As I mentioned earlier, last week was a busy one in part because I was busy presenting at the Minnesota Library Association’s annual conference last week. It was a blast! The audiences were participatory and I learned a lot from my co-presenters in each presentation. What fun.
“The ACRL Framework for Information Literacy: What does it mean for instruction librarians?”
Presented by Iris Jastram (Carleton), Jason Paul (St. Olaf), and Rachel Weiss (Augustana), this presentation updated instruction librarians on the new (draft) Framework for Information Literacy from ACRL.
“Studying the Second Year: College Sophomores, Research Behavior, and Information Communication.”
Presented by Anna Hulseberg (Gustavus), Iris Jastram (Carleton), Heather Tompkins (Carleton), and Michelle Twait (Gustavus). this presentation combined Carleton’s Information Literacy in Student Writing project with Gustavus’ mixed methods study of sophomore research practices.
As it turns out, I’ll be presenting at MLA not once but twice this week, so if you’re headed there be sure to stop by and say hi!
First I’ll be part of a panel with Jason Paul of St. Olaf and Rachel Weiss of Augustana entitled “The ACRL Framework for Information Literacy: What Does It Mean for Instruction Librarians?” We’ll talk about weaving together your institution’s mission and the new (still draft) Framework for Information Literacy to create elements in your library sessions that move students toward greater competence with the core concepts of the Framework.
Then I’ll do a quick change and present with my colleague Heather Tompkins and with two colleagues from Gustavus, Anna Hulseberg and Michelle Twait, on a session entitled “Studying the Second Year: College Sophomores, Research Behavior, and Information Communication.” The Gustavus librarians have done some fascinating research into the behaviors of sophomores who are preparing research projects, and Heather and I have been part of our library’s Information Literacy in Student Writing (based off of sophomore writing). Put the two together and we suddenly know quite a lot about sophomore skills and habits when it comes to research.