Annual Conference Programs

Annual Conference Programs: 1978 – 2015

June 29, 2014 – Las Vegas, NV

From Stumbling Blocks to Building Blocks: Using Threshold Concepts to Teach Information Literacy


Over the past decade, the “threshold concept” has emerged as a valuable tool for educators seeking to improve teaching and learning in higher education. The term refers to the core ideas and “ways of thinking and practicing” that are characteristic of a discipline but that students often find difficult to grasp. This program explores ways that librarians can use the threshold concept model to make information literacy instruction more relevant, meaningful, and exciting to students


Moderator: Lizz Zitron, Instruction Librarian, Pacific Lutheran University
Speaker: Amy Hofer, Distance Learning Librarian, Portland State University
Speaker: Benjamin Murphy, Instructional and Research Librarian, Whitman College
Speaker: Korey Brunetti, Librarian, City College of San Francisco
Speaker: Lori Townsend, Learning Services Coordinator, University of New Mexico Libraries
Speaker: Samantha Godbey, Education Librarian, University of Nevada, Las Vegas
Speaker: Susan Wainscott, STEM Librarian, University of Nevada, Las Vegas
Speaker: Wendy Holliday, Head, Academic Programs & Course Support, Northern Arizona University
Speaker: Xan Goodman, Health & Life Sciences Librarian/ Assistant Professor, University of Nevada, Las Vegas

June 29, 2013 — Chicago, IL

All the News That’s Fit to Teach: News Literacy Instruction


  • Participants will be able to identify key individuals and organizations involved in news literacy research and summarize their findings in order to follow and critique national developments in news literacy research and develop educational programs based in best practices.
  • Participants will be able to articulate a definition of news literacy that captures its importance for contemporary college students and society in order to advocate for news literacy educational programs at their home institutions.
  • Participants will be able to identify and describe exemplary news literacy programs in order to develop news literacy educational programs based in best practices at their home institutions.


Nationally, there is growing awareness of the need to educate young adults in news literacy, the ability to think critically about print, broadcast, and online news. The News Literacy Project sponsors outcomes-based research in best practices; however, few libraries have news literacy programs and the topic remains under represented in our professional literature. This program features an invited speaker involved in news literacy research, followed by librarian-led lightning talks on successful news literacy instructional programs.


Lizz Zitron (Moderator)

Laura Hibbler, Reference and Instruction Librarian, College of the Holy Cross

Michele Van Hoeck, Information Fluency Program Coordinator, California State University, Maritime

Stephanie Craft, Associate Professor, University of Missouri School of Journalism

Willie Miller, Informatics & Journalism Librarian, Indiana University-Purdue University, Indianapolis (IUPUI)


Please see the two links at the bottom of this page:

June 24, 2012 — Anaheim, CA

Learning Styles: Fiction, Nonfiction, or Mystery


What do we really know about learning styles? This program will examine the conventional wisdom about learning styles and lead us into deeper consideration of how we address learning styles in our online and classroom teaching. A moderated panel of speakers will investigate the relevance and validity of learning styles in relation to information literacy instruction, and lead participants in exercises to reflect on their perceptions of learning styles.


Anne-Marie Deitering, Franklin McEdward Professor for Undergraduate Learning Initiatives, Oregon State University (Moderator)

Char Booth, Instruction Services Manager & E-Learning Librarian, Claremont Colleges Library

Jean Runyon, Dean, Virtual Campus, Anne Arundel Community College

Lori S. Mestre, Head, Undergraduate Library, University of Illinois at Urbana-Champaign

June 26, 2011 — New Orleans, LA

Making Information Literacy Instruction Meaningful Through Creativity

Amy Mark and Polly Boruff-Jones
Co-chairs, Conference Program Planning Committee


  • To encourage excitement about information literacy through creativity.
  • To interactively explore how creativity can facilitate the transfer of learning.


This program invites participants to re-create excitement about information literacy through creativity. Panelists will discuss teaching as a process of shared learning with students. The panel will engage participants in a conversation that expands the conventional definition of information literacy to include creativity. The session will interactively explore how creativity can facilitate the transfer of learning. Included presentations, poster sessions, and award presentations.

Session Materials & Handouts:

Session materials, presentations, and handouts are available at the ALA Connect Program Site.


Beth S. Woodard, Staff Development & Training Coordinator, School of Information Studies, University of Illinois at Urbana-Champaign

Dane Ward, Associate Dean for Information Assets, Illinois State University

Merinda Kaye Hensley, Instructional Services and Reference Librarian, University of Illinois at Urbana-Champaign

Randy B. Hensley, Professor & Coordinator of Information Services, Baruch College, CUNY

June 27, 2010 — Washington, DC

Question, Find, Evaluate, Apply: Translating Evidence-Based Practice Into Library Instruction

Amy Deuink and Michele Ostrow
Co-chairs, Conference Program Planning Committee


  • To define Evidence-Based Practice (EBP) in order to explore the use of EBP models for information literacy instruction and assessment
  • To provide the means for evaluating the applicability of EBP to information literacy course or program assessment within a particular institution
  • To present EBP techniques that are applicable in the library instruction classroom


A strong relationship exists between the process of Evidence-Based Practice (EBP) and information literacy (IL) standards: both rely on the same method to fulfill a research need. The program includes two experts presenting their approaches to EBP and IL with audience reflection and discussion. Speakers address topics such as how academic librarians can adapt EBP to market and teach IL and how EBP can inform assessment and improvement of IL programs.  Complete bibliography, speakers’ presentation slides, evidence summary example (distributed in print at program, a limited number of copies were available), and sample IRB are available online at

Reading Recommendations:

Booth, Andrew, and Anne Brice, eds. Evidence-Based Practice for Information Professional: A Handbook. London: Facet, 2004. Available at

Cleyle, Su, and Julie McKenna. “Evidence Based Librarianship Backgrounder.” Evidence Based Library and Information Practice 3.3 (2008): 91-93. Available at

EBLIP Toolkit. University of New Castle Library, The U. of New Castle Australia, 24 Oct. 2006. Web. 25 Mar. 2010


Megan Oakleaf, Assistant Professor, School of Information Studies, Syracuse University

Diana Wakimoto, Online Literacy Librarian, California State University East Bay

July 12, 2009 — Chicago, Illinois

Illuminating New Instruction Research: Applying Research to Practice

The IS Conference Program Planning Committee has planned a dynamic and innovative program for the ALA Annual Conference in Chicago. Not your average conference program, this session promises to engage, inspire, and even entertain you.


  • To provide a forum to spotlight and discuss recent instruction-related research.
  • To show how instruction-related research can be applied to various instructional practices, including, for example, classroom teaching, instructional design, and programmatic planning.


This program will shed light on the thinking processes central to the development of an evidence- or research-based instructional practice. Panelists will use recent instruction-related research as the basis for an interactive discussion. Panelists will summarize the findings of 2-3 studies and collaborate with each other and the audience to apply those findings to an instructional scenario. Using “think-aloud” strategies, the panelists will highlight how they identify key elements from research to improve instructional practice.

Highlighted Research:

Program Handout with Detailed Abstracts

Catherine Haras, Edward M. Lopez, and Kristine Ferry. “(Generation 1.5) Latino Students and the Library: A Case Study.” The Journal of Academic Librarianship 34, no. 5 (2008): 425-33. DOI: 10.1016/j.acalib.2008.06.004. Fulltext available with subscription.

Mandy Lupton. “Evidence, Argument, and Social Responsibility: First-Year Students’ Experience of Information Literacy when Researching an Essay.” Higher Education Research & Development 27, no. 4 (2008): 399-414. DOI: 10.1080/07294360802406858. Fulltext available with subscription.

Margy MacMillan. “Watching Learning Happen: Results of a Longitudinal Study of Journalism Students.” The Journal of Academic Librarianship 35, no. 2 (2009): 132-42. DOI: 10.1016/j.acalib.2009.01.002. Fulltext available with subscription.


Randy Hensley, Head of Instruction, Newman Library, Baruch College, City University of New York

Heidi Julien, Associate Professor, School of Library and Information Studies, University of Alberta, Edmonton

Michelle Morton, Librarian, Cañada College

Moderator: Merinda McLure, Applied Human Sciences Librarian & Assistant Professor, Colorado State University

Audience Questions and Comments

This program is co-sponsored by the ACRL Community and Junior College Libraries Section.

June 29, 2008 — Anaheim, California

Creating Change: Teacher Librarians and New Learners

Christopher Hollister
Chair, Conference Program Planning Committee

For his presentation, Dr. Liles will weave together contemporary discussions on learning theory for the purpose of developing and better preparing today’s teacher librarian. Specifically, the program will address the evolution of learning theory, including the controversial notion of connectivism; the characteristics, needs, and expectations of today’s diverse learners and researchers, and the need for librarians to embrace change, to learn new research approaches and teaching techniques, and to teach to an ever-evolving array of learners and researchers


  • Dr. Jeffrey Liles, Associate Professor of Education and Chair of the Adolescence Education Department, St. John Fisher College
    PhD and MA, University of Oklahoma

PowerPoint Presentation:

June 24, 2007 — Washington, D.C.

Eye to I: Visual Literacy Meets Information Literacy

Randy Burke Hensley
Chair, Conference Program Planning Committee


Philip Yenawine defines visual literacy as the ability to communicate as well as recognize and understand ideas conveyed through imagery. This program will explore connections between visual literacy and information literacy. Three experts will examine legal issues, access issues, and teaching strategies in light of the standards developed for both literacies. Attendees will have the opportunity to develop learning outcomes, rubrics, and pedagogical methods for teaching in an environment where words and images communicate meaning.


  • Cindy Cunningham, Director of Media Metadata and Cataloging, Corbis Corporation
    M.L.S., University of Washington
  • Danuta Nitecki, Associate University Librarian, Yale University Library
    Ph.D., University of Maryland; M.S., University of Tennessee at Knoxville; M.S. Drexel University
  • Loanne Snavely, Head, Instructional Programs, Penn State University Libraries
    M.L.S., Emory University; M.S.T., Rochester Institute of Technology

Poster Session:

June 25, 2006 — New Orleans, LA

Leadership for Learning: Building a Culture of Teaching in Academic Libraries

Scott Walter
Chair, Conference Program Planning Committee

Teaching is at the heart of the academic enterprise, but only one of many responsibilities for the academic librarian. Given competing demands for time, how can we foster a “culture of teaching” in the library? This program brings together faculty development experts, instruction coordinators, and library administrators to discuss best practices for the professional development of librarians as teachers and to highlight successful teacher development initiatives in academic libraries. A poster session will follow.


  • Jennifer Meta Robinson, Director, Campus Instructional Consulting, Indiana University
  • Susan C. Curzon, Dean, Oviatt Library, California State University, Northridge
  • James L. Mullins, Dean of Libraries, Purdue University
  • Patricia B. Yocum, Head of Reference & Instructional Services, Shapiro Science Library, University of Michigan
  • Scott Walter, Assistant Dean of Libraries, University of Kansas

June 26, 2005 — Chicago, IL

Teaching, Learning, and Leading: Key Roles for Librarians in the Academic Community

Nancy Seamans
Chair, Conference Program Planning Committee
Program Handout


If we aspire to teach in ways that promote student learning, how should we teach? Maryellen Weimer, author of Learner-Centered Teaching, will lead an interactive session on how to apply what the research tells us about learning to our library teaching. In this nuts and bolts session she will share insights into the five aspects of current instructional practice where change is needed if we aim to promote more and better learning for students.

Dr. Weimer challenges teachers to make deep and meaningful changes in five aspects of the classroom environment to promote learning. Instructors change the balance of power by sharing decision–making with students about key course components. Weimer shares the story of her own adventures in introducing a syllabus with a “cafeteria” of assignments with designated point values. The students in this introductory communications class could opt to do as many or few of the assignments as they wished, dependant on the grade they desired. This approach shifts both some of the power over key decisions and also much of the responsibility for learning, another key area for change, to the students. She uses the metaphor of leading a horse to water. While the teacher can hardly make the students drink from the well of knowledge, they might be able to salt the oats, as it were, to make the water attractive or even necessary for the students. This role of the teacher as a facilitator rather than a leader is another key area for change. The function of content must also change to inspire learning. Weimer explores the assumption that the teacher must “cover” content, and instead challenges teachers to help students “uncover” or “discover” content even at the risk of not being totally comprehensive. The last change is to the class processes and purposes of assessment. By shifting to meaningful self- and peer assessment, teachers facilitate learning.

Maryellen Weimer, Professor of Speech Communications
Berks Lehigh Valley College of Pennsylvania State

Randy Hensley, Librarian and Head of Public Services Division
University of Hawaii, Manoa

June 26, 2004 — Orlando, FL

The Price of Success: Affording Information Literacy in an Uncertain Academic Economy

Kristin Ramsdell
Chair, Conference Program Planning Committee


As information literacy programs grow, libraries struggle to find resources to meet burgeoning campus responsibilities. Many programs are expected to teach more to greater numbers of students without additional staff or resources.

This program will focus on setting and implementing priorities for information literacy programs and the allocation of scarce academic resources at both library and institutional levels. Participants can expect to learn practical strategies for implementing priorities and negotiating for program support.


  • Lorie Roth, Chancellor’s Office, California State University
  • Bruce Kingma, Syracuse University
  • Patricia Durisin Barbera, MIT
  • Trudi Jacobson, SUNY-Albany

Kyzyl Fenno-Smith, California State University – Hayward

June 26, 2004 — Orlando, FL

Wrestling With Research: A Half-Day Workshop on Conducting Instruction-Related Research

Scott Mandernack
Chair, Conference Workshop Planning Committee


This half-day workshop is designed to promote further study and research on the issues identified in the Instruction Section’s Research Agenda for Library Instruction and Information Literacy. Working with other researchers in related areas, participants will learn practical approaches, methods, and techniques to get their individual research projects started, develop strategies for collaborating and forming strategic alliances, and leave with a purposeful direction and action plan for their research that will inform local decision-making and advance the Research Agenda.


  • Elizabeth Dupuis, Head, Instructional Services, University of California, Berkeley
  • Deborah Lines Andersen, Assistant Professor, School of Information Science and Policy, University at Albany
  • Joan Lippincott, Associate Executive Director, Coalition for Networked Information
  • Carolyn Radcliff, Project Administrator, SAILS (Standardized Assessment of Information Literacy Skills), Kent State University

June 22, 2003 — Toronto, CA

Information Literacy in Higher Education: International Perspectives

Brittney Goodman
Chair, Conference Program Planning Committee


How do different countries implement and conceptualize information literacy? Come hear speakers from Australia, United Arab Emirates, United States, and Canada talk about their approaches to information literacy. Information literacy concepts have implications for teaching and learning that are international in scope and apply to many types of libraries. This program will help us all find themes, patterns, and strategies for working together in a more global and cooperative way.


  • Sabina Robertson, Research Consultant, University of Melbourne, Australia
  • Corinne Laverty, Queen’s University, Kingston, Ontario, Canada
  • Jane Mandalios and Fiona Hunt, Zayed University, United Arab Emirates
  • Loanne Snavely, Pennsylvania State Libraries, United States

June 16, 2002 — Atlanta, GA

Building Premier Learning Communities: Strategies for Successful Library Involvement

Cindy Pierard and Faye Christenberry
Co-Chairs, Conference Program Planning Committee

“Learning communities have been described as the “intentional process of redesigning curriculum and bringing faculty and students together to create more coherent and collaborative learning environments” (“Creating Learning Communities: A Practical Guide to Winning Support, Organizing for Change, and Implementing Programs” by Nancy Shapiro & Jodi Levine, p.194). This program will investigate the components of successful learning communities and suggest specific strategies for library involvement.

Keynote speaker:

Nancy Shapiro
Associate Vice Chancellor for the University System of Maryland and founding director of the College Park Scholars Program, University of Maryland
Online version of speech

  1. Martha Henn McCormick, Assistant Librarian, IUPUI University Library
  2. James B. Young, Reference/Instructional Services Librarian, George Mason University Libraries
  3. Kimberly B. Kelley, Associate Provost, Information & Library Services, University of Maryland University College

Librarians in Learning Communities: A Networking Guide

June 17, 2001 — San Francisco

Partners in Progress: Using Campus Partnerships to Promote Information Literacy

Colleen Bell
Chair, Conference Program Planning Committee

Very few institutions have reached that magical point where information literacy is truly integrated across the curriculum, where librarians and faculty each have their roles, and where information literacy is part of the campus culture. Current strategies to attain this vision have only been incremental. Individual faculty-librarian partnerships have made inroads — one course at a time — but this method is extremely resource-intensive. We need a broader strategy in partnership with the larger institution. The decision to integrate information literacy concepts and competencies at an institutional level begins with a common goal and shared philosophy, and it often involves institution-wide cultural and curricular changes.


Larry Hardesty
Library Director, Austin College
Presentation based on: Hardesty, L. (1995). Bibliographic instruction and faculty culture. Library Trends, 44, 339-367.
Sally Murphy
General Education Coordinator, California State University Hayward
Patricia Iannuzzi
Associate University Librarian, University of California Berkeley
Director, Doe-Moffitt Libraries, University of California Berkeley

Handout with Bibliography

July 9, 2000 — Chicago

Instruction for First-Year Students

Trudi Jacobson
Chair, Conference Program Planning Committee

American Association of School Librarians

First-year college students are often net-savvy, graphically oriented, and more likely to have shorter attention spans. Students are also coming to campus with differing levels of technological expertise. Are instruction librarians teaching first-year students in the best way possible? This program will explore characteristics of these students, survey what they are learning about information resources and strategies in high school, and investigate programmatic innovations at the institutional and library levels that meet first-year students’ needs.


Randy Hensley
Public Services Division Head, University of Hawaii at Manoa Libraries
Resource Bibliography
Frances Jacobson
Librarian, University Laboratory High School
University of Illinois at Urbana-Champaign
Resource Bibliography
Margit Misangyi Watts
Rainbow Advantage/Freshman Seminar Programs, University of Hawaii at Manoa
Resource Bibliography
Other Handouts:
First Year Experience Programs and Resources Bibliography
Libraries, Learning Communities, and the First Year of College Bibliography

June 27, 1999 — New Orleans

Nothing but Net? Understanding the Digital Library User

Betsy Park
Chair, Conference Program Planning Committee

Distance Learning Section

The keynote speaker will discuss research on the digital library user and draw on her work with the NSF-funded Digital Library Initiative. Two academic librarians will highlight the their work and its implications for academic library instruction and distance education. Two students from the New Orleans area will talk about how they use the digital library. A poster session follows the speakers program. The poster sessions showcase innovative responses to the instructional needs of digital library users.

Keynote Speaker:

Ann Bishop
School of Library and Information Studies, University of Illinois, Urbana-Champaign

Panel Speakers:

Tom Abbott
University of Maine at Augusta
Peggy Seiden
Swarthmore College
Two current university students

June 28, 1998 — Washington, D.C.

Research with a Small r: Approaches for the Instruction Practitioner

Marilee Birchfield
Chair, Conference Program Planning Committee

True or False? Research is a long, grueling process that has little relevance for you as a librarian. Join a group of practitioner researchers who have proven that the answer to this question is a resounding “false”! Providing a fresh look at what constitutes research, this program will focus on real-life research scenarios faced by instruction librarians. Explore methods for practical research and timely inquiry for problem solving, planning, and decision making.

Keynote Speaker:

Diane Nahl
School of Library and Information Studies, University of Hawaii
Online version of speech and overheads


Barbara MacAdam
Chair, Research and Scholarship Committee

Plus a panel of practitioner librarians sharing their experience:

Trudi E. Jacobson
Coordinator of User Education Programs, University at Albany, SUNY
Online summary and handouts
Rachael Naismith
Senior Reference Librarian, Springfield College
Online summary and handouts
Gail M. Staines
Coordinator of Library Instruction, Niagara County Community College
Online summary and handouts

June 30, 1997 — San Francisco

Imagining the Learning Library

College Libraries, Community and Junior College Libraries, Education and Behavioral Sciences, Extended Campus Library Services, and Asian, African and Middle Eastern Sections

This session will feature members of the Walt Disney Imagineering Team in conjunction with a design architect and a public services librarian. Program speakers will share their thoughts on how to realize the ideal of the learning library, a library whose purpose or story lies in inviting exploration and in presenting openings for learning and research. What would such a library offer, look like, and be? How can we shape services in ways that support the learning and research that lie at the heart of the academic and research library? How can our physical environments convey this mission? How do other buildings speak to our users? Answers to these and other questions will bring the concept of the learning library to life. Following the major speaker presentations, a “Showcase of Ideas” will highlight some of the innovative ways academic librarians are making this vision of the library a reality.

Poster Session: How to Build Librarian/Instructional Faculty Collaborative Partnerships by Kevin Roddy

July 8, 1996 — New York

Collaborative Solutions to Technostress: Librarians Lead the Way

Rebecca Jackson and Scott Mandernack
Co-chairs, Conference Program Planning Committee

ALA New Members Round Table and ALA Library Instruction Round Table

Stressed out? You’re not alone. Advances in the information world have created new and exciting opportunities, but often at the price of increased stress in our lives. Technology requires us to deal with a whole new set of problems: personal, psychological, professional, and organizational. Instruction librarians in all types of libraries are taking the lead in collaborating with other groups and individuals in their communities to help deal with technostress. This program focuses on information technology, its possible resulting technostress, and instructional efforts to deal with it. Science fiction author Hal Clement will open the discussion with possible futures for information, learning, and knowledge. Psychologist Dr. Richard Hudiburg will provide discussion and tools to detect, manage, and avoid technostress. A panel of academic and public librarians will react to the two speakers with insights based on projects in which they implemented collaborative solutions to training or instruction challenges.


Hal Clement, science fiction author
Richard Hudiburg, Associate Professor, Psychology, University of North Alabama


Nancy Dewald
Reference Librarian, Pennsylvania State University, Berks Campus
Catherine Palmer
Humanities Librarian, University of California, Irvine
Gail Griffith
Associate Director, Carroll County Public Library, Maryland

June 25, 1995 — Chicago

Measuring Up! Improving Instruction Through Evaluation

Robert Rose
Conference Program Planning Committee Chair

Following a keynote address providing the context for assessment, audience members attended their choice of three breakout sessions.

Keynote Speaker:

Georgine Loacker
Professor of English, Alverno College, Wisconsin

Breakout Sessions:

“Using Surveys”
Mignon Adams, Philadelphia College of Pharmacy and Science
Planning and field testing surveys; analyzing and disseminating results
“Evaluating Teaching for Teaching Improvement”
Trish Ridgeway, Handley Regional Library, Winchester, VA
Formative, rather than summative, evaluation is more effective in improving teaching. The evaluator and the instructor should determine evaluation objectives jointly.
“Developing a Performance-Based Evaluation for Instruction”
Judith Arnold, Western Michigan University
Developing performance-based standards for instruction librarians that can serve as the basis for peer- or self-evaluation.
“Achieving Information Literacy Outcomes: The Triage Process & Collaborative Course Design”
Kyzyl Fenno Smith and Debra Gilchrist, Pierce College, Tacoma, Washington
Developing and incorporating information literacy outcomes across the curriculum through collaboration with teaching faculty.
“Leadership in Action: Influencing Outcomes and Using Assessment to Improve Instructional Services”
Bonnie Gratch, St. Mary’s College of California
Instruction librarians have a leadership role in influencing the assessment of learning outcomes.
“Comparing Modes of Instruction: Selection Evaluation Methodology”
Joan Kaplowitz, UCLA Biomedical Library
Selecting a methodology to compare the effectiveness of computer-assisted BI with course-integrated lectures.
“A Longitudinal Study of a Bibliographic Instruction Program: An Experience in Assessment and Accountability”
Susan K. Henthorn, Berea College, and Molly Royse, Kansas State University
A five-year evaluation of Berea College’s bibliographic instruction program.
“Concept Mapping as an Evaluation Tool”
Bonnie Osif, Penn State University
As a visual representation of knowledge and its inter-relationships, concept mapping is an effective tool for evaluating successful learning.
“Evaluation in a No-Growth Environment: Utilizing On-Campus Resources to Evaluate Your Bibliographic Instruction Program”
Amy Parenteau, Alverno College
Conducting user need surveys with minimal staff time and no funding to develop a BI program.

June 27, 1994 — Miami

Beyond the F1 Key: Thinking and Teaching the Internet Within the Curriculum

Susan Miller and David Pilachowski
Co-chairs, Conference Program Planning Committee

ACRL College Libraries Section

Critical thinking has direct and profound connections with learning outcome developments in college and university curriculums. By using the rich and varied environment of the Internet to engender critical thinking abilities, we connect our library programs to the key movements in educational reform today. This program presented two conceptual frameworks and several case studies related to Internet training and use in the academic library. Related poster sessions co-sponsored by the ACRL Science and Technology Section, preceded and followed the program.


Gerald Nosich
Professor of Philosophy, University of New Orleans
“Critical Thinking: Using It and Teaching For It”
Kevin Roddy
Lecturer in Medieval Studies and Academic Computing, University of California, Davis
“Educational Reasons for Teaching the Internet: A Faculty Perspective”
Mary Jane McDermott (Southern Oregon State College), John Stachacz (Dickinson College), Ilene F. Rockman (California Polytechnic State University, San Luis Obispo)
“Snapshots: The Library, the Curriculum and Beyond: Brief Case Studies Illustrating How Librarians Are Bringing Internet Resources into the Curriculum”

June 27, 1993 — New Orleans

Coping With Chaos, Thriving on Change: Redefining Bibliographic Instruction

Betsy Park
Chair, Conference Program Planning Committee


Howard Simmonds
Executive Director, Commission on Higher Education, Middle States Association of Colleges and Schools
“Higher Education and Accreditation at the Crossroads: Some Challenges and Opportunities”
Betsy Wilson
Associate Director of Libraries for Public Services, University of Washington, Seattle
“Instruction in the 1990’s: The More Things Change, the More They Don’t Stay the Same.”
Nancy Buchanan
Coordinator of Electronic Resources, University of Houston
“But What Does It Mean to Me?”

Poster Sessions:

“Making Ends Meet: Evaluating BI Services”
Bett Braaksma and Peggy Warren-Wenk, York University, Toronto, Canada
“The Heartland/Milner Connection: Cooperation Between a Community College and Illinois State University”
Kathleen M. Conley, Illinois State University, Normal, Illinois
“Project LitCrit: Countering Chaos with CAI”
Monica Fuisch and Lorelei Tanji, University of California, Riverside
“Surviving the Downsized 90’s: Guides for a New Millennium”
Carol Gibbens, Cheryl LaGuardia, and Janet Martorana
University of California, Santa Barbara
“Librarians Know Everything! Creating an Entertaining Videotape to Teach Basic Skills Using OPAC and CD-ROM Technologies”
Linda J. Goff and Robert Locke, California State University, Sacramento
“Bibliographic Instruction: A New Definition of ‘User Interface'”
Leigh Kilman, St. Mary’s University, San Antonio, Texas
“Teaching Distant Learners on Television: Coping with Change”
Naomi Lederer, Arizona State University, Tempe
“The New General Education, Bibliographic Instruction, and a Diverse Student Body”
Ben Lents and Carl Pracht (Southeast Missouri State University, Cape Girardeau)
“Campus-wide Access to Online Periodical Indexes: Implications for Bibliographic Instruction”
Jean McManus and Nora Zukas, University of Illinois at Chicago
“Sixty-Minute Faculty Seminars: Introducing Faculty to Information Technology”
Carolyn J. Radcliff, Kent State University, Kent, Ohio
“Building Bridges to the Diverse Populations on an Urban University Campus”
Billie Joy Reinhart and Gary B. Thompson, Cleveland State University, Ohio

June 28, 1992 — San Francisco

Bulletins from the Recruits: Sharing Information Expertise in the Global Learning Community

Beth Sandore
Chair, Conference Program Planning Committee

Library Instruction Round Table and the ALA User Instruction for Information Literacy Committee as part of the “15th Anniversary of Information Literacy in ALA–A Day Long Celebration”.

“The BI Knowledge Base: A Brief Retrospective”


Virginia Tiefel
Ohio State University
“Using Technology to Achieve Information Literacy”
Alan Wallace
University of Tennessee-Knoxville
“Making Connections: BI and Staff Development”
Diane Nahl-Jakobovits and Leon A. Jakobovits
University of Hawaii
“Holistic Instructional Design: Integrating Affective and Cognitive Learning Objectives”

June 30, 1991 — Atlanta

Technology as a Barrier to Information Literacy: Implications for Bibliographic Instruction

Mary Beth Allen
Chair, Conference Program Planning Committee

College Libraries Section, Community and Junior College Libraries Section, University Libraries Section, Women’s Studies Section, LITA Education Committee, Library Instruction Round Table

Institutional or political barriers (such as not having the technology), as well as individual barriers (psychological, cultural, gender-related) to using the technology that is available were discussed. Strategies for BI librarians were suggested. A poster session following the presentation showed how various institutions responded to technology as a barrier.


Herbert S. White
Dean, School of Library and Information Science, Indiana University
Carolyn Palmer
Professor, Higher Education & Student Affairs, Bowling Green State University,
Lori Arp
Reference Head, Norlin Library, University of Colorado, Boulder

Panel Moderator:

Charles Forrest
Emory University, Atlanta

June 24, 1990 — Chicago

Read This First: An Owner’s Guide to the BI Model Statement of Objectives

Susan Hoffman
Chair, Conference Program Planning Committee

The program highlighted the conceptual foundations of the BIS Model Statement of Objectives for Academic Library Instruction, its content, and current uses in diverse instructional programs and settings. Additional applications of the Model Statement were displayed in poster sessions immediately following the program.


Mary Reichel
University of Arizona, Tucson
“The 1989 Model Statement: Putting It into Context”
Mary Ellen Larson
Pennsylvania State University
“The 1989 Model Statement: An Analysis”
Carol Wright
Pennsylvania State University
“The 1989 Model Statement: Applications for Planning a Basic Skills Program”
Rudy Wilthus
University of Colorado, Denver
“Understanding the Present in the Past: Instruction in the Use of Original Sources

June 25, 1989 — Dallas

Invisible Users/Visible Technology: BI Beyond the Library

Harvey Sager
Chair, Conference Program Planning Committee

The program explored the current and future instructional needs of invisible users of online catalogs and other databases, and the challenges, choices and opportunities BI librarians will face in meeting those needs.


Betsy Baker
Northwestern University
“Invisible Users: In Search of the Elusive Teaching Model”
Sally Kalin
Pennsylvania State University
“Invisible Users: The Challenges”
William Mischo
University of Illinois Urbana-Champaign
“Invisible Users: Harnessing Changing Technologies”

July 10, 1988 — New Orleans

Teaching CD-ROM

Sara Penhale and Esther Grassian
Co-chairs, Conference Program Planning Committee

Program addressed integrating CD-ROM sources into bibliographic instruction. A poster session followed the presentation.


Randall Hensley
University of Washington
“CD-ROM Users and Technology-Induced Behavior”
Martin Kesselman and Deanna Nipp
Rutgers University
“CD-ROM in Perspective: Discovering Instructional Opportunities”
Mara R. Saule
University of Vermont
“Laser Learning: Teaching Strategies for Optical Discs”

Panel presentations on techniques:

Christina Brundage
San Jose State University
“Point-of-Use Guides”
Joe Jaros
Texas A&M University
“Individualized Instruction”
Fred Musto
Indiana University
“Group Workshops”
Andrea Wyman
SUNY Oswego
“Course-Integrated Instruction”

June 28, 1987 — San Francisco

Learning to Teach: Promoting Quality in Bibliographic Instruction

Melanie Dodson
Chair, Conference Program Planning Committee

Program provided information on continuing education, staff development and training, teaching techniques, and the role of library schools in the training process.


Eric Kristensen
Associate Director, Harvard-Danforth Center for Teaching and Learning
“The Librarian as Classroom Teacher”
Virginia Tiefel
Director of Library User Education, Ohio State University
“Planning and Developing a Teaching Effectiveness Program for Librarians”
Patricia Breivik
Director of Auraria Library, Denver
“Librarians and Academic Program Excellence”

June 29, 1986 — New York City

Bibliographic Instruction for the Future: A Critical Look as We Leap

Claudette Hagle
Chair, Conference Program Planning Committee


Carla Stoffle
University of Michigan
“Facing the Future With a View of the Past”
Patricia D. Arnott
University of Delaware
“Harnessing Today’s Technology: A Computer-Assisted Instruction Approach”
Thomas T. Surprenant
Queens College
“Three Scenarios for the Future”

July 9, 1985 — Chicago

Educating the Users of Online Catalogs: Administrative Issues, Research Concerns, and Practical Applications

Thomas F. McNally
Chair, Conference Program Planning Committee

This program examined the development of home-grown versus turn-key computer catalogs; reviewed the steps involved in initiating a user education program; explained the uses of transaction logging and design issues in relation to BI; examined the potential to broaden online catalog education to the level of concept learning.


William J. Studer
Ohio State University
C. Brigid Welch
University of Houston
“Instructional Issues Involved in Setting Up an Online Catalog”
Brian Nielsen
Northwestern University
“Research Using Diagnostics of the User Interface, Using Transaction Logs”
Betsy Baker
Northwestern University
“Broadening Online Catalog User Education Beyond the Confines of a Single Tool”
William Miller
BIS Chair, Bowling Green University

June 26, 1984 — Dallas

Bibliographic Instruction: A Catalyst for Change

David King
Chair, Conference Program Planning Committee

ALA Instruction in the Use of Libraries Committee and LAMA LOMS Planning and Evaluation of Library Services Committee

This program examined the educational opportunities posited by current trends, considered the use of new technologies as a means toward information management education programming, and discussed the planning processes necessary if libraries are to assume their new educational roles.


Joseph Boisse
University of California, Santa Barbara
“New Educational Roles for Academic Libraries”
Millicent Abell
University of California, San Diego
“Using Technology as a Change Agent”
Charles McClure
Library School, University of Oklahoma
“Planning for New Educational Roles in Academic Libraries”
Maureen Pastine
San Jose State University
“Summary and Reaction”

June 26, 1983 — Los Angeles

The Research Process: Implications for Bibliographic Instruction

Carolyn Dusenbury
Chair, Conference Program Planning Committee

ACRL Science and Technology Section

Program addressed the questions: How do scholars do research in subject disciplines? How are the literatures of disciplines generated, found, and used by researchers at all levels? What do librarians need to know about this process in order to aid research and teach others?


Michael Mullin
Dept. of English, University of Illinois
“Research and Research Strategies”
Keith Russell
Council on Library Resources
“The Information Seeking Strategies of Scientists: Factors That Influence Effectiveness”
David King
Texas Medical Center Library, Houston
“BI for Research and Information Management”

July 11, 1982 — Philadelphia

Back to the Books: Bibliographic Instruction and the Theory of Information Sources

David C. Weber
Chair, Conference Program Planning Committee


Patrick Wilson
Library School, University of California, Berkeley
“Pragmatic Bibliography”
Frances Hopkins
“Practical Application of Pragmatic Bibliography”
Conrad Raswski
Library School, Case Western Reserve University
“Nature of Literatures: A Synergetic Attempt”
Tom Kirk
“Comments on Nature of Literature”

June 28, 1981 — San Francisco

Will Bibliographic Instruction Survive in the Online Age?

Beth Shapiro
Chair, Conference Program Planning Committee


Brian Nielsen
Northwestern University
“Teacher or Intermediary: Alternative Professional Models in the Information Age”
Kristin McDonough
Baruch College, New York
“Teaching the Fourth R: Research Techniques”
Nancy Fjallbrant
Chalmers University of Technology, Goteberg, Sweden
“User Education and the Role of the Academic Library”

July 1, 1980 — New York City

Learning Theory in Action: Application to Bibliographic Instruction

Patricia W. Silvernail
Chair, Conference Program Planning Committee


Sharon Rogers
Social Science Subject Specialist, University of Toledo
“Theoretical Designs”
Cerise Oberman-Soroka
Head, Reference Department, College of Charleston
“Petals Around a Rose: Abstract Reasoning and Bibliographic Instruction”

June 26, 1979 — Dallas

Grantsmanship for Bibliographic Instruction

Sheila Laidlaw
Chair, Conference Program Planning Committee


Donald Clark
College of Education, Texas A&M
“So You Want a Funded Study?”
Hannelore Rader
“Successful Proposals for Successful Projects”
Nancy E. Gwinn
Council on Library Resources
“Academic Libraries and the Educational Process”

June 27, 1978 — Chicago

The Politics of Library Instruction

Sheila Laidlaw
Chair, Conference Program Planning Committee


Alan E. Guskin
Chancellor, University of Wisconsin at Parkside
Jean Netherton
Provost, North Virginia Community College at Alexandria
David Laird
University Librarian, University of Arizona, Tucson
Peter Spyers-Duran
Director of University Library, California State University, Long Beach
Robert Holland
Department of Humanities and Communication, Drexel University
Lorna Marsden
Department of Sociology, University of Toronto
Anne F. Roberts
Associate Librarian, Coordinator for Library Instruction, SUNY-Albany

Suggested directions for panel presentations:

University Administrators:
What are your restraints when the library comes for funds?
How do you perceive the need for library users to receive instruction in using libraries and their resources?
What kind of approach do you want from the library?
What kind of relationship do you want between the library and the teaching (i.e., the curriculum and the faculty)?

Library Administrators:
What are your restraints within the library in considering funding demands?
How much emphasis should be given to library instruction?
What kind of support and/or encouragement have you given your staff/faculty members?
What kind of demands get through to you fastest? Turn you on fastest?

Faculty Members:
How do you perceive library instruction in your institution in general?
Do you perceive a need for an organized program of library instruction?
What do you see as your own need for library instruction (especially when new on campus)?
How do you identify the needs of your students may have for library instruction?
How do you communicate this to the library?
What can the library do to generate faculty interest in library instruction?
How do you ensure advanced levels of faculty competency in library use?
How can/do faculty members make their first contact with the library?

Roundtable discussion groups by type and size of institution followed by reactor panel.