OK-ACRL Repository - Annual Conference Proceedings

Permanent URI for this collection

https://hdl.handle.net/11244/338840

OK-ACRL holds an annual conference each fall where presenters share their knowledge and expertise as they pertain to library and information work for academic services. To see presentations by year, click "by Series" underneath the "This Community" tab.

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Now showing 1 - 16 of 16

Open Access
Academic and public library makerspaces’ online services and programs during and post-COVID
(2023-11-10) Jung, Yong
Open Access
Accessibility Quick Tips
(2023-11-8) Weber, Rebecca
Open Access
Defending the Freedom to Read: Policies, Procedures & Civic Engagement
(2023-11-10) LaRue, James
Author of On Censorship: A Public Librarian Examines Cancel Culture in the US (Fulcrum, 2023), LaRue has dealt with over 1,200 challenges in his career as a public library director and former Executive Director of ALA’s Office for Intellectual Freedom. This talk will focus on the four reasons library resources are challenged, what tactics are used to impose censorship today, and why public engagement is essential to challenge resolution.
Open Access
From Ph.D. to Library: Parallels and Divergences between Data Librarians and the Researchers They Serve
(2023-11-10) Kirsch, Danielle
One of many challenges for data librarians is bridging the gap (often as much physical as philosophical) between researchers and the providers of research-oriented services. Data librarians possess much of the knowledge and skills necessary to assist researchers throughout the lifecycle of their projects, providing assistance on everything from data management and sharing plans to the eventual archival of various research products. However, librarians and researchers do not always speak the same language or prioritize the same outcomes for research products. As someone nearing the completion of a Ph.D. in biology and serving as a Research Data Specialist in an academic library, I can contribute perspectives as both a researcher and research support staff. Using my own personal experience as well as evidence from empirical research, I will discuss problematic divides and promising overlaps between researchers and data librarians and recommend strategies for more effective cooperation between these two groups.
Open Access
Goldfish in a bowl: Teaching privacy literacy to undergraduates
(2023-11-10) Reiter, Holly
Free coffee in exchange for your personal data. Wifi that tracks your movements across campus. Apps that mine data across your device. For college students today, giving up personal data is simply the cost of being online, both for personal and educational purposes. And while students may care about maintaining their online privacy, many do not have the tools to practice good data privacy habits, because they simply have not been taught them. In this presentation, we will explore what privacy literacy is, why librarians are perfectly poised to offer data privacy instruction, and look at examples of data privacy lessons that the presenter has used in their own credit-bearing information literacy course.
Open Access
Internal Needs Assessments: A worthwhile endeavor?
(2023-11-10) Prescott, Carolyn; Isgrigg, Daniel; Sample, Angela
In 2020, the Oral Roberts University Library Needs Assessment Committee conducted six months of investigation, including an internal examination of the Library and an external study of Library resources, services, and staff. This Needs Assessment was unique in that a team of Library faculty and staff conducted it. Internal members of an organization rarely perform needs assessments for many reasons, including inherent bias and the potential distrust of those not on the assessment team. This process was complicated due to the COVID-19 pandemic during the period of data collection. The presenters will discuss the process, the benefits and some of the downsides of an Internal Needs Assessment. They will also describe how they navigated the tensions inherent in an internal assessment. Finally, they will present some of the recommendations that the Library has implemented. They will also explore some long-term benefits from a perspective three years later, and will discuss future plans.
Open Access
Internal Needs Assessments: A worthwhile endeavor?
(2023-11-10) Prescott, Carolyn; Isgrigg, Daniel; Sample, Angela
In 2020, the Oral Roberts University Library Needs Assessment Committee conducted six months of investigation, including an internal examination of the Library and an external study of Library resources, services, and staff. This Needs Assessment was unique in that a team of Library faculty and staff conducted it. Internal members of an organization rarely perform needs assessments for many reasons, including inherent bias and the potential distrust of those not on the assessment team. This process was complicated due to the COVID-19 pandemic during the period of data collection. The presenters will discuss the process, the benefits and some of the downsides of an Internal Needs Assessment. They will also describe how they navigated the tensions inherent in an internal assessment. Finally, they will present some of the recommendations that the Library has implemented. They will also explore some long-term benefits from a perspective three years later, and will discuss future plans.
Open Access
Leaving the Mess: Epistemology and Ethics in Media Literacy Instruction
(2023-11-10) Cannon, Kimberly; Rosser, Chris
“Authority is constructed and contextual.” Thus spake the ACRL Framework for Information Literacy (2016), an assertion that rightly guides information and media literacy instructors as we form and inform students, empowering them to navigate an ecosystem rife with mis- and disinformation. Yet as danah boyd famously argues in her 2018 SXSW EDU keynote, how we teach media literacy can become an “assertion of authority over epistemology” that undermines skills we intend to sharpen by not recognizing and valuing fundamental differences among how individuals within communities make sense of the world(s) we inhabit. Just as authority is constructed and contextual, so also are evaluation and interpretation, sense-making constructs that determine how, why, and where we consume and create information. boyd asks, “How do we teach across epistemologies?” At COIL 2023, Kimberly Cannon and Chris Rosser engage boyd and her critics to describe the mess of epistemology and ethics in media literacy instruction; we then suggest how instructors might leave the mess, offering strategies to promote community and trust deployed in an exemplar gamified media literacy course entitled Eat, Play, Love: Adventures in the Information Ecosystem. Participants will: 1) identify current challenges for media literacy instruction; 2) encounter gameful design as a pedagogical strategy for navigating challenges; and 3) be challenged to attend to how we think about and encounter other minds, whether mediated digitally or face to face. We believe our use of media and of devices that mediate a tethering of self to a world of others can initiate among us generative orientations necessary for human (well) being, even across epistemologies. Note: danah boyd does not capitalize her name, and we defer here to her preferences.
Open Access
Open Access Datasets from Federal Government Agencies
(2023-11-10) Reinman, Suzanne L.
The U.S. Government is the largest publisher in the world and produces primary source data and statistics. Federal information is open and free and without copyright. Data and data sets published by U.S. government agencies are open access and are available to researchers to use. Learn the key access points to finding federal data.
Open Access
Recruiting, Hiring, & On-Boarding Non-MLS Liaison Librarians: A Case Study
(2023-11-10) Robbins, Sarah; Schilling, Amanda
A case study of how the University of Oklahoma Libraries recruited, hired, and then on-boarded three Science Liaison Librarians who held advanced subject degrees but no Masters in Library Science. This study provides suggestions for modifying job postings, interview processes, and on-boarding to appeal to non-MLS subject experts and to fully inform them of the scope of liaison work. After providing a brief overview of our work, we will engage the audience in a facilitated conversation about the issue and potential impact for our profession.
Open Access
Redefining Traditional Library Space in Support of Digital, Media and Data Literacy
(2023-11-8) Davis, Melvin; Hughes, Jennifer; Resnis, Eric
Coastal Carolina University is constructing a new library while also planning a complete renovation of the old library. Space needs for emerging makerspace technologies, data visualization labs, and special collections compete as priorities against traditional facility usage designated for desktop computers and physical print collections. The presenters will share how they used years of qualitative and quantitative data to determine the best use and design of library spaces for 21st century learners.
Metadata only
SynthesAIzing Discoveries: Emerging tools for next-level research instruction
(2023-11-10) Hanegan, Michael; Rosser, Chris
Generative AI tools like ChatGPT are new and exciting, evoking buzz and triggering anxiety. What about less-known AI tools that synthesize information, tools with transformative potential for how we teach info and research skills? We approached an expert with our timely question: What do we need to know about how AI empowers research and sharpens information literacy skills? Our expert—an AI tool called Perplexity—responded by asserting that ChatGPT and other generative AI tools are “neither inherently good nor bad when it comes to finding and using information. Instead, they represent a new way in which we can interact with information.” Perplexity then centered the ACRL Framework for Information Literacy (2016), reminding us of the importance of understanding scholarship as an ongoing conversation; this, for us, begs a looming question: looming question: How do we meaningfully engage AI—and teach others to engage AI—as a conversation partner for next-level research? At the COIL Annual Conference, Michael Hanegan and Chris Rosser will introduce hearers to the potential of synthesizing AI tools like Perplexity for empowering learning and research, emerging tools that will profoundly inform new approaches to information literacy instruction. Our AIm is to equip instructors with tools and tactics for engaging synthesizing AI as a next-level partner for leveling up research.
Open Access
SynthesAIzing Discoveries: Emerging tools for next-level research instruction
(2023-11-10) Hanegan, Michael; Rosser, Chris
Generative AI tools like ChatGPT are new and exciting, evoking buzz and triggering anxiety. What about less-known AI tools that synthesize information, tools with transformative potential for how we teach info and research skills? We approached an expert with our timely question: What do we need to know about how AI empowers research and sharpens information literacy skills? Our expert—an AI tool called Perplexity—responded by asserting that ChatGPT and other generative AI tools are “neither inherently good nor bad when it comes to finding and using information. Instead, they represent a new way in which we can interact with information.” Perplexity then centered the ACRL Framework for Information Literacy (2016), reminding us of the importance of understanding scholarship as an ongoing conversation; this, for us, begs a looming question: looming question: How do we meaningfully engage AI—and teach others to engage AI—as a conversation partner for next-level research? At the COIL Annual Conference, Michael Hanegan and Chris Rosser will introduce hearers to the potential of synthesizing AI tools like Perplexity for empowering learning and research, emerging tools that will profoundly inform new approaches to information literacy instruction. Our AIm is to equip instructors with tools and tactics for engaging synthesizing AI as a next-level partner for leveling up research.
Open Access
Teaching Information Literacy Across Generations: Grandparent University at Oklahoma State University Libraries
(2023-11-10) Schovanec, Adam; Reiter, Holly
Grandparent University is a three-day experience for OSU alumni and their grandchildren to experience "college life" by living in a residence hall, choosing a "major," and attending "classes" and social events. In summer 2023, the OSU Libraries hosted a major, "Exploring the Modern Academic Library." As part of the major, a graduate student in Learning Design and Technology and former K-12 teacher teamed up with a librarian to present a session on information literacy. They faced the challenge of having to teach multiple demographics at the same time: grandparents, who ages varied widely, and grandchildren ages 10-13. This presentation will share how the session was designed and taught, as well as lessons learned through the experience.
Open Access
Teaching Research: Mind Mapping & Pathfinding Techniques
(2023-11-10) Owens, Michelle
Today's students need advanced information/data seeking and sorting skills to support their personal and professional writing and research. Mind mapping and pathfinding techniques help students conduct balanced analysis and reduce the tendency to cherry pick sources. This presentation will focus on teaching best practices and provide a resource list of free and low-cost tools for students and librarians.
Open Access
The Ultimate Power Couple: Academic Libraries and Institutional Research
(2023-11-10) Cundiff, Caitlin; Owens, Michelle
The Institutional Research (IR) department isn't just about accreditation and federal reports. From professional development and literacy instruction to surveys and assessments, the university research and accountability department(s) can be the Blake Lively to the academic libraries Ryan Reynolds. Join Michelle Owens and Caitlin Cundiff from OSUIT in talking about the many ways the academic library and IR department(s) can work together and become the "it" couple on-campus.