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Virtual Conference Online Poster Sessions

Online poster sessions are available on-demand, and include PowerPoint presentations synched with audio. 

Campus initiative, Library Leadership: How a Library Led the Way for the Campus' TabletPC plan

In the Fall 2004 semester, Dakota State University began its wireless mobile computing initiative. Freshmen and sophomore students are required to use a wireless laptop with tablet functionality in all their courses. In combination with WebCT, the initiative precipitated students and faculty into a paperless learning environment. The library has been affected in two major ways: 1) library faculty are experimenting with new approaches to information literacy instruction to take advantage of the paperless environment and 2) library's physical space has changed. The presentation will include examine instructin gwith a tablet PC, before and after images, and a discussion about the change.

Learning Outcomes:

• Methods for incorporating learner-centered activities that take advantage of the mobility, pen capabilities that tablet PCs provide.
• Ideas for the development of a learning commons on a shoestring budget.
• Find out how one library coped with multiple campus factions to reach a positive outcome for student-centered learning.

Presenter(s): Todd Quinn, Dakota State University; Rise Smith, Dakota State University; Ethelle Bean Library, Dakota State University
Theme Track: Transforming Leadership

Building the Better Mousetrap: The Information Commons as an Agent of Change

This online poster session reports on the experiences of the Georgia Institute of Technology’s Information Commons as it explores the potential of the library Information Commons in facilitating and assessing student learning. It describes lessons learned, and what steps to consider in planning and staffing student-centered, integrated services facilities and resources. As an agent of change, the Information Commons redefines the library as an integral part of the instructional efforts of the university, and strategically aligns the library with the institution’s vision, mission, and goals. Learn about the primary organizing principles needed to provide a firm foundation for successful planning. Find out about challenges in staffing the integrated unit consisting of librarians, IT personnel, and hybrid information associates to provide 24/7 support of student learning. Hear about an approach for transforming the productivity theme of the Information Commons into a venue for academic support wherein information and computer literacy, and multi-media projects can be used to assess student learning, and provide useful documentation for accreditation reports, as well as funding requests to expand services.  Participate in a discussion board to ask questions and share your experiences.

Learning Outcomes:

• Discover how to describe the steps to consider in planning and staffing a student-centered information commons.
• Recognize the challenges in implementing an integrated service model for staffing in an information commons.
• Understand some of the ways the information commons can be used to assess student learning.

Presenter(s): Lori Ostapowicz Critz, Georgia Institute of Technology; Bob Fernekes, Georgia Southern University
Theme Track: Transforming Spaces

Hear, See, Do, and Learn! - Incorporating Multimedia Elements into an Online Library Research Skills Course

University of Maryland University College (UMUC), a global provider of distance education, requires all new graduate students to enroll in and pass successfully within their first six credits an online course on library research and information literacy skills. In fall 2005, librarians worked with a team of desktop publishers, video production staff, course developers, and programmers to update the course and make it more relevant to students with increasingly varied learning styles. Among the components added were a series of video vignettes to introduce each lesson, multimedia presentations illustrating key concepts, and interactive exercises to allow student mastery of critical skills. An accompanying game will be completed in the spring. View examples of the multimedia products created, discuss the advantages and challenges encountered with each format, and hear strategies for incorporating multimedia elements effectively within course content. Tactics for working efficiently with a diverse creative team will be highlighted; however, practical suggestions for the solo librarian will be covered as well.

Learning Outcomes:

• Identify various learning styles and multimedia course components appropriate to each style.
• Understand the advantages and challenges of different multimedia approaches in providing information.
• Incorporate multimedia elements effectively within course material

Presenter(s): Julie Arnold, University of Maryland University; Diane Fishman, University of Maryland University; Caroline Gillespie, University of Maryland University College
Theme Track: Transforming Teaching and Learning

Social Bookmarking: What are the Implications for Teaching and Learning

The central concept of social bookmarking is the ability to create online communities of knowledge among people with similar interests. Social bookmarking systems are web-based services that allow users to save Internet resources including web pages, text, graphics, and photos, and organize the resources by tagging them with freely chosen keywords and sharing their bookmarked resources with others. How will social bookmarking affect scholarly communication and the way we gather information as this emerging technology gains followers? Searching what others have tagged is a new method to conduct research and can lead to serendipitous discoveries of information. However, since the use of personal tags as a classification system (folksonomies) reflects the values of a community of users, there is a risk of presenting biased perspectives and false information. Does this democratic form of sharing information further weaken information literacy since authority and reliability are less important?  How might this impact the design and nature of catalogs and databases? What effect might these community driven applications have on teaching and learning? This poster session will detail the concept of social bookmarking and explore its possibilities. While social software is still unproven for promoting knowledge sharing and collaboration, it has tremendous potential to further enchance student-centered learning and increase online educational engagement.

Learning Outcomes:

• Learn about new online information management software and how it works.
• Examine how this will potentially impact libraries and information literacy.
• Explore the implications for transforming teaching and learning in higher education.

Presenter(s): Cathy Carpenter, Georgia Institute of Technology Library; Brian Mathews, Georgia Institute of Technology Library
Theme Track: Transforming Teaching and Learning

Film-making in the Classroom: Aligning Information Literacy Standards with the Film Production Process

Today's students, or Generation Y, are often described as computer savvy and multimedia driven. While there is still some debate about how technologically literate our students are, they do expect access to and use of technology in the classroom. Often in the classroom, movies are used to analyze, critique, and explore aspects of society and the human condition as well as investigate innovative and groundbreaking uses of technique and process for film creation. With easier access to film-making software and digital video equipment, film-making projects can be incorporated into almost any type of course. The Purdue University Libraries is adapting the process of film production in its efforts to promote information literacy and technology. Attendees looking for a unique application of technology with information literacy efforts will be able to use this presentation as a springboard for their own programs. Looking at the ACRL Information Literacy goals and standards, this presentation will show attendees how to align the film-making process with those goals and standards. The work being done to integrate film-making into the Libraries GS 175 Information Strategies course, along with other courses and programs across the university, will be used as an example of successful integration.

Learning Outcomes:

• Identify the general film-making process.
• Correlate information literacy goals with film-making projects.
• Establish criteria for a film-making project such as identifying available digital video technology and applications.

Presenter(s): Jennifer Sharkey, Purdue University Libraries
Theme Track: Transforming Teaching and Learning

Streaming Video for Library Instruction: Virtual Information Literacy at CU-Boulder’s Engineering Library

As research library collections become increasingly electronic and digital, library services are following suit. Reference is being increasingly provided in virtual media, such as email and chat software, and instruction is moving online as well; the use of web-based tutorials and streaming media technologies is becoming more prevalent. This poster session will describe the University of Colorado at Boulder Engineering Library’s efforts to provide virtual instruction by using a streaming video application in a hybrid virtual-physical classroom, and compare it to other libraries’ initiatives. Find out what the library has learned relative to the design and implementation of the instruction, hear a preliminary analysis of students’ perception of library instruction via streaming video, and hear suggestions of what future research might be conducted to guide the use of such technologies toward their most effective form.

Learning Outcomes:

• Learn about one library’s efforts to provide online video instruction, and about other libraries similar efforts.
• Learn how students perceive the effort through an initial survey result collection.
• Learn the pedagogical issues associated with the use of streaming video in education

Presenter(s): Jack M. Maness, University of Colorado
Theme Track: Transforming Teaching and Learning

Gonna Change My Way of Thinking: Blogging in Education

Blogging in an educational setting (i.e., edublogging) is a relatively new concept, and the realized potential of this tool is still very much in its infancy. Educators are feeling pressure to be accountable for their education initiatives and are exploring new ways to engage students in the learning. Students, particularly those born between 1980 and 1994, are coming into the classroom with a certain set of technological skills (Carlson, 2005). Educators are investigating the use of blogs as a way to connect to this new generation, which is sometimes referred to as the Millennials (Oblinger, 2003). At this time, a number of educators have seen the possibilities associated with the integration of blogs and blogging activities into the curriculum. Edublogging appears to have the potential to support the development of reflective learning skills, foster collaboration, and encourage students to take ownership of their learning. The hope is that edublogging will empower students to assess their own understanding and extend their learning beyond the walls of the classroom. This online poster session will examine some of the current uses of blogs in education, issues associated with its use in this environment, and future innovations that may impact the field.

Learning Outcomes:

• The use of blogs in an educational setting.
• Reactions to the technology by teachers, students, and administrators.
• Issues and concerns surrounding the use of this type of tool; and the potential transformations edublogging may have on student learning.

Presenter(s): Sharon Stoerger, Indiana University 
Theme Track: Transforming Teaching and Learning

Wikis As Training Tools

We regularly read articles about wikis (particularly Wikipedia), yet many of us have not had the opportunity to use the emerging technology. Using the wiki that the presenter has created for her student employees, this poster presentation will explain how to set up a wiki, how to use one for student training, and how wikis can be repositories for all information about a student’s job. The presentation will also explain how students can use wikis to ask questions and take ownership of their job. The presentation will conclude with a discussion of how wikis can be applied to other areas of library service as a teaching tool.

Learning Outcomes:

• Learn how to use find and use wiki software.
• See how a wiki can aid in asynchronous learning.
• Discover how to apply concepts illustrated in this presentation to other learning situations (information literacy classes, reference, etc).

Presenter(s): Lauren Pressley, Wake Forest University
Theme Track: Transforming Teaching and Learning

Linking the Education Continuum: The IUPUC Library Experience

The Indiana University-Purdue University Columbus (IUPUC) Library recently moved into a new facility that brought with it new partnerships, clientele, and perspectives. Columbus, Indiana and its surrounding communities have struggled with increasing the educational attainment of their citizens. From this struggle came the idea of a Columbus Learning Center (CLC) that would provide seamless educational services for all learners. As part of this initiative, the IUPUC library merged its collection and services with Ivy Tech Community College (ITCC) in the Center for Teaching and Learning (CTL), the centerpiece of the CLC. An integral part of the success of this enterprise has been the creative use of technology, space, and staffing, and the synergies they create. The CTL features a unified service desk offering library services and tiered information technology support. The facility also includes an Information Commons with multimedia and collaborative computer workstations. The CTL staff, including both librarians and non-librarians, provides technology and information instruction services to IUPUC, ITCC, and Pre-K-12 teachers. This session seeks to provide examples of successful uses of technology and organizational cooperation that will help you envision innovations your own institution might undertake to enhance the local education continuum.

Learning Outcomes:

• Evaluate pros and cons of IUPUC’s partnerships to identify possible collaboration partners their institutions might engage to strengthen educational initiatives within their community.
• Use the example of Columbus, Indiana to identify any gaps in their local educational context that their institutions might be able to help fill.
• Identify ways in which technology can enhance cross-institution collaborations.

Presenter(s): Emily Dill, Indiana University-Purdue University Columbus, Steven J. Schmidt, Indiana University-Purdue University Columbus
Theme Track: Transforming Thinking, Culture, and People

Using an Online Environment for a Long-Term Collaborative Writing Project

In October 2005, nine Librarians from six universities began using the free Imeem online environment to collaborate on a book-writing project that would span a fourteen-month period.  Hear a description of the case study along with visual screenshots, an online bibliography, and a podcast for download. The presenters will examine the use of Imeem as a tool for:
--Project Management. The book co-editors used Imeem as one method of communicating with several chapter authors during the writing and revising process. In particular, the Forum, Secure file-sharing, and Chat features were used to good advantage.
--Professional collaboration. The co-editors used the Blog, Forum, and Podcasting functions to share relevant information with other authors, such as upcoming conference announcements, pertinent articles, and news items. This use of Imeem spawned several new collaborative projects, including this poster session.
--Professional networking. Imeem provided all project participants with a new, interesting, and non-traditional networking opportunity. The authors will discuss the balance of using very casual, less-professional online tools (personal photo albums, blogs, and chat features) to build professional connections online.

Learning Outcomes:

• Understand the basic definition and potential of online collaborative environments, and several basic technologies currently used in these environments and favored by today's 'Net Generation.
• Understand the potential interplay between several common online tools.
• Be able to identify issues of professionalism related to using these tools and environments.

Presenter(s): Joe M. Williams, North Carolina State University; Susan P. Goodwin, Texas A&M University; Jennifer Sharkey, Purdue University Libraries
Theme Track: Transforming Thinking, Culture, and People

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