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April 26th

Registration 8:00 AM - 5:00 pm

Room: Paul L. Alcove

Keynote 9:00 AM - 10:15 AM

Room: Paul L.


Ilana Stonebraker - All Hands on Deck: Social Justice, Empathy in the Age of Information Literacy

Information has become so accessible that the ability to process information now comes at a premium. What does it mean to live in a community in the age of information literacy? This presentation will cover the creation of a for-credit course, Making Greater Lafayette Greater, to better address the gaps between information access, social justice, empathy, and community.

Ilana Stonebraker is a Business Information Specialist, Assistant Professor of Library Science at Purdue University in West Lafayette, Ind. Her research interests include scholarship of teaching and learning, business information literacy and education, crowdsourcing and emerging metrics. She is a Library Journal 2017 Mover and Shaker, a Purdue Teaching for Tomorrow Fellow, and a recipient of the Purdue Libraries Excellence in Teaching Award. She has taught over a dozen courses within the Purdue Krannert School of Management, Purdue Hospitality and Tourism Management, and the Purdue Honors College.

10:15 - 10:45 AM

Morning Break

Room: Atrium Lobby

 10:45 - 11:35 AM - 4 Concurrent Sessions

Room: K.M. Hutchinson
Charting the Voyage: Information Literacy in Curricular Design

Andrew Prellwitz, Ripon College; Dyan Barbeau, Cardinal Stritch University

The one-shot library instruction session is as time-honored in higher education as the scantron test, the 12-page research paper or the sage on the stage lecture.  It’s been around for a long time—but perhaps it’s time for new forms of library pedagogy.  
What if you had the chance to redesign what library instruction looked like at your institution? Over the past three years Cardinal Stritch and Ripon College have had that chance.
Previous information literacy instruction at Cardinal Stritch University consisted primarily of an embedded English 102 program and other librarian-liaison one-shot instruction.  Recently, library staff advocacy for increased information literacy instruction across departments and skill-levels resulted in the College of Arts and Sciences administration and faculty adopting information literacy as a College goal.   In order to establish information literacy outcomes for each department in the College, we are utilizing curriculum mapping, a process which aligns IL outcomes with courses at the beginning, intermediate and advanced levels of a degree program. In 2015 Ripon College began a general education redesign process.  As part of that process, Ripon College integrated seven different information literacy sessions among four of the five required courses.  Six of the seven sessions focus on a different information literacy threshold concept. This session will present how two librarians worked within their respective cultures to move past the one-shot library instruction session.

Room: B.F. Carter
The Alternative Truth Project and Banned Books: La Crosse Librarians Unite to Tell the Forgotten Story of a Librarian Hero

Teri Holford, UW-La Crosse
Barry McKnight, La Crosse Public Library

The Alternative Truth Project (ALT) is a theater-based resistance movement in La Crosse. Created in the days after the 2016 presidential election by local campus and community theater professionals, it is a monthly, community-generated series of script-readings of chosen plays written on themes of the absurd, resistance, protest, and anything that fits nicely under the recently coined phrase “alternative truth”. Librarians and library staff of La Crosse (UWL and The La Crosse Public Library) banned together and proposed to choose, sponsor and act in the September 2017 ALT. They chose Alabama Story, a play based on true events, and written in 2015 by New York playwright Kenneth Jones. It is 1959, Montgomery, AL. The true story of State Librarian Emily Reed is played out in a charged atmosphere of segregation, civil rights, racism, and banned books. Part courtroom thriller (based on historic factual events), part love story (created by the playwright), the play brings the discussion, still current, of various subjects that are close to any librarian’s heart: censorship, equal access to information, public funding, freedom of speech, professional organizations’ support of the profession, and what it really means to be a librarian. Teri and Barry will discuss their collaboration, perform a few charged scenes from the play, and present a historical tangent of the American Library Association’s response, or lack of, to Emily Reed’s appeal for help.


Room: Anna M.
Looking into the Library Future

Anna Stadick, UW-Parkside

• An ALA establishment, the Center for the Future of Libraries, offers the magnificently entitled: Symposium on the Future of Libraries.
• A person meeting me at a dinner party asked, “Library Director? How long do you think there will still even be libraries?” [I answered. We didn’t become friends.]
• The Open Education Database web site features a list of futuristic libraries on their website, with photos of spaces and buildings so amazing they could summon Ray Bradbury from the great beyond just to write about them.
• Simultaneously, library nostalgia Facebook posts around leather-bound books and childhood outings summon responses like flies swarming an apple pie wrapped in red-checked cloth and cooling on the windowsill.  

This presentation will summarize public and professional opinion about where the road leads and ask whether library professionals can control the direction or whether we are simply meant to stay on the ride.


Room: Henrietta
Cancelled: Fake news and government information: Using the ACRL Framework to grapple with credibility

Robin Miller, UW-Eau Claire

Fake news may be big news, but not to librarians. The current contexts of “fake news” offer information literacy practitioners ample opportunities to explore concepts of authority and credibility. Looking at fake news through the lens of government information, we will explore the ACRL Information Literacy Frame, “Authority is constructed and contextual.” We will discuss strategies for introducing and challenging the concept of “authority” using historical and contemporary examples of fake news that draws on government information, and fake news disseminated by the government. Participants will be able to apply teaching strategies developed in this session in one-shot information literacy instruction, or in multi-session/semester length instruction.

11:45 AM - 12:35 PM - 4 Concurrent Sessions

Room: K.M. Hutchinson
Getting Plugged In: Joining a Campus Learning Analytic Initiative

Joe Pirillo, UW-Oshkosh; Ted Mulvey, UW-Oshkosh; Marisa Finkey, UW-Oshkosh

Institutional learning analytic initiatives are on the rise as schools of all sizes, dealing with variables such as shifting demographics, strive to predict and optimize student success.  The recent release of the 2017 ACRL report titled "Academic Library Impact: an Action-Oriented Research Agenda on Library Contributions to Student Learning and Success"  identified research on and participation in learning analytics to be of critical importance for libraries. In the Spring of 2016 Polk Librarians at the University of Wisconsin-Oshkosh reached out and began to work with campus partners on the possibility of integrating library instruction and research assistance data into the University’s new institutional learning analytic: the Student Success Gateway. At the start of this school year, the instruction team began using the learning analytic to document and plan for both instruction classes and research assistance appointments.  This presentation will cover the process of getting included in the initiative, the implementation of the tool for instruction and reference, challenges, changes in workflow, as well as current and potential outcomes of contributing to the Student Success Gateway.


Room: B.F. Carter
LGBTQ+ Archives in Wisconsin

Michael Doylen, UW-Milwaukee; Debra Anderson, UW-Green Bay

Since the 1980s, archivists across the United States have actively collected the primary sources that tell the history of LGBTQ+ people and shared those sources with researchers in order to inform conversations about sexual identity and social justice, public policy, and legal reform. Panelists will describe examples of LGBTQ+ archives and their teaching and research uses in Wisconsin. We will describe the LGBTQ+ collecting program at the University of Wisconsin-Milwaukee, which was developed with the support and assistance of a community group and includes primary sources on topics such as the gay liberation movement, marriage equality, military service, gay men in rural Wisconsin, and Milwaukee transgender history. The Wisconsin HIV/AIDS History Project will receive special attention. We will also describe the use of LGBTQ+ collections with diverse undergraduate courses. Panelists will share examples of assignments, student engagement, and potential uses of LGBTQ+ archival collections.


Room: Anna M.
The Anti-Copyright Librarian

Lee Wagner, UW-Washington County

Librarians have taken up the role of copyright police in our respective communities. I will argue that we have misinterpreted our place in relation to copyright. The placement of the copyright office in the Library of Congress is something we need to protect but not because we have to enforce copyright, but because we have to keep it in check.


Room: Henrietta
Resource Sharing for the 21st Century - Migrating to a Cloud-Based Interlibrary Loan Program

Caitlyn Konze, Viterbo University

What are the benefits of cloud-based interlibrary loan software?  How does it work?  What are the issues in migrating from a client-based product like ILLiad to a cloud-based program?  The Information Services staff from Todd Wehr Memorial Library at Viterbo University migrated from ILLiad to Tipasa, OCLC's new cloud-based interlibrary loan service, in January 2017.  Library staff will detail the migration process, training, customization efforts, product progress since launch, as well as various benefits and challenges they experienced along the way. 


12:45 PM - 1:45 PM

Luncheon with Award Winners + Little Big Read

WAAL Scholarship Winners and WAAL Information Literacy Award presentations
 Room: Paul L.

1:45 PM - 2:45 PM - Business Meetings 

Room: Paul L.

All are welcome, attend the business meeting to find out what your WAAL leaders have been up to this year and what is in the works for next year.

2:30 - 3:20 PM - 4 Concurrent Sessions

Room: K.M. Hutchinson
Student Success 1:1

Linda Kopecky, UW-Milwaukee; Katherine  Bowes, UW-Milwaukee

Is your library being asked to connect services with student success? A three-semester exploratory study of academic research consultation service gathered user feedback to determine if working one-on-one with library staff contributed to student learning or the academic success of students. What motivated students to seek help? Did the service have an impact – positive or negative? Hear our process, findings and potential next-steps. Review our simple web-based qualitative assessment and discuss the potential value of replicating this study on your campus.

Room: B.F. Carter
Integrating social justice in policy, practice, and culture: A panel discussion

Nerissa Nelson, UW-Stevens Point; Tiffany Thornton, UW-Milwaukee; Roxanne  Backowski, UW-Eau Claire; Matthew Coan, Madison College; Lee Wagner, UW-Washington County; Ellen Jacks, UW-Madison

When we think of social justice and libraries, the core values that often come to mind include access, diversity, intellectual freedom, and social responsibility. These values are the ethos of our profession. We are also trained to be neutral in our work, but many have questioned neutrality in recent years as not being possible anymore. As academic librarians, do we consider “social justice,” a broad term, in the services we offer, policies we write, and the overall culture of our libraries in everyday practice? Do we really reach and interact with all members of our campus and outlying communities or are we neglecting certain groups because they are the “silent” patrons who may feel they are not represented? These are key questions we have. This session is aimed to be an active discussion of current social justice practices that panel members have integrated into their libraries, including equity, diversity, and inclusivity best practices and initiatives, open educational resources, and even grant seeking. We also plan to introduce social justice practices and initiatives that can be integrated into future library work. Please join us and participate in this important discussion with a panel of librarians sharing the social justice work they do.


Room: Anna M.
Re-envisioning Space: Collaboration, Creativity, and Strategic Partnerships to Drive Change

Kate Kramschuster, UW-Stout; Cory Mitchell, UW-Stout

Libraries need to adapt, change, and transform, or they may face extinction, or worse, irrelevance. The University of Wisconsin-Stout Library successfully transformed our spaces to be a student-focused destination on campus on a shoe-string budget, by utilizing existing resources, collaborating across units, and forming strategic partnerships with the campus and local community. The linchpin of the entire project was massively weeding the physical Periodicals Collection. The “rightsizing” of this collection resulted in the withdrawal of over 1,500 titles (4,516 linear feet of shelf space) and a reduction in size of over 65%.

In the newly available space, we used the idea of “Collaborative Collection Spaces” to highlight two of our most dynamic and popular collections, the Comics and Graphic Novels Collection, and the Educational Materials Center (curriculum/education materials), making them popular destinations. A Comics and Graphic Novels Makerspace was developed by reusing existing shelving to creatively define space and collections. Drafting tables, lighting, and equipment were added to the space under the advisement of program faculty, and now this area is a well-utilized work space for art students.

Due to the hands-on nature of the Educational Materials Center (EMC) resources, the space was arranged to include areas for students to authentically interact with the materials through group study and collaboration, and even a storytime space. After learning of the project, the Arts Integration Menomonie (A.I.M) grant program, under the direction of UW-Stout Professor Dr. Tami Wiess, and children’s author/illustrator Jeanne Styczinski, provided teaching and learning experiences for UW-Stout students and local children to create large-scale projects including a puppet and dramatic play theater, murals, and sculptural elements. The EMC is now a laboratory designed to enhance teacher competence, confidence, and well-being.
This presentation will discuss the planning process, space design, collaborations, collection moves, weeding process, results, and future directions. 

Room: Henrietta
PowerPoint Reform School

Craig Thomas, Lawrence University

Sure, most of us can hammer out a few slides in PowerPoint and call it a presentation.  But some PowerPoint shows look crisp and professional, while others look like amateur hour.  What are the telltale signs of a not-ready-for-prime-time slide show — and how can you fix them? In this hands-on session, we’ll haul a delinquent presentation before the bar of PowerPoint justice, enumerate its crimes, and rehabilitate it.  Up your game for meeting, classroom, and conference.  (Attendees:  Want to make this hands on?  Just BYOD – with a recent version of PowerPoint installed.  Optional, not required.)

3:30 PM - 5:00 PM

Poster Session

 Room: Leander Choate

5:30 PM - 7:30 PM - WAAL Dine Around

Meet in Atrium Lobby

7:30 PM - Oshkosh after Dark: Walking Tour of Historic Downtown and Pub Crawl

Meet at Sundial

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