Registration is now open for the 2019 IIG/DLIG Spring Workshop!

Back to Basics: Active Learning & Instructional Design

Date: Friday, April 26, 2019

Time: 10:00 a.m. – 3:30 p.m. (Registration/check-in & breakfast begins at 9:30 a.m.)

Location: Shepard Branch of the Columbus Metropolitan Library – Free parking onsite

Cost: $35 (ALAO members), $45 (ALAO non-members), $25 (student members)

Registration link:

Registration Deadline: April 22, 2019


Workshop Schedule & Presenters

9:30 a.m. to 10:00 a.m.  (Registration/check-in & breakfast)

10:00 a.m. – 12:00 p.m.: Morning session

Instructional Design for Librarians
Carolyn Kraut, Online Instructional Designer, University of Findlay

Academic librarians are asked to deliver instructional sessions to students, but often lack training in presentation development and audience engagement. In this workshop, we’ll discuss instructional design at a very high level, then get hands-on experience working through each step of the design process so that each participant walks away with a sample roadmap to follow when planning their own session.

12:00 p.m. – 1:00 p.m.: Lunch

1:00 p.m. – 3:30 p.m.: Afternoon session

Active Learning: High, Low, and No Tech Techniques

Hanna Primeau, Instructional Designer, The Ohio State University

Hanna will be focusing on helping participants create learning outcomes appropriate for library sessions, and will then pair them with the delivery and the use of high and low/no tech options in the classroom to get students engaged.  A new way of thinking about technology and active learning will be presented, helping every single person who walks out to have more confidence that their teaching style is getting the outcomes they hoped for.

3:30 p.m. Wrap-up


Speaker Bios

Carolyn Kraut

Carolyn Kraut is the Online Instructional Designer for the University of Findlay. She has dedicated her career to helping faculty create meaningful and engaging learning experiences in the classroom and online. When she’s not educating educators, she likes to cook, solve murder mystery subscription boxes, and spend time outdoors with her husband and two dogs.

Hanna Primeau

Having received her Masters of Science in Information from the University of Michigan in 2011, Hanna took a unique path to her current position. Starting as a small business owner archivally digitizing memories, she then followed an opportunity into academia working side by side with many of the instructors that set her on her path. Being unimpressed with the library instructional sessions she had encountered as a student made her throw herself into how librarians could best conduct the instruction of Information Literacy skills, at that institution and beyond.

In December of 2015 she packed up her life and moved just 20 minutes east of Columbus, Ohio. The Ohio State University at Newark also home to Central Ohio Technical College was her new home, allowing her to continue her focus on Information Literacy as a Reference and Instruction Librarian there. In 2017 she shifted to the Columbus campus, still working for the University Libraries, but now as an Instructional Designer. It was time to give back what she had learned as a librarian, helping others who teach within libraries with creating learning objects and teaching with technology. She focuses on creating student driven sessions, thoughtfully utilizing emerging technologies while creating easily adaptable and reusable digital objects and lesson plans to ease the load of juggling busy semesters.

Register Now!

If you have any questions, feel free to contact any of the IIG/DLIG co-chairs:

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ALAO Distance Learning and Instruction Interest Group Co-Hosted 2018 Spring Workshop – Registration Closes April 27th

ALAO-IIG Registration Image

NOTE: Registration closes on Friday, April 27th

Registration is now open for the Academic Library Association of Ohio’s Distance Learning and Instruction Group co-hosted 2018 Spring Workshop, “Authority, Source Evaluation, and Critical Thinking For In-Person & Online Library Instruction.”

Date: Friday, May 4, 2018

Time: 10:00 a.m. – 3:30 p.m. (Registration begins at 9:00 a.m.)

Location: State Library of Ohio, Large Board Room

Cost: $35 (ALAO members), $45 (ALAO non-members), $25 (student members)

Registration Link:

Agenda & Presenters – **See schedule below

DLIG and IIG’s co-hosted Spring 2018 Workshop offers a variety of different sessions on how librarians are applying the ACRL Authority Frame for Information Literacy to the design of assignments, sessions, and online tutorials that help students evaluate sources critically.

The workshop will also include round table discussions of the presentations, and attendees will have the opportunity to share their own ideas and experiences.  Come with your questions and perspectives, and leave with great design strategies, ideas and tips!

Keynote SpeakerDr. Mary Hricko, Library Director (Kent State University Geauga Campus) and 2018 DLIG Distance Learning Visionary

Dr. Mary Hricko is a Professor of University Libraries and serves as the Library Director at Kent State University Geauga Campus and the Regional Academic Center. She is one of KSU’s Coordinators for Quality Matters and serves on the Instructional Technology Council’s Taskforce for Accessibility in Distance Education. She is one of OhioLINK’s Affordable Learning Ambassadors and is the Chair for the Open Textbook Library’s Research Group. In addition to her library work, she teaches courses in English and education and received an NEH Fellowship from the Newberry Library this past summer for her research on Langston Hughes. She has published numerous articles and books on quality assurance in online education. Her current research involves personal learning environments, web accessibility, and assessment in online education.

Dr. Hricko’s keynote presentation is entitled, “Best Practices for Online Instruction.”


Workshop Agenda and Schedule

9:00 a.m. to 10:00 a.m.  Check in and breakfast

10:00 a.m. to 11:00 a.m. Welcome & Keynote Speaker Presentation

Best Practices for Online Instruction

This presentation will provide an overview of the research associated with the “best practices” for online instruction to assist library staff in designing and delivering online library tutorials and educational programs. This session will provide an overview regarding curricular alignment, accessibility, and quality assurance.

Mary Hricko, Library Director

Kent State University Geauga Campus

2018 DLIG Distance Learning Visionary Award Winner


11:00 a.m. to 12:00 p.m. Morning Presentations

Taking the DRAMA out of Source Evaluation

We know the difficulty of even beginning to broach a topic as broad as source evaluation in a one shot session. I will outline my approach, which is to be a talking head only briefly to outline the basics of DRAMA (Date, Relevance, Accuracy, Motivation and Authority), a concept that is all too familiar when use of academic sources is still new, and then pair it with demonstrating learning technologies that allow the students to assess using DRAMA, finally paired with another learning technology creating friendly competition that encourages honest and real discussion among students.

Hanna Primeau, Instructional Designer

The Ohio State University

“Module”-ating the Information Conversation: Creating Modules for Ease of Teaching about Source, Authority, and “Fake News.”

An overview of the presenter’s new system of library instruction modules, from which instructors of record can choose classroom teaching topics, including authority, source and other necessary evaluation concepts.

Jennifer Joe, Owensboro Campus Librarian

Western Kentucky University

12:00 p.m. to 1:00 p.m. Lunch

1:00 p.m. to 2:00 p.m. Afternoon Presentations

They’re Going to Google It Anyway: Using An Information Scoring System to Teach Students How to Use Problematic and Biased Sources

In the current environment of ubiquitous data, telling students not to use Wikipedia and other online resources is unrealistic in light their information usage patterns. Our task as instruction librarians should be to teach students how and when problematic and/or biased sources can be used. This presentation will demonstrate a structured scoring system (1 through 4) for online texts and other resources that was developed in concert with Glenn Muschert, a professor of Sociology at Miami University. It will also present a series of scaffolded assignments that employ this scoring system to teach students the relative value of information sources.

Andrew A. Revelle, Social Sciences Librarian

Miami University

Teaching With Tutorials: Integrating Authority Analysis in Online Courses

Using a combination of LibWizard and Canvas modules, instruction librarians at Northern Kentucky University have increased information literacy exposure for online students.  This presentation will highlight modules that teach online students to ask critical questions about the information they encounter and extend student thinking beyond the traditional evaluation criteria of author, date, relevancy, and accuracy.  Using LibWizard, students are able to interact with embedded sources, question the information, and respond to provided questions. Canvas offers a less interactive environment, but easily integrates within student courses. Librarians will share examples, engage discussion, and share findings based on experiences in the last year.

Andrea Brooks, Information Literacy Coordinator

Jane Hammons, Instruction Librarian

Northern Kentucky University

2:00 p.m. to 2:45 p.m. Lightning Talks

How Might A Psychology Professor Teach Critical Thinking?

Teaching critical thinking is addressed from the perspective of a psychology professor and a librarian. Methods used to improve student understanding of validity and reliability of sources are examined from the perspective of a classroom and online psychology professor. Lecture material, assignments, and discussions of real-world problems are included with a focus on developing critical evaluation skills as well as impressing upon the students the importance of choosing to be responsible consumers of information. Lessons learned while teaching critical thinking as a psychology professor are applied to the teaching of critical thinking as a social sciences liaison.

Anna Liss Jacobsen, Social Sciences Librarian

Miami University

Designing An Online Module to Explore Bias

I used the fee-based instructional design tool Articulate to design a module encouraging students to consider bias as they evaluate sources for timeliness and reliability. The lesson that discusses bias is placed within the larger context of the research process that also includes framing a research question and gathering evidence to support the thesis. The lesson includes activities and demonstrates different features of the design tool.

Kate Lucey, Education Librarian

Miami University

Learning Commons Passport

How do you meet your distance students where they are for instruction? With attention spans set by social media behavior, how do you ensure your instruction message gets across? We created a tutorial library – the Learning Commons Passport – with short, navigable and succinct instruction videos that are accessible to learners across the globe and that instructors can embed in their courses. We worked with our IT and interactive media teams to create the structure and templates, but maintained ownership over the site and videos so we could quickly create needed tutorials, push edits, and provide the most up-to-date resources.

Karen Caputo, Instruction & Design Librarian

Alyssa Darden, Director of Learning & Library Resources

Franklin University


2:45 p.m. to 2:55 p.m. Break

2:55 p.m. to 3:20 p.m. Round Table Discussions

Attendee-driven group discussions defined by themes and questions arising from presentations and lightning talks. (*details to follow)

3:20p.m. to 3:30 p.m. Workshop Survey & Closing Remarks

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ALAO 2018 DLIG/IIG Spring 2018 Workshop — Call for Presenters

Distance Learning and Instruction Interest Groups – Co-Hosted Spring Workshop

Friday, May 4th, 2018

State Library of Ohio

Authority, Source Evaluation, and Critical Thinking for In-Person & Online Library Instruction

Have you experimented with in-person or online strategies for getting students to think critically about the construction, credibility, or influence of information sources?  Would you like the opportunity to share your experience with designing assignments, instruction sessions, activities, or tutorials that focus on critical source evaluation?  If so, the Academic Library Association of Ohio’s (ALAO) Distance Learning and Instruction Interest Groups invite you to share experiences at our 2018 Spring Workshop, “Authority, Source Evaluation, and Critical Thinking for In-Person & Online Library Instruction” on Friday, May 4th at the State Library of Ohio.

ALAO’s Distance Learning and Instruction Interest Groups (DLIG & IIG) are looking for presenters who have created assignments, tutorials or other library instruction programming that address source evaluation and/or the ACRL Authority Frame.  Do you have fresh ideas you’d like to present? Now’s your chance!

We are interested in your idea for a presentation, lightning talk, mini-workshop, panel discussion or roundtable discussion that offers insights into any of the following topics:

  • Online learning modules/tutorials

  • Critical thinking

  • Flipped/inverted instruction

  • Alternatives to the CRAAP test

  • News/media literacy

  • Developing effective online lesson plans from beginning to assessment

  • Creating effective online tutorials using free software and applications

  • Adapting or creating new assignments or activities

  • Setting learning outcomes

  • Best practices and discoveries

The deadline for proposals is Feb. 15, 2018. To submit your idea, please click on the following link and fill out the form:

Session proposals will be reviewed by the DLIG/IIG workshop planning committee.  Please email any questions to IIG Co-Chairs Mark Eddy ( and Mandi Goodsett (, or DLIG Co-Chairs Kristin Cole ( and Rebecca Quintus (

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SAVE THE DATE – 2018 ALAO IIG Spring Workshop

Mark your calendars and please join us this coming May 4th, 2018 at the State Library of Ohio in Columbus for our annual Spring Workshop!  This year’s program will again be dedicated to exploring practical applications of the ACRL Framework in creating information literacy instruction content.

More workshop details and program information coming soon!

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IIG Spring Workshop 2017

ALAO IIG Spring Workshop Banner

Registration is now open for the Academic Library Association of Ohio’s Instruction Group Spring Workshop, “Learning from Experience: Sharing Applied Threshold Concept Methods in Instruction.”

Date: Thursday, April 20

Time: 10:00 a.m. – 3:30 p.m. (Registration begins at 9:00 a.m.)

Location: State Library of Ohio

Cost: $35 (ALAO members), $45 (ALAO non-members), $25 (student members)

Registration Link:

IIG’s Spring Workshop offers a variety of different sessions on ACRL’s Framework for Information Literacy for Higher Education. Come with your questions about the new Framework and leave with great ideas and tips.

In “Bring in the New by Tweaking the Old!” Information Literacy Coordinator Rares Piloiu (Otterbein University) will introduce librarians to instructional methods and strategies to help them incorporate the Framework into their teaching.

Sherri Saines, Subject Librarian for the Social Sciences at Ohio University, will discuss how she rewrote the ACRL Framework in “lay language,” useful for faculty workshops and collaboration, in her presentation “’How Information Works’: Translating the Frames for a Wider Audience.”

Starting the afternoon session, Social Media Coordinator and Subject Librarian for Ohio University’s Scripps College Jessica Hagman and Rebekah Perkins Crawford, Doctoral Candidate and Associate Basic Course Director for Scripps School of Communication, will share their collaborative work on creating assignments that integrate the new Framework in “Building an Information Literacy Structure in the Public Speaking Course.”

In “Integrating College Learning Goals and the ACRL Framework into Information Literacy,” Special Initiatives Librarian Rosalinda H. Linares (Oberlin College) and Visiting Asst. Professor Kathryn Miller (Oberlin College) will discuss a librarian-faculty collaboration to map college learning goals and the ACRL Framework to essential, discipline-specific threshold concepts in two introductory course.

The day will also include round table discussions about the ins and outs of the ACRL Framework to provide participants the opportunity to share their own ideas and experiences.

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Library Instruction Nirvana vs. Library Instruction Reality: Balancing & Prioritizing Instruction Strategies, Reflections by a New Librarian–Hanna Schmillen

“I just realized this week that I cannot do it all, so I will do what I can fabulously.”

– Clinton Kelly, 2013

Yes, I just quoted a fashion expert and media personality, but it’s insanely relatable. As a fairly new professional (not quite two years in) who consistently fills her plate too full, likes to experiment, and has high expectations, I have to remind myself that doing it all does not imply that I am doing it all well. Sometimes…let’s be realistic, most of the time we have to choose and prioritize our ‘To Do’ lists and balance our capabilities. And our ‘To Do’ lists continue to grow.

This same principle carries over into instruction methodology. Most of us have one-shot sessions in order to teach our students how to be information literate and effective searchers. Not only that, but we are trying to balance the expectations of the course instructors, the students, our library, and ourselves. Oh, and don’t forget about the ACRL Frameworks, active learning strategies, and session assessment. Again, our lists continue to grow. So how do we prioritize? How can we ensure that our sessions are active, and relevant, and meet not only our expectations, the expectations of others while addressing our elusive Frameworks? I don’t have the answer, so don’t get too excited, but I would like to share what I have learned so far that is bringing me one step closer to that answer (Library Instruction Nirvana?)

A wise, seasoned colleague of mine, Sherri Saines, once shared her golden rule of instruction when it comes to selecting her session content: one learning outcome/concept per 15 minutes of your session. What this means is that within an average, 50-minute session, you may teach three concepts. (Perhaps three Frameworks.) Three. Why? It’s estimated that the average student can focus and absorb a new concept for about 15 minutes at a time. In theory, if you spend less time, they may not understand or remember what you taught them. However, if you trail on forever, you could lose their interest. So 15 minutes is a guideline for time spent per concept, but assuming this guideline applies to everyone and every concept may not be accurate.

I myself tend to think of ‘concept’ more as a theme. For example, I should not teach search strategy without ensuring the students know where to access the library databases. Or I cannot discuss searching for a specific level of evidence in healthcare and medicine if the students are unfamiliar with the different levels of evidence. So depending on the experience of the students, I may make the assumption that reminding them where to click on the library’s website will not take a huge amount of brainwork. So I might wrap these together as one theme and not two individual concepts that will independently take 15 minutes to make concrete.

Including active-learning strategies and engaging activities is very important to my instruction methodology. There are two reasons for this: the first is I really enjoy interacting with the students and experiencing their engagement with me, the content, and each other. The second, and more important, is that active-learning strategies have proven to be the most effective method when working with diverse learners. For example, lecture is more ideal for those learners who prefer to listen and absorb. I tend to include PowerPoints, reflection time, and self-paced activities for those self-learners. And for those learners who need an example or need to activity try something, I plan an activity where they perform a task or discuss with their peers.

My goal is to create a learning space that is flexible and adaptable to different kinds of learners. Balance, variety, and natural flow are important to me when I build lesson plans. I begin by dividing my more traditional lecture content into smaller tidbits, or themes. Then add an appropriate active-learning strategy per theme. While doing so, I remind myself that the active-learning strategy, if done well, should lean more towards replacing my lecture or demo time; not simply reiterating my concept.

Side note: you can integrate a simple assessment into an active-learning activity, so two birds, one stone. That being said, you can’t do every, creative active-learning strategy invented in one session, and you shouldn’t try. I mean, technically this is possible, but I do not see how successful it would be. You still have to guide and create a learning space that jives with different kinds of learning styles.

So let’s look back to the math. For a 50-minute session I can teach three concepts, one through a well-designed, more intense, active-learning strategy. This builds my base of prioritizing my content because it’s a formula. Adding this method to the madness works for me, providing a solid foundation on which to place my creativity and expectations.

Not everything you do in a session needs to be ground-breakingly brilliant and meet very instruction criteria out there, another pressure we put on ourselves. What we should do is focus on steadily working towards that “perfect” instruction session with the understanding that we will probably never get to Library Instruction Nirvana- if it exists. I’m not asking you to lower your expectations but rather strategize your pace and methods. By intentionally choosing to experiment with active-learning you make slow, more accurate progress toward Library Instruction Nirvana; which is the goal, right? Trying to do everything does not ensure you are doing it well. Choose what is most important, most valuable, and most exciting right now– and do it fabulously.


Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University.

Burkhardt, J. (2016). Teaching information literacy reframed: 50+ framework-based exercises for creating information-literate learners. Chicago: Neal-Schuman, an imprint of the American Library Association.

Cardiff University. (2015). Handbook for information literacy teaching. Available at:      

Concordia University. (2016). Interactive teaching styles used in the classroom. Retrieved from

Kelly, C. (2013, August 26). Clinton Kelly’s official Facebook page. Retrieved from       


Hanna Schmillen is a new professional who started her first post-MLIS position July 2015 as the Health Sciences and Professions Subject Librarian at Ohio University. She’s engaged in Academic Library Association of Ohio (ALAO), the Music Library Association (MLA), the Midwest chapter of MLA, and the Ohio Health Sciences Library Association (OHSLA). Her research interests include instruction strategies, the training and education of new and soon-to-be librarians, as well as data management and eScience. Hanna also has the cutest mutt named Mosby, who is a German Shepard, Corgi, Basset Hound mix; likes to kayak, hike, and hammock whenever possible; and loves to cook and bake.

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ALAO Spring Workshop: Call for Presenters

Instruction Interest Group Spring Workshop–April 20, 2017
Learning from experience: Sharing applied threshold concept methods in instruction


Have you begun piloting or experimenting with applications of ACRL’s new Framework for Information Literacy for Higher Education? Do you have an assignment or activity to share on a threshold concept? Do you have a fruitful collaboration with faculty in implementing the Framework at your institution? If so, the Academic Library Association of Ohio’s (ALAO) Instruction Interest group invites you to share your activities and experiences at our Spring Workshop, “Learning from experience: Sharing applied threshold concept methods in instruction” on Thursday, April 20th at the State Library of Ohio.

ALAO’s Instruction Interest Group (IIG) is looking for presenters who have designed and taught library assignments or activities that teach any of the six threshold concepts. Do you have fresh ideas you’d like to present? Now’s your chance!

We are interested in breakout sessions that offer insights in any of the following topics:

  • Adapting or creating new assignments or activities
  • One-shot instruction and the new Framework
  • Practical applications of the Framework
  • Setting learning outcomes
  • Best practices and discoveries
  • Finding common ground between the old Standards and new Framework
  • Collaboration with Faculty
  • Curriculum mapping
  • Online learning modules/tutorials

The deadline for proposals for is Feb. 15, 2017. To submit your idea, please click on the following link and fill out the form: Session proposals will be reviewed by the IIG planning committee.

Please e-mail any questions to IIG Co-Chairs Dana Knott ( and Mark Eddy (

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