P1. Goodbye, Reference Desk: Restructuring Milne Library’s Reference Services, Brandon West
With reference desk statistics in steady decline at SUNY Geneseo, the Head of Research Instruction Services decided it was time to change the reference services model. He led the librarians through an exercise to develop exploratory questions about the reference data. Examining the data through this lens allowed librarians to better explore the how and why of the data. Based on this analysis, the librarians transitioned their reference desk to a reference triage model. This poster highlights this process and the outcomes, which include a 200% increase in student research consultations and a decrease in the time librarians spend providing basic reference services.
P2. Implementing a Digital Experience for the Physical Exhibit; Dental Instruments Past and Present, Jamie Saragossi and Dana Haugh
In 2017, Stony Brook University Libraries secured a NNLM grant in order to digitize and make available a unique collection of dental instruments and associated ephemera from the 18th and 19th centuries. The digital collection was published online in 2018 and features high resolution images, descriptive data, and educational materials designed to enable researchers to study this unique collection from anywhere in the world. The digital collection represents items from numerous personal collections and is meant to preserve this special compilation in perpetuity, as the items will be returned to their respective owners at the conclusion of the physical exhibit. The grant funds were intended to help achieve several goals in relation to the collection. The first being continuity, as the collection is comprised of items from multiple donors. Once it is physically dismantled it will now live on in its digital form. The second goal is preservation, as these materials are fragile and many will continue to deteriorate over time regardless of a controlled environment. Third, we wanted to represent dental medicine in the landscape of historical medical archives and digital collections. A large team worked on photographing and scanning each of the items, creating original cataloging and metadata, development of the Omeka platform, programming, and standardization of files.
P3. The Empowered Internship: Opening Up the Curriculum, Alan Witt
Interns at Milne Library complete a Canvas Course introducing them to library culture, theories, and practices, then edit the course for relevance, correctness, and effectiveness. This poster shows elements from the course and shows lessons learned from implementation.
P4. A Raspberry Pi Adventure: Monitoring the Monograph Stacks to Identify Patterns of Patron Use, Bill Jones and Alana Nuth
Change in collection development and management practices are often driven by trends in patron behavior and preferences. This poster describes how two librarians at SUNY Geneseo will leverage Raspberry Pi software and hardware to answer the following questions: “how often and for how long are patrons visiting the stacks?” and “what areas of the print monograph collection experience the greatest activity?” While too early in the research process to assert any conclusions, presenters will discuss the process of setting up Raspberry Pi hardware/software, the data collection process, and real-time web reporting.
P5. A Sweet Change with Addressing Plagiarism, Carol Anne Germain
Plagiarism is a perennial issue at educational institutions. Teaching and discussing plagiarism can be an oppressive topic for students. To turn this into a more positive experience, library instructors can lead with promoting ‘voice.’ Knowing one’s voice and developing confidence with that voice, enables students to appreciate their written and presentation work. This poster highlights a class lesson that starts with Carol Anne’s “homemade cookies” (really Oreos) and moves onto the value of personal voice and techniques for students to integrate their voices into research and writing projects.
P6. Research Data Management: Early Steps to a New Service, Emily Kilcer and Traci Tosh
“As the National Library of Medicine’s Dr. Patti Brennan notes , “”A librarian is always becoming. Curiosity and intellectual drive lead to acquiring the academic degree, but opportunities, shifting trends, and emerging technologies stimulate continuing education and life-long learning.”” Research data services are one such emerging role in librarianship. In an environment that is quickly evolving, we are challenged to adapt to new technologies, learn new skills, and implement new services, all of which afford exciting learning opportunities.
With this in mind, we will discuss our introduction to foundational data issues and policies through the National Network of Libraries of Medicine’s Research Data Management for Librarians 101 course. This seven-week experience armed us with basic data management knowledge and skills, which we have used to inform our next steps with planning and implementing RDM training and services that are responsive, scalable, and sustainable. We will share lessons learned thus far at our two very different institutions and look forward to learning about initiatives at other institutions and exploring the possibility of developing an informal local network of folks involved in this sort of work.”
P7. Exploring Emerging Technologies for Lifelong Learning and Success, Roberta (Robin) Sullivan
““Exploring Emerging Technologies for Lifelong Learning and Success” (#EmTechMOOC) is aimed at the needs of students, faculty, professionals, and anyone with an interest to learn about the value and implications of using established and emerging technologies for personal and professional growth.
Faculty explore freely-available tools to build learning activities into their courses to help their students master 21st-century skills. Students explore technology resources to support their learning and complete course assignments. Everyone from across the globe is also welcome to participate.
This project consists of two parts; #EmTechMOOC and EmTechWIKI. #EmTechMOOC runs every 5 weeks through the Coursera platform and provides a supportive environment for dialogue and sharing among participants. EmTechWIKI is a socially-curated discovery engine to discover tools, tutorials, and resources. The WIKI can be used as a stand-alone resource, or it can be used together with #EmTechMOOC.
Learn how your campus can take advantage of this project to benefit students and faculty. Information will be shared about how the MOOC can be adapted to supplement teaching and learning needs at your campus. Participants also build an ePortfolio as a culminating project activity. Coursera Certification and digital badges are also awarded. ”
P8. Pop-Up Pointers: Tips and Tricks for Pop-Up Libraries, Jennifer Moore and Richard Powell
The SUNY Cortland library has started running pop-up libraries for academic programs that are located in a building physically distant from the library. This poster is designed to share what worked well for us and suggestions we have for how other librarians can best stage a pop-up event.
P9. Building Empathy and Driving Change with User Experience Design, Justin Cronise
SUNY Erie Libraries have been implementing a User Experience/UX-inspired activity to build empathy with users and identify improvements. This activity combines the experience of completing a list of users’ essential tasks and a self-assessment survey based on UX touchpoints. The list of essential tasks was developed through user observation and informal user interviews, and the survey questions assess the experience of completing those tasks aligned with touchpoints such as furniture, policies, accessibility, signage, and wayfinding. So far, two iterations of this activity at two of the three campus libraries have resulted in numerous changes and improvements, as well as a greater appreciation of our users’ – particularly students – experience in the libraries’ physical and virtual spaces. Get ready to put on your UX goggles and slip into your users’ shoes!
P10. The Power of Primo: Leveraging the new LSP’s Functionality for the Delivery of Faculty Adopted Open Educational Resources, Brenden McCarthy and Katie Jezik
The Power of Primo: Leveraging the new LSP’s Functionality for the Delivery of Faculty Adopted Open Educational Resources
P11. Let’s Talk About It! Reflective Practice Groups and Instruction Librarians, Alice Wilson
Instruction librarians, have you ever struggled with something in your teaching practice but didn’t know how to solve it? Consider joining a Reflective Practice Group! Reflective Practice Groups help you think critically about your teaching practice among trusted colleagues. Meetings are led by a trained facilitator who uses structured protocols (i.e. sets of step-by-step guidelines) to explore teaching dilemmas, student work, student-performance data, or readings. Stop by this poster session to learn how librarians at Monroe Community College are using Reflective Practice Groups as a valuable professional development tool.
P12. How Effective is the Language of Information Literacy?, Jean-Paul Orgeron
According to Schaub, Cadena, Bravender, and Kierkus (2017), library instruction has no significant influence on the understanding of information literacy terms among undergraduates. As students reach their senior year, however, they demonstrate proficiency with these same terms. Understanding this important finding has been the subject of a recent paper, which attempts to explain the semantic challenges librarians face in educating students (Orgeron, 2018). What implications do these studies have for our teaching? How might a shift in the terms we employ result in significant changes to both the perception and understanding of information literacy? This poster session will challenge participants to evaluate the language of libraries as well as remain open to the possibility that students receive considerable information literacy instruction outside of our classrooms.
P13. Promoting Metacognition with the Metaliteracy Badging System, Kelsey O’Brien
Metaliteracy is an extension of information literacy that takes into account learners’ roles not only as consumers but also producers of information. It identifies the unique competencies that are required as learner’s take on increasingly participatory roles in traditional and online information environments. The metaliteracy framework was a primary influencer in the development of ACRL’s Framework for Information Literacy for Higher Education. This influence is particularly evident in the Framework’s focus on metacognition, a central aspect of metaliteracy, which is defined as reflecting on one’s own thinking and learning processes. At the University at Albany, we have been implementing the Metaliteracy Badging System, a flexible, multimedia suite of exercises that align with the metaliteracy framework. Exercises from the system have been assigned by instructors from across disciplines, often in conjunction with course-related library instruction, and have provided a way for the librarians to encourage the infusion of metaliteracy concepts into the general curriculum. One of the main benefits of this learning tool has been its usefulness in illustrating what we teach as information literacy librarians, and expanding faculty perceptions of library instruction beyond their initial expectations, which are usually limited to basic bibliographic instruction. The metaliteracy exercises promote reflective thinking and learner agency, a primary example being the Empowered Learner badge, which includes a series of “Metacognitive Reflection” activities titled “Adapt and Persist,” “Self-Direction” and “Failing Better.” This poster will present an overview of the Metaliteracy Badging System, and provide examples of how this resource has been leveraged to promote the overarching goals of the Framework.
P14. From Boots to Books: How Librarians Can Support Student Veterans and their Families, Jennifer Jeffery
With the passage of the Post 9/11 Veterans Educational Assistance Act of 2008, colleges have seen a steady increase in the number of veterans and veterans’ family members enrolling in higher education. As the number of student veterans in the classroom have risen, there has been an acknowledgement that they have unique needs relating to their transition from military life to the higher education environment. Libraries and librarians can be sources of support for both student veterans and their families. This poster will present research about student veterans’ transitional challenges and strengths as well as ideas that libraries can implement to make transitions easier and more well-informed for this student population and their families.
P15. Invitation to Chat: Going from Passive to Proactive Chat Reference at Syracuse University Libraries, Natalie LoRusso and Abby Kasowitz-Scheer
In May of 2018, Syracuse University Libraries began researching the possibility of providing proactive chat invitations on its website in order to draw attention to our Instant Messaging (IM) reference service. Our IM service, run with LibraryH3lp software, is staffed by graduate student assistants, library technicians, and librarians in our Learning Commons Department. This project required careful planning, research, and frequent communication with entities both in and out of the library in order to design and implement an effective proactive chat invitation throughout our website. We launched LibraryH3lp’s proactive chat invitation feature in August 2018 on our main website as well as our SUMMON Discovery Tool, local catalog, and LibGuides pages. We immediately experienced an increase in chat questions. In comparing the data from August 2017 to August 2018, we discovered that the percentage of virtual reference interactions increased by approximately 140%. In order to support our staff, we created a guide to provide round-the-clock virtual reference tips, crisis call resources, canned messages, and virtual reference best practices. Presenters will share details and decisions involved in the planning process, as well as the impact of the proactive chat invitation on service activity and support provided to staff to accommodate the increase in reference questions.
P16. Shaking the Windows and Rattling the Walls: The Reference Times They Are A Changin’ (with apologies to Bob Dylan), Cindy Hagelberger
“Reference services at Genesee Community College have long been guided by a strong customer service philosophy. We have always found that having a Reference Librarian (sometimes 2!) present and available during all open hours was appreciated by our students. Business was brisk, and students were happy. But we see changes ahead…Will foot traffic slow down due to changing enrollment trends and online course options? Will it increase due to SUNY-wide borrowing and the prospect of students doing research at our location even while earning course credit from another SUNY?
Let’s start the conversation! What changes do you see coming in Services? Resources? Staffing? Marketing and Outreach?
I will have a poster describing what GCC is currently doing and survey the crowd to see what others are currently doing and/or plan to do to address changes in Reference Services. Attendees will be provided with a link to a survey and can either take it during the poster session or at their own convenience. Results will be tallied and distributed via the SUNYLA listserv post-conference.
P17. Course Material Selection: A Proposed Framework, Laura Harris
The expansion of open educational resources over the last few years has revealed just how much faculty are at the mercy of textbook publishers. This proposed framework provides a broader view of the course material selection process, considering both affordability and issues of academic freedom.