and transferable skills has allowed many institutions to incorporate TILT as a supplement to existing programs without modification. TILT also embodies best practice in undergraduate education with its emphasis on prompt feedback to students as well as program administrators. Among the many exceptional features of TILT, the Committee members were especially impressed with the following features: 1) TILT successfully reflects sound learning theory based on Bloom's Taxonomy of Education Objectives; 2) TILT is not limited to a specific institution or resource so TILT can be, and is, used by many other libraries; 3) TILT successfully allows for transferability of research and critical thinking skills; 4) TILT is flexible and provides a truly interactive and personalized learning environment; and 5) TILT includes wonderful and appropriate use of graphics and humor designed for its target audience.


Education Project Team (Laura Bender, Ann Eagan, Louise Greenfield, Cathy Larson, Claire Macha, Judy Marley, Jeff Rosen, and Karen Williams) for RIO (Research Instruction Online) at the University of Arizona
RIO ( is a program of Web-based tutorials designed to help students learn how to find and evaluate information. Through its foundation in information literacy competencies, its structure and design, its effective use of graphics, and a strong evaluation component, RIO helps students develop an integrated set of skills to be used in complex information environments. It is particularly notable for the way in which it took advantage of usability testing in its development, its excellent design, its ease of use and clarity of language, its adaptability to a variety of instructional settings - from course-related instruction to reference service to just-in-time research assistance, and for the way in which it was introduced and marketed to the university community. The Education Project Team was assisted by three University of Arizona School of Information Resources and Library Science interns - Jerrilyn Blackman, John Olsen, and James Tyler - in the development of RIO.


Nancy E. Adams, Lothar Spang, Nan Blackwell, Juliet Mullenmeister, and LaVentra Ellis for their program "Health Sciences Information Tools 2000" at Vera Shiffman Medical Library at Wayne State University, Detroit, Michigan.
The Health Sciences Information Tools 2000 program is offered to 11th and 12th grade high school students who attend the Detroit Public Schools' Crockett Career and Technical Center and the HEART Academy. The students receive instruction in how to find, evaluate, and present health-related information using the tools and resources they will encounter in their future allied health careers. Nancy E. Adams and her instructional team have developed a model program that enables students to use an academic library as the setting for developing information literacy skills. The program recognizes the critical need to prepare students for the workforce of the 21st century, while encouraging them to develop an appreciation for the wealth of resources to be found in libraries. The American Honda Foundation of Torrence, California is the funding agency for Health Sciences Information Tools 2000.


Debra L. Gilchrist and Kyzyl Fenno-Smith for their program "An Abilities Model of Library Instruction" at Pierce College, Tacoma, Washington.
Debra L. Gilchrist, director of library/media services, Pierce College, and Kyzyl Fenno-Smith, instruction librarian at Pierce College played a leading role working with faculty to create and implement an Information Competency Curriculum at their campus. The program addresses instruction with a focus on student ability through the use of model learning objectives. In the Information Competency Curriculum, five abilities--information competency, multiculutralism, critical thinking/problem solving, effective communication, and citizenship/responsibility are used by the faculty in an integrated curriculum. The "Abilities Model of Library Instruction" places the learner and the learning process at the center of the instructional program. Gilchrist and Fenno-Smith have presented their "Abilities Model of Library Instruction" at the LOEX Library Instruction Conference (May 1996), LOEX of the West (June 1995), and at the ACRL Instruction Section program during the ALA Annual Conference (June 1995).


Patricia Carroll-Mathes for the Collaborative Information Literacy Project at the Macdonald DeWitt Library of Ulster County Community College, Stone Ridge, New York.
The Collaborative Information Literacy project encourages classroom faculty to teach a one-credit information literacy course initiated by and developed collaboratively with Patricia Carroll-Mathes, Head of Instruction at the Macdonald DeWitt Library of Ulster County Community College ... Faculty teaching this course can then easily incorporate information literacy components into their other course offerings, potentially transforming the College curriculum. Many faculty members at the College have already completed the training program for this innovative effort and a number have taught the course. Ms. Carroll-Mathes and other instructors from the Macdonald DeWitt Library will be training other librarians in the region about teaching electronic informat ion literacy, through a LSCA title III grant awarded to the Southeastern New York Library Resources Council.


Paula Walker, Andrea Bartelstein, Theresa Murdock, and Anne Zald for the UWired Freshman Interest Groups (FIGS) at the University of Washington.
The " UWired Freshman Interest Group project is a unique, exciting experiment in collaboration through the use of electronic technology ... the importance of technology is placed in the context of utilizing it for academic purposes rather than teaching it as an end in itself."


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