Where Virtual Meets Reality: the Intersection Between Instruction and Our Virtual Campus Communities
This annual mini-conference offers librarians the opportunity to share their best practices, innovative pedagogy, and creative solutions with colleagues. SCIL Works 2018 will focus on the intersection between instruction and our virtual campus communities.
Friday, February 23, 2018
9:00 am - 1:00 pm PST
West Los Angeles College
Heldman Learning Resource Center
9000 Overland Ave
Culver City, CA 90230
$30 for CARL Members | $45 for Non Members | $15 for students
Parking: Daily parking permits are $2.00, and on sale at parking dispensers in all of the student/guest lots on campus. These machines do not give change nor accept coins. Please have two single dollar bills. The south parking structure is closest to the library.
9:00 - 9:45: Registration, Networking, Breakfast
9:45 - 10:00: Welcome
10:00 - 10:30: Research and Practice I
10:30 - 11:00: Research and Practice II
11:00 - 11:15: Break
11:15 - 11:30: Lightning Rounds
11:30 - 12:00: Research and Practice III
12:00 - 12:15: Closing remarks and evaluations
CARL is committed to providing reasonable accommodations to people with disabilities at all CARL-sponsored events. Please indicate your special needs or dietary requirements when registering or RSVPing to events. Requests for special accommodations must be received at least two weeks prior to the event.
SCIL would like to acknowledge West Los Angeles College Library for hosting this program.
Research and Practice
Tamara Rhodes (University of California San Diego)
Problem? Yo, I'll Solve It: Creating an Online Tutorial with LibGuides
Problem: After 5 quarters of library instruction in the same course, tweaking and modifying things along the way, the evaluations and research papers continue to say that students still aren't getting it and they want more individual time in the session. But we donít have the time!
Solution: A flipped classroom. To be more responsive at the outset to the changes to content and how it's presented based on feedback, an online tutorial was created in Libguides to test this flipped classroom solution.
Problem: Libguides limitations.
Solution: This presentation will tell you! Learn the challenges faced with creating a Libguides tutorial that is interesting, has active learning activities, and offers a decent design. Then, see the finished product and learn how those challenges were overcome.
Hannah Schilperoort (University of Southern California)
Attendance and Usage Data to Support the Integration of Information Literacy into the Required Curriculum in Online Education
The author provides an overview various methods for providing information literacy instruction to students in an online graduate program and shares attendance and usage data that points to integrating information literacy instruction into the required curriculum as the most effective method to reach students.
Anna Uribe & Jacline Contrino (Bridgepoint Education)
Using Student Feedback to Evaluate Tutorial Design
Effective user experience (UX) design is essential to students who study in an online environment. Learning objects need to address affective learning concerns such as tone and engagement as well as cognitive learning concerns such as usability. In this presentation we will outline the process of selecting design aspects for assessment and designing surveys to collect meaningful student feedback for library tutorials.
Liz Cheney, Tony Aponte & Doug Worsham (UCLA)
Flipping Engineering Information Literacy Instruction
The UCLA Science and Engineering Library (SEL) has a longstanding engagement with Engineering 183: Engineering and Society, which requires students to write an in-depth team paper on a current engineering ethics issue. Each class section would attend a library workshop to cover key learning outcomes. With growing enrollment, however, this model presented challenges for instructional staff.
Beginning in spring 2017, SEL addressed this issue by partnering with the team for Writing Instruction and Research Education (or WI+RE) to create instructional videos covering foundational competencies.
The videos also ensure that students receive a grounding in library research skills without devoting extensive class time to the basics, enabling librarians to make shorter visits to each section while addressing more targeted questions and more sophisticated research skills...
Rebecca Nowicki (Grossmont College)
Using Role Playing in Online Discussion Boards to Encourage Peer-to-Peer Learning
It can be difficult to get students to engage with each other in a meaningful way in an online environment. This lightning round presentation will discuss how to encourage peer-to-peer learning in online discussion boards by having students play the roles of both a teacher and a student within a discussion in order to learn from each other and encourage comprehension of the material discussed in the assignment.