WILU 2018 – Atelier annuel sur la formation documentaire // WILU 2018 – Workshop on Instruction in Library Use

Permanent URI for this collectionhttps://hdl.handle.net/10393/37601

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Assessing IL Outcomes: From the Standards to the Framework
(2018-06-07) Blair, Joanna
This session will describe the lessons learned from a cohort study of IL skills framed by the ACRL Standards and how the study shaped Seneca Libraries’ decisions in selecting an assessment tool for the ACRL Framework. Challenges will be discussed about assessment in the College environment and with Threshold Concepts.
If You Give a Health Professional a Webinar: Launching an Information Literacy Webinar Series to Health Professionals Throughout the Province of Manitoba
(2018-06-06) Dingwall, Orvie; Babb, Maureen
Recent advances in technology have allowed the MHIKNET library service to offer free information literacy sessions to health professionals throughout Manitoba. This new education series has helped health professionals turn evidence into action and enact positive change in healthcare. We describe the road to creating a successful virtual education series.
Student Attendance at Library Workshops: What the Data Tells Us
(2018-06-06) Witherspoon, Richelle
What makes students come to workshops, and what can we do to increase their numbers? This presentation describes a study that compiled data from workshops across Canada and the US in order to determine the factors that influence student attendance at library and support workshops. Best practices will be discussed.
Not Another Fake News Lesson Plan: Inspiring Critical Information Literacy
(2018-06-08) Craig, Romany; Wiebe, Tara
Critical Information Literacy pedagogy challenges us to create an authentically student-centered learning experience. This session explores a lesson plan used in two undergraduate courses that intentionally avoided use of checklists and acronym based models to allow connection of lesson content to life experience, learning from peers, and asking important questions.
Information and Digital Literacies as Foundation of Digital Strategies
(2018-06-06) Beaudry, Guylaine
Information and digital literacies are the foundation of any digital strategy. Libraries and librarians have a leading role in the development and implementation of the digital strategies in their institutions. The founding and centuries-old values of our profession must continue to guide our work in this period of transition, during which it may be tempting to confine ourselves to the roles of the past. In each of our institutions, all librarians have the responsibility to engage, lead and act, while ensuring constant dialogue with their users. Beyond digital collections and new types of spaces, it is on the renewal of our services that our institutions and our users will judge our ability to turn information into action.
Information Into Action? Reflecting on (Critical) Practice
(2018-06-08) Nicholson, Karen
Librarianship is a practical, efficient, and results-oriented profession. We’re about saving the time of the user, evidence-based practice, and action-oriented research. We rely heavily on metrics to demonstrate our impact—and our value. At the same time, our focus on turning “information into action” may undermine our professional values and pedagogical goals. The condensed information literacy one-shot, abbreviated how-to video, and perfunctory evaluation checklist promote surface learning and the uncritical consumption of information. The use of metrics is arguably more about making claims for the continued relevance of the library—and the librarian—than it is about facilitating student learning and retention. What other models and options exist to foster a more ethical practice and inclusive information literacy classroom? This keynote will explore the tensions between action/reflection, practice/theory in the context of the information literacy and professional practice.
Building on First-year Students' Information Seeking Strengths: How Their Life-research Experiences Can Inform FYE Library Instruction Curriculum
(2018-06-07) Cox, Emily; Lenker, Mark; Pashkova-Balkenhol, Tatiana
Do you want to design information literacy curriculum with students’ strengths in mind? Join us as we present findings from interviews with first-year students across four different institutions. First-year students possess considerable research savvy because of their life-research experiences. Learn how to leverage their experiences for instruction based on strengths!
Les bibliothèques collégiales québécoises et la formation documentaire
(2018-06-06) Champoux, Anne-Frédérique; Poirier-Rouillard, Valérie
Anne-Frédérique Champoux, animatrice du Regroupement des bibliothèques collégiales du Québec et membre de son comité sur la formation documentaire, vous parlera des projets réalisés par le comité : portrait de la formation documentaire dans le réseau collégial, répertoire des bonnes pratiques, compétences informationnelles dans les programmes collégiaux et bonnes pratiques de collaboration.
Lost in the Funhouse: Reflections on Teaching a Course about Reflections on Learning
(2018-06-07) Bergart, Robin; Parlette-Stewart, Melanie
How can we challenge students to take a more critical view of learning, and develop their metacognitive abilities? We share our Framework-inspired semester-long course. You will try some of the reflection exercises we used and discuss the value of such exercises and their relevance to the Framework.
Building Competencies, Connections, and Persistence with First-generation Students
(2018-06-08) Bryant, Amy; Leuschke Blinn, Kate
Based on concern for the success of first-generation students, librarians created a first-year information literacy program in which cohorts practice critical learning skills, develop multimedia literacy, and grow positive relationships with each other and the campus. As evidence of the program’s impact we will share student digital reflective stories.
Real or Fake? Helping York University Spot Fake News
(2018-06-07) Bury, Sophie; Poon, Amy; Jon, Genny; Duerr, Peter
Concerned about the proliferation of fake news, York University Libraries developed programming to empower individuals to critically reflect on the news they encounter. The panelists will share their experience creating a Fake News LibGuide, themed book displays, a social media campaign, a panel discussion, and media literacy workshops.
Hands-on in the Archives: Lessons Learned from Teaching with Online Exhibits
(2018-06-06) Simpkin, Sarah; Watson, Jada; Gélinas, Karine; Aksim, Mary; Lafleur, Roxanne
Over the past few years, digital exhibit-based courses have been growing in popularity at the University of Ottawa. In this session, you’ll hear about the challenges and rewards of teaching with digital exhibits from the perspectives of library staff, faculty, students, and community partners.
Learning Information Literacy Skills: A Wild Goosechase?
(2018-06-07) Bebbington, Sandra
Goosechase is an app where “scavenger hunt” like activities are created. Participants complete a series of interactive missions to receive points. This gamified approach to learning allows students to transfer knowledge into new contexts. Missions allow for reflection, critical thinking and self-assessment. Secondary/post-secondary student’s activities and reflections will be shared.
Using Intrinsic Motivation in Guided Discussions: Promoting Critical Interactions with Information Sources
(2018-06-06) West, Brandon; Witt, Alan
Getting past the students’ blank stares to have an engaged classroom discussion can be difficult in library instruction. This presentation explores how we set up an activity to foster intrinsic motivation and engage students in meaningful debate using the information sources they locate.
Teaching Tension: How Exploring the Tension Between Objectivity and Social Construction Can Enhance Information Literacy
(2018-06-07) Taylor, Dom
The tension between objectivity and constructiveness in relation to truth and knowledge is hotly debated in information literacy. This tension is, in fact, a positive force in information literacy instruction. Rather than be resolved, this tension ought to be leveraged to generate critical and iterative thinking in our students.
Plickers et Aurasma en action: développement des compétences informationnelles
(2018-06-06) Bendifallah, Fouad; Del Valle, Irazema
L'utilisation des applications Plickers et Aurasma, technologies simples et efficaces, pour développer les compétences informationnelles chez les utilisateurs. De plus, l’utilisation de la littérature jeunesse et les applications technologiques afin de sensibiliser les usagers au sujet de l’identité et la citoyenneté numérique.
Academic Integrity for Graduate Students: Listening to International and Indigenous Voices
(2018-06-07) Rodgers, Wendy; Alcock, Erin
INTG 100A/B, an online course developed and taught by librarians, is mandatory for all first-year undergraduates at Memorial University, and has led to the initiation of a similar graduate course. Find out how the developers plan to incorporate the voices of international and indigenous students into both courses.
Le rôle des bibliothécaires dans le créacollage numérique des étudiants universitaires
(2018-06-06) Pouliot, Jean-Philippe; Peters, Martine; Gervais, Sylvie
Notre communication porte sur le rôle des bibliothécaires dans le processus de créacollage numérique utilisé par les étudiants universitaires pour créer leurs travaux. Des données issues d’un questionnaire administré dans six universités québécoises à l’automne 2017 seront présentées.
Embedding Librarians in the Undergraduate Research Methods Classrooms for Student Success
(2018-06-08) Rusk, Faith
A research librarian and a political science professor conducted a collaborative study examining the impact and affordances of embedding a reference librarian in an undergraduate research methods course in political science. The presentation will detail the process and findings of the study, which suggest a positive impact on the students.
Critically (Re)Envisioning Graduate Research Orientations for the 21st Century
(2018-06-07) Reyes, Betsaida M.; Maxson, Bronwen K.
Reflecting on focus group data, librarians (re)envisioned the research orientation into a series of workshops to incorporate scholarship from beyond the global north, critical aspects of conducting research at the graduate level, and leveraging available and unique resources. Revitalize your praxis and help students succeed in the global knowledge economy.

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