Ask the Better Question: Using Bigfoot to Introduce Constructive Approaches to Authority

Librarians know that authority is constructed and contextual, but getting our students there can feel as elusive as Sasquatch himself. Our Bigfoot-themed classroom activity pursues a strengths-based approach, challenging increasing incredulity for new information and checklist research mentalities among our undergraduates. It asks students to ignore the good source/bad source dichotomy in favor of the question, What can I learn from this source? . This session will explain how we started with the BEAM rhetorical framework, showcase our materials and method, and discuss our love of Bigfoot as an accessible topic for students learning to challenge their existing mindsets. Participants will: Contrast a positive constructive approach to authority in information sources with the more common deconstructive methods of evaluation. Engage with a specific classroom activity to consider how they might use a similar approach in their own instruction. Consider the benefit of using fantasy example topics in classroom activity and demonstration

Decoding Virtual Reference: Using Chat Transcripts to Guide Usability Testing and Improve Web Design

This paper seeks to support user-centered library website design by exploring a low-effort strategy for identifying patron needs and the natural language used to describe them. The literature review cross-references library literature on chat reference with broader studies on website navigation and cognitive modeling, and briefly reviews other studies that have used chat transcript analysis as a usability tool. Word count analysis of two terms of chat reference transcripts showed several trends in patron language, particularly highlighting the benefits of usage-based navigational design. Recommendations for further usability testing are offered, as is an analysis of the method as a starting point for busy libraries

COVID and Sasquatch and Wildfires, Oh My! : The Surprising Success of an Asynchronous Event for First-Year Students

Mysteries of Murdock began as an in-person Pacific Northwest themed mythbusting event for first-year students, helping them feel comfortable in library facilities and with library resources. In light of Fall 2020, we were challenged to reach this population with an excellent online alternative. This lightning talk will share our experience from iterative project management to goal setting to “event” hype. We’ll share our final product as well as brief insights from our assessment data. Attendees will leave understanding how asynchronous events fit in their toolbox of library programming and what elements are critical to making those events high-impact and successful. Jenny Bruxvoort is a Research & Instruction Librarian at George Fox University, where she heads library efforts to enhance First Year Experience and serves several undergraduate programs in the humanities and social sciences. As the First Year Experience Librarian, her focus is on introducing students to the library in fun and engaging ways, empowering them to use the library as they need it. Her academic research centers on libraries’ contribution to student success and retention. In recent years, she has presented at library conferences on the representation of libraries and librarians in college textbooks and helped to build the Mysteries of Murdock first-year-student event at Fox. She has expertise in practical library assessment, information literacy, and research in the social sciences. Kate Wimer is a Research & Instruction Librarian at George Fox University. In addition to serving the Portland Seminary and several undergraduate programs in the humanities and social sciences, she coordinates library outreach to all levels of the university. She is fascinated by the crossover between instructional design and usability approaches, and is currently considering ways that website design and other asynchronous library experiences can support the development of critical thinking skills in unmediated virtual spaces. As a recent transplant to Oregon and the newest librarian at Fox, she is always excited to plug in with a new community

Escape Reality: Reaching Your Students with Virtual Instruction and Fun (Presentation)

Creating a virtual escape room might seem overwhelming, especially at first, but don\u27t worry, you\u27ve got this! Focusing on instructional design from the beginning will give you a solid foundation and help you bring the project to life - you don\u27t need any crazy tech skills to create an engaging, educational experience like this for your online students! In this session, we will share our experiences creating virtual escape rooms for first-year students at two different universities and give you our best tips and a structure for how to get started with your own. Participants will: Understand the importance of excellent (and even immersive) virtual programming for engaging students (and even providing for their mental wellness) under our current paradigms. Recognize how strong instructional design and well-articulated learning outcomes can integrate library pedagogy into fun and engaging programs. Be empowered to create their own excellent virtual programs using demonstrated tools and techniques in addition to their existing resources

Fostering Virtue-Driven Information Literacy

This conversation group emerged from the discussions of the Roundtable for Virtue-Driven Information Literacy (VIL) formed in 2022. The presenters defined VIL, emphasizing intellectual virtues and the cultivation of virtuous intellectual habits in the pursuit of truth and the potential benefits of VIL as a foundation for information literacy in academic libraries. Participants identified the value of VIL in providing a theoretical framework for information-literacy instruction, motivating students, and connecting library initiatives with faith-based worldviews. Breakout groups also dis-cussed the practical challenges associated with VIL implementation. The presenters concluded with suggestions for resources and an invitation for collaboration among librarians

Got a Minute? Instruction Tune-Up for Time Pressed Librarians

This book contains 19 essays that have been written by current LIS Students who were enrolled in the LIS4330: Library Instruction class at the University of Denver, 2016. Designed to provide a short and pithy overview of a topic that is related to instruction, education, or information literacy, each essays aims to be accessible and approachable for time-pressed librarians who may not have time to catch up

COVID and Sasquatch and Wildfires, Oh My! The Surprising Success of an Asynchronous Event for First-Year Undergrads

Mysteries of Murdock began as an in-person Pacific Northwest themed mythbusting event for first-year students, helping them feel comfortable in library facilities and with library resources. In light of Fall 2020, we were challenged to reach this population with an excellent online alternative. This lightning talk will share our experience from iterative project management to goal setting to “event” hype. We’ll share our final product as well as brief insights from our assessment data. Attendees will leave understanding how asynchronous events fit in their toolbox of library programming and what elements are critical to making those events high-impact and successful. Jenny Bruxvoort is a Research & Instruction Librarian at George Fox University, where she heads library efforts to enhance First Year Experience and serves several undergraduate programs in the humanities and social sciences. As the First Year Experience Librarian, her focus is on introducing students to the library in fun and engaging ways, empowering them to use the library as they need it. Her academic research centers on libraries’ contribution to student success and retention. In recent years, she has presented at library conferences on the representation of libraries and librarians in college textbooks and helped to build the Mysteries of Murdock first-year-student event at Fox. She has expertise in practical library assessment, information literacy, and research in the social sciences. Kate Wimer is a Research & Instruction Librarian at George Fox University. In addition to serving the Portland Seminary and several undergraduate programs in the humanities and social sciences, she coordinates library outreach to all levels of the university. She is fascinated by the crossover between instructional design and usability approaches, and is currently considering ways that website design and other asynchronous library experiences can support the development of critical thinking skills in unmediated virtual spaces. As a recent transplant to Oregon and the newest librarian at Fox, she is always excited to plug in with a new community