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Breakout Session #2

Friday, May 9th: 1:15 p.m. - 2:15 p.m.

The Library-Research Paper and the Instruction Librarian: A History, a Context, and a Speculation [Hall of Fame]

This session provides the intellectual and historical context for the library-research paper assignment by highlighting the thinking of "compositionists" (scholars who specialize in the writing process), and helps us to understand who we are as library instructors for basic writing classes and for other classes.

Donna J. Gunter, J. Murrey Atkins Library, University of North Carolina, Charlotte

Stone Soup: A Recipe for Collaboration and Support [Meeting Room P&Q]

INGREDIENTS: 4-6 librarians, 1-day retreat, 40 lbs. assignment binders, various syllabi and classroom experiences, 40 laptop computers, 4-6 sections LIB120. DIRECTIONS: Pour librarians into retreat. Add binders, syllabi, experiences. Allow to sit 5-6 hours. Combine retreat mixture with LIB120 sections adding laptops as needed. Simmer 14 weeks. Serves 100-150 undergraduates.

Jim Kinnie, Reference Librarian, University of Rhode Island
Mary C. MacDonald, Information Literacy Librarian, University of Rhode Island
Amanda Izenstark, Reference Librarian, University of Rhode Island

Toss the Bag of Tricks: Fostering Motivation in Library Instruction [Ballroom D]

Tired of using the "bag of tricks" approach to motivation? This breakout session will summarize theories of motivation while suggesting practical classroom applications. Participants should come prepared to think about an instructional situation that they would like to revitalize.

Michelle Twait, Gustavus Adolphus College

Which Part of VARK Are You? And What Does It Mean for Librarians? [Meeting Room L&M]

Students learn more easily and efficiently if their individual learning preferences are taken into account. Using VARK, the presenter will discuss various modality preferences and how to teach to them.

Pamela Lee Enrici, Library Instruction Coordinator, University of Minnesota Duluth

Workshop on Educating Reflective User Instruction Librarians [Ballroom C]

Using several syllabi, participants will identify aspects of courses currently taught in library schools that foster development of reflective teachers. They will propose criteria for course design that can also be applied to in-service and continuing education.

Jana Varlejs, Associate Professor, Rutgers School of Communication, Information and Library Studies
Eileen Stec, Instruction and Outreach Librarian, Mabel Smith Douglass Library, Rutgers University

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