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2019 ALI Information Literacy UnConference: 2019 UnConference Session Notes

This guide provides information on the 2019 Summer Information Literacy Unconference hosted by the Academic Libraries of Indiana (ALI) Information Literacy Committee.


Notes from each breakout session, organized by room number are listed below.

See to add to or view the Google Doc notes.

Final breakout session notes and photos will be added early next week!

I'll also be adding typed notes to accompany the photos for easier reading. 

Opening Session Notes

Opening Session Brainstorming Questions:


What is "digital literacies"? Is it an umbrella term for or a subset of IL? 


What topics are important or relevant to you?


K-12 context

Digital Citizenship

How digital methods influence learning and research

Digital literacy as a means to enable/foster interdisciplinary collaborations or research

Navigating social media (personal, professional, etc.)

Engaging students in critical conversations about digital literacies and companies (Google, Facebook, etc.)


1st year experience

Media literacy standards

Creating digital info (for students)

Social media branding/digital identity 

Assessing DL (and programs)

Resources for professional development

DL instruction for online students

Collaborating with faculty on DL

Changing lib roles

DL for returning adult students

Blend DL into existing curricula

Marketability of DL for future jobs

Copyright for L

Digital methods and learning

Privacy issues (signing away rights)


Author rights for digital content

Peer tutors

Role of libs for advocating for digital responsibility

Digital safety

Students navigating copyright issues with digital content

Defining DL

Marketing SL services and programs to faculty

Collaborations with other units

Badging/credentials for DL

Breakout Session 1 - Room 126

Digital citizenship/privacy issues








1st image:

Key ideas

Definition: Good/bad citizen

* Who's responsible?*

What is the role of librarians?

1st Amendment 

Value of Data $$

Digital safety/privacy

2nd image:

Definition: Personal responsibility in a digital communal space (e.g. social media, etc.)

Is citizenship different in digital vs in-person spaces?

Opt-in platforms or de facto [unwilling crossed out] participants

public digital identify

Access, commerce, communication, literacy, etiquette, law, rights, responsibilities, health and wellness, security

code/behaviors for medium

(1st amendment)

Who's enforcing the code? 

(Privately owned platforms)

Laws trying to catch up with behavior

platforms rely on user content

3rd image: 

rely on self-policing~users report images, etc.

Value of "bad"/"good" citizenship ~ ie highed views, clicks, etc.

We haven't developed the language to have an online discussion

If you post the content, are you responsible?

Educational role --> Use accounts wisely, potential for professional harm, what's in our students' best interests?

Impact on real world/ disrupt educational progress 

(potential for actual danger)

Culture of outrage

Image 4: 

How does digital citizenship fir into professional life?

(partnerships with career services, other departments; you posts can harm you; be aware of your online presence; what's public and what's private)

Is this an opportunity? Or we don't have enough support?

Who can we work with? Public libraries, other entities

What resources are already available?

Google--be internet awesome



sheg from Stanford

Image 5:

Experimental or creative digital spaces?

values, civil discussions, do they exist

Online education?

Does the medium lend itself to extremism?  (https: //

Combine physical and digital spaces

We are trainable--we can moderate/temper tendency to extremism?

Or are we just seeing everyone's real side?

Know the consequences

Put humanity into digital space

Etiquette doesn't translate into digital space

Breakout Session 2 - Room 126

Collaborating with faculty





1st image:

Collaborating with faculty to promote DL

-Who is responsible?

-What activities/opportunities exist?

-Working with faculty to create assignments that are doable

-Collaborating with faculty on creating goals

-How is collaboration initiated?

-How to incorporate assessment?

-Who is responsible?


Faculty need to be educated

Librarian need to be embedded

Librarians need to incorporate digital citizenship component

Librarians can publicize byt faculty have to reach out

Administration can/should also play a role

We need to be proactive

Image 2:

What opportunities exist?

Libraries can act as a hib

Community of practice approach or learning communities

Making connections with new technologies

WE have to mae the subject appealing

Working with faculty to create opportunities

Funds were available to jump start the initiative

Collaborate with center of teaching excellence

Gad school/workshops

Collaborating with faculty on creating goals

Overcome resistance by working with faculty to refashion traditional learning goals.

Breakout Session 1 - Room 128

Assessing dl programs and services




Numbers vs narrative (Quantitative vs qualitative)

Pre-post tests

Need variety of data

Qual/quant both valuable

Narrative on impact

Survey participation/accuracy

Assessing efficiently

Motivating survey participation

Assessing in short time span

What kind of data do you collect?

How do you tell the story?

Go beyond door counts/usage stats

What's the data that matters?

Impact on instruction outcomes?

Embedding in LMS?

Assess critical thinking

Alignment between DL and IL and subject content

Collab with faculty

Closing the loop

Breakout session 2 - Room 128

Blending into existing curricula


Breakout session 1 - Room 132

open educational resources (OER)




Pushing locally for OER texbooks. 

Where to start? (Libguides on OERS to learn more)

What's good? What's responsible?

HOW to get access?

Open platforms--migrating, updating, etc. *Press books as an example*

Librarians are asked to index OERs (usually a paid service)

Rebus Community (example communal creation and review process)

Staffing issues--changing roles

Also licensing issues (6 different kinds of cc)

Goal is to have the most simple, reusable/modifiable cc

smaller issue about development

There's a need but the cost (financial, time, work balance, etc.) is hard to overcome

Faculty are interested in contributing to OERs

But, they are worried about the cost, predatory journals, promotion and tenure, time, distrust (what's the quality?)

Faculty need to want to create OERs without expecting much reward or recognition at this point

"Open" has a negative connotation today

*What can libraries do to help make the case for faculty to get credit for this kind of work?

Libraries now partially fund author costs or offset some costs

Librarians need altmetrics to prove/promote OER value

Faculty have responded to reframing the issue as a "textbook affordability concern"

Students have basic issues with having to make do with their education without textbooks

Need institutional support to advocate for use and creation of OERs

Creation is the bigger challenge

For profit schools are pushing for OERs now (not the traditional understanding of OERs--anything free and digital (e.g. they count their own subscriptions in this category)

Librarians should great a definitive guide for finding OERs

Need some standardization of OERs (high-level framework) for metadata, repository connection, etc.

We can help with this!

Image 2:

Is this a top-down or bottom-up issue?


Need specific jobs created for OERs

Standardizing things and making connections (consortia to facilitate sharing of resources, training/support, and cost)

Faculty need to drive creation and use

Partner with other teaching and learning units

Professional organizations and publishers need to advocate to (give credibility, show examples, provide credible models)

WE can research the impact of OERs (on student success, for example)

Institutional support, $, advocacy, and policy

Open textbook network (institution-driven and run OER platform example)

Locally train faculty to work with OERs (textbook and academic authors association)


Sometimes faculty just need time and access to see the value and options of OERs


**** A subgroup of ALI should explore this issue!**


Breakout session 2 - Room 132





Definition: Anyone using/who's using platforms

Reception of student and faculty

Negative impacts

Non-classroom way to credential/learning (microbadging, identifying skills)

for online learning and in -person


Are they valid? Recognized?

For the students--> so What (if not recognized)?

Companies may not even know what they are.

OR if they know, they see more is "better" but not regulated

All platforms cost money but you can't share content. 

Is this here to stay?

Faculty buy-in is important!

complicated platforms

companies harvest data

is using as a reward system--disincentivize if not done correctly

takes as much time and effort as building out an online course only 1st time



Mozilla Backpack

Purdue Passport

subscription fee, only access for those with employment login

Point is clicking on a badge and achieve it (might relieve anxiety for adult/returning students)

Important to know what they larger goal is

Structuring the badge language to the industry

coincides with LMS should come from Education budget

used by wider university


Student worker training

soft skills

building up to reference skills

badges for metaliteracy

reward students for achieving training (library providing training)


Track use--> are they doing something

Incorporating Credo Info Lit modules into the badges

Successful in closed environments

Giving students language to talk about what they've learned

Badges used as a prereq for classes


Closing Session Notes

QUESTION: Reflect on three main takeaways for the day at tables:


- Opportunities for following up on specific efforts (e.g. badging, OERs, etc.)

- DL was always in the background, but it wasn’t always explicitly discussed (implication there)

- Listening to the conversations of our users/patrons/etc. Is important. Learning from the needs of others, rather than just our goals. 


- Cross-institutional collaborations and support to create or follow-up on

- Libraries’ responsibility for digital citizenship. Understanding our goal is important early step.

- Common themes for ALL ALI unconferences: How do we engage faculty? Time. Assessment. THE STATE OF LIBRARIANSHIP/THE WORK OF LIBRARIANS. 


- Shared responsibilities for DL. 

- How DL play into career readiness. 

- Digital citizenship--what does this mean for our students and us as librarians. It means a lot of things. No simple definition. Focus on helping students learn about responsibility online and civility. 



- Go about this work top-down or bottom-up/grasroots. 

- Faculty goals and other people’s goals and the agenda of DL. 

- What is DL? This plays out differently in various contexts and that is OK.


- DL has more of an urgent need than IL because of the direct applications to students’ lives. 

- Using existing institutional structures for this work (teaching centers, etc.)

- Communities of practice to enable support and collaboration for people working on DL to make us move forward before there are guidelines. 

- Ambiguous boundaries for what is DL (related to traditional IL)

- Who owns the responsibility and how should we partner

- Collaboration with faculty can be challenging.

- Assessment needs to be part of what we do everyday. 

- OERs need standardization.