Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 15th Aug 2025, 10:10:26am CEST

 
 
Session Overview
Session
B4S3_PP: Innovative Pedagogical Frameworks and Collaborative Learning
Time:
Tuesday, 23/Sept/2025:
1:45pm - 3:25pm

Location: MG2/01.10

Parallel session; 80 persons

Show help for 'Increase or decrease the abstract text size'
Presentations
1:45pm - 2:00pm

Academic Librarians Enhancing Information Literacy through Contemplative Pedagogies

Paulina Rousseau

University of Toronto Scarborough Library, Canada

In recent years, there has been a growing interest in contemplative pedagogy (CP), which involves designing instruction that helps to cultivate deepened awareness, concentration, and insight throughout the learning process in our students and audiences, through the use of contemplative practices. These practices foster additional ways of knowing and are broadly defined as “metacognitive exercises in which attention is focused on any element of conscious experience,” or practices that are embodied and integrate the body, mind, and emotional states in hopes of connecting more deeply with the material taught. There are demonstrated communities of practices in this area, including the development of an ACRL interest group for Contemplative Pedagogies since the late 2010s. These practices have been gaining interest due to the increasingly high levels of stress and anxiety among college students as well as those tasked with educating them resulting from both the long term effects of COVID-19 as well as growing awareness on critical thinking and social justice resulting from current events that students are consistently made aware of. There is evidence and recognition that contemplative practices are effective as a pedagogical tool that enhances student experience (Moniz and Slutzky, 2016; Charney and Colvin, 2018), and integrating contemplative pedagogies into our professional practices also allow us to critically think about librarianship: contemplative pedagogies encourage us to be inclusive and to consider instructional support and how it has been designed in the past has played a role in supporting systems of oppression, power, and privilege. This talk will discuss the benefits of contemplative pedagogies, and will highlight the findings from a study on the contemplative pedagogical practices of librarians in Canada and the United States, revealing how these practices are commonly integrated into teaching approaches, as well as their implications for enhancing educational experiences and learning. There will also be a high level overview of how librarians can enrich their professional practices and support both educators and students in navigating today's complex educational landscape through the integration of contemplative practices, as well as an analysis of related factors, including library and institutional support for CP, as well as perceived motivations and benefits to integrating CP into teaching for both librarians and the students that they teach. Additionally, the session will infer how these practices can be applied in the context of helping students navigate emerging AI tools. Participants will gain an understanding of the numerous practices that are encompassed within contemplative practices, the perceived impact on students resulting from the integration of contemplative practices, and the library and institutional supports that may be needed to prop up contemplative practices.

Charney, M., & Colvin, J. (2018). Contemplative Pedagogy: Building Resilience in Academic Libraries. In Going Green: Implementing Sustainable Strategies in

Libraries Around the World (Vol. 177, pp. 32–45). De Gruyter. https://doi.org/10.1515/9783110608878-005

Duffy, B., Rose-Wiles, L. M., & Loesch, M. M. (2021). Contemplating library instruction: Integrating contemplative practices in a mid-sized academic library. The

Journal of Academic Librarianship, 47(3), 102329-. https://doi.org/10.1016/j.acalib.2021.102329

Gibson, N. S., & Regan, M. T. (2021). On the Journey to a Contemplative Library: Reflections from a Professional Community of Practice. The International

Information & Library Review, 53(3), 264–271. https://doi.org/10.1080/10572317.2021.1949523

Kurbano lu, S., Boustany, J., Spiranec, S., Grassian, E., Mizrachi, D., & Roy, L. (2018). Dare to Share the Silence: Tools and Practices of Contemplative

Pedagogy in a Library Brain Booth. In ECIL (Vol. 810, pp. 781–790). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-74334-9_79

Moniz, R., Henry, J., Eshleman, J., Moniz, L., & Slutzky, H. (2016). Stressors and librarians: How mindfulness can help. In College & research libraries news

(Vol. 77, Issue 11, pp. 534–536). Association of College and Research Libraries. https://doi.org/10.5860/crln.77.11.9582



A Pedagogy of Transparency: The Potential of the Transparency in Learning and Teaching Framework

Alexander John Deeke

University of Illinois Urbana-Champaign, United States of America

Information literacy instruction continually evolves through interactions with different pedagogies and approaches to teaching. An emerging pedagogical framework called Transparency in Learning and Teaching (TILT) is increasingly being utilized and researched by instructors across a variety of teaching contexts and disciplines; however, TILT is notably absent in information literacy instruction literature. This paper aims to introduce the TILT framework and its underlying principles, provide an in-depth literature review on its application and impact on student learning, and conceptualize ways it can be applied in the context of information literacy instruction.

TILT is an educational framework that encourages teachers to communicate to and with their students about the learning process with a particular focus on developing transparent practices around assignment design and in-class learning activities (Winkelmes et al, 2019). TILT structures learning in a manner that increases conversations between teachers and students on how students are learning, frames the application of learning to real-world situations, and demystifies to students the pedagogical decisions and learning experiences developed by instructors through four primary principles: Purpose, Task, Criteria, Student Feedback (Winkelmes et al, 2019). These principles aim to help an instructor explicitly state the goal of an assignment to students, provide the steps necessary to complete the assignment, explain what success looks like, and give space for students to provide feedback and questions about the assignment. Additionally, practitioners argue that TILT increases student-led learning, promotes accessible teaching practices, impacts student success metrics such as sense of belonging and confidence, and takes an equitable approach to student learning (Winkelmes et al, 2019).

TILT literature focuses primarily on either methods of application or impact on student learning. Impact on student learning literature varies with some studies suggesting a positive impact on student learning (LeJeune, 2023; Cronmiller et al, 2022; Peplow et al, 2021) with others unable to replicate positive impacts (Cotter et al, 2023). Methods of application literature is deeper spanning a variety of teaching contexts; however, there is little evidence of information literacy instructors using TILT creating an opening for a new area of pedagogical exploration.

The four principles of TILT and the diversity of teaching applications suggest that TILT is conceptually compatible and applicable to the context of information literacy instruction. This paper will outline different possibilities that the steps Purpose, Task, Criteria, and Student Feedback could be applied by information literacy instructors. Possible conceptual applications will be presented at both the micro and macro level as well as across multiple contexts common to information literacy instruction including one-shot instruction, semester long courses, librarian and course instructor interactions, instructional design, and individual research consultations.

References

Cotter, E., Battle, K. A., Holsendolph, C., Nguyen, J., & Smith, A. (2023). The Impact of Transparent Instructions Upon Academic Confidence and Writing Performance. Perspectives In Learning, 20(1), 49-66.

Cronmiller, J., Babulski, J., Collins, K., Finn, M., Hall, S., Hill, J., Jacobs, M., Markham, J., Murphy, J., Vest, M., Wahba, A., & Wendtland, C. (2022). Writing Intensive High Impact Practice along with Transparency in Learning and Teaching Promote Critical Thinking in Writing Assignments in Two Community College Science Courses. HAPS Educator, 26(1), 46–54.

LeJune, J. (2023). A Multiple-Choice Study: The Impact of Transparent Questions Design on Student Performance. Perspectives In Learning, 20(1), 75-89.

Peplow, A., Carter, J. A., Baumgartner, J., Hennessy, M., Greer, M., Schlembach, S., Mallory, B., & Refaei, B. (2021). Transparent Assignment Design: A Multidisciplinary Survey Assessing Students’ Perceptions. The Journal for Research and Practice in College Teaching, 6(1), 61-102.

Winkelmes, M., Boye, A., & Tapp, S. (Eds.). (2019) Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Sterling, Virginia: Stylus Publishing.



Seamless Transitions: Enhancing Information Literacy through Collaborative Professional Development

Katie Strand, Jen Kirk, Paul Daybell

Utah State University, United States of America

The greater the divide between high school educators and academic librarians, the more challenging it becomes for students to navigate the transition from secondary education to higher education on their own. Despite working in different institutions, we are often serving the same students and it’s crucial to recognize that our students' journeys extend beyond our individual roles. Information literacy (IL) instruction requires scaffolding throughout all levels of a person's educational career (DiGiacomo, Muetterties, and Taylor, 2023; Moore, 2005). However, developing this scaffold requires a common definition and understanding of IL, and a strategic implementation of its instruction. By working together, librarians and educators are able to build on each other's instructional efforts rather than duplicating or misaligning instructional offerings. The first step to building scaffolded IL instruction from secondary to higher education is an open dialogue where we can discuss shared learning goals, instructional practices, and students’ evolving needs.

This paper presents a case study of an academic library’s initiative to create a seamless transition through the establishment of the biennial conference “Bridging the Gap”. This conference created by university librarians aims to foster collaboration and professional development among secondary educators and academic librarians, thereby enhancing the continuity of IL instruction from secondary to higher education.

The conference features three distinct tracks designed to address the diverse needs of educators and students: IL, Primary Source Literacy, and Digital Resources. The IL track focuses on collaborative strategies to enhance IL instruction and address the challenges faced by first-year university students. The Primary Source Literacy track highlights the importance and accessibility of primary sources. The Digital Resources track explores the integration of digital media and artificial intelligence in education.

Since its inception in 2022, Bridging the Gap has brought together 101 high school librarians, academic librarians, and teachers from various disciplines, including English, History, and Social Sciences. The impact of "Bridging the Gap" has been assessed through feedback surveys from conference attendees, revealing increased confidence among participants in teaching IL skills and greater collaboration with academic librarians.

Bridging the Gap highlights the importance of continuous professional development and the need for a cohesive approach to IL instruction across educational levels. This paper will offer a model for other academic libraries seeking to support secondary educators and first-year college students.

References

DiGiacomo, D., Muetterties, C., & Taylor, C. (2023). Insights on information literacy from social studies classrooms in the southeast. Journal of Research on Technology in Education, 56(1), 56-71. https://doi.org/10.1080/15391523.2023.2264965

Moore, P. (2005). An analysis of information literacy education worldwide. School Libraries Worldwide, 11(2), 1-23.



Fostering Information Literacy in Multicultural Classrooms: A Case Study from Athens

Georgia Katsira1,2, Alexandros Koulouris1

1University of West Attica, Greece; 2Athens College, Greece

In today’s digital age, information literacy (IL) has become a fundamental skill for students, enabling them to navigate the vast landscape of information effectively and responsibly. More particular, fostering IL among students from diverse cultural backgrounds, immigrants or refugees it empowers their academic success and social integration.

This study presents the design, implementation, and assessment of a ten-session IL course at a multicultural middle school of Athens, in Greece. The course aimed to equip students’ critical thinking and improve their skills in information seeking, retrieval, evaluation, and ethical use, while addressing language barriers and varying levels of comprehension. The program was structured around interactive, student-centered learning methodologies, incorporating multilingual resources, culturally relevant examples, and digital tools to enhance engagement. The study employed a mixed-methods approach, utilizing pre- and post-course assessments, classroom observations, and student interviews to measure learning outcomes and identify challenges. The initiative was to enhance students' critical thinking, equip them with the ability to evaluate and use information ethically, and promote digital citizenship in an inclusive learning environment.

Findings indicate that students demonstrated significant improvement in their ability to critically assess online sources, identify misinformation, and apply ethical guidelines in information usage. However, language proficiency and digital access disparities emerged as key challenges. The study underscores the importance of adaptive pedagogical strategies and inclusive information literacy initiatives in multicultural educational settings.

This project contributes to the broader discourse on IL education by providing insights into best practices for fostering critical thinking and information literacy in diverse classrooms. The findings hold implications for educators, policymakers, and researchers striving to develop inclusive IL frameworks across Europe and beyond.

References

Baer, A. (2021). Academic librarians’ development as teachers: A survey on changes in pedagogical roles, approaches, and perspectives. Journal of Information Literacy 15(1), pp. 26-53.

Barul, T., & Naskar, S. (2016). Information literacy and librarian-faculty collaboration in academic library for sustainable teaching learning environment: an integrated approach. In Conference: UGC Sponsored National Seminar on Exertion to Establish Knowledge Society: Responsibility of Academic Libraries: At: Shimurali Sachinandan College of Education.

Drawkins, V., & LeGrand, S. (2024). Cultivating critical information evaluation through motivational confidence: An exploratory crosswalk analysis. Journal of Information Literacy, 18(2), pp. 87–107.

Gorski, P. (2016). Making better multicultural and social justice teacher educators: A qualitative analysis of the professional learning and support needs of multicultural teacher education faculty. Multicultural Education Review, 8(3), pp. 139-159.

Grant, V. (2024). A creative future for information and digital literacy. Journal of Information Literacy,18 (1), pp. 14-20.

Hicks, A. 2016. Student perspectives: redesigning a research assignment handout through the academic literacies model. Journal of Information Literacy, 10(1), pp. 30-43.

Hossain, Z., Çelik, Ö. & Hertel, C. (2024). Academic integrity and copyright literacy policy and instruction in K-12 schools: a global study from the perspective of school library professionals. International Journal for Education Integrity 20(4).

Kim, E. (2022). A Complex Mix of Confidence, Uncertainty, and Struggle: Korean Secondary Social Studies Teachers’ Perspectives and Practice on Multiculturalism. International Journal of Multicultural Education, 24(3), pp. 72-93.

Koch, J. M. (2007). How Schools Can Best Support Somali Students and Their Families. International Journal of Multicultural Education, 9(1).

Phillips, J., & Whitworth, A. (2022). Integrating information practices into everyday teaching: The roles played by the practice architecture and learning activities in South Korean elementary schools. Journal of Information Literacy,16 (1), pp. 30-49.

Rivers-Latham, M., Singer, H. & Conway, L. (2020). Library SkillUP: Digital information skills module for students at the University of Hertfordshire. Journal of Information Literacy, 14(1), pp. 83-95.

Shenton, A. (2024). Training school students in information evaluation: Reviewing the past, establishing the present and considering the future. Journal of Information Literacy,18 (1), pp.55-61.

Sleeter, C. E. and Grant, C. A. (2007). Making Choices for Multicultural Education: Five Approaches to Race, Class and Gender. Wiley.

Szech, L. (2022). Fostering Culturally Relevant Teaching Through Family Visits. International Journal of Multicultural Education, 24(3), pp. 51-71.

Taylor, C., & DiGiacomo, D. (2023). Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts: A review of current scholarly literature. Journal of Information Literacy, 17(1), pp. 89–104.

Uribe-Tiradom A., & Machin-Mastromatteo, J. D. (2024). Beginnings of information literacy in Latin America:A recognition of the pioneers. Journal of Information Literacy, 18(1), pp. 101-109.

Varlejs, J., & Stec, E. (2014). Factors Affecting Students' Information Literacy as They Transition from High School to College. School Library Research, 17.

Wheeler, E. and McKinney, P. (2015). Are librarians teachers? Investigating academic librarians’ perceptions of their own teaching roles. Journal of Information Literacy, 9(2), pp. 111-128.