Notes from each breakout session, organized by room number are listed below.
See https://tinyurl.com/y5zjny3c 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 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?
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
Role of libs for advocating for digital responsibility
Students navigating copyright issues with digital content
Marketing SL services and programs to faculty
Collaborations with other units
Badging/credentials for DL
Digital citizenship/privacy issues
Definition: Good/bad citizen
* Who's responsible?*
What is the role of librarians?
Value of Data $$
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
Who's enforcing the code?
(Privately owned platforms)
Laws trying to catch up with behavior
platforms rely on user content
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
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
Experimental or creative digital spaces?
values, civil discussions, do they exist
Does the medium lend itself to extremism? (https: //learning.mozilla.org/en-us/web-literacy)
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
Collaborating with faculty
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
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
Collaborating with faculty on creating goals
Overcome resistance by working with faculty to refashion traditional learning goals.
Assessing dl programs and services
Numbers vs narrative (Quantitative vs qualitative)
Need variety of data
Qual/quant both valuable
Narrative on impact
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
Blending into existing curricula
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!
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!**
Definition: Anyone using/who's using platforms
Reception of student and faculty
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!
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
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
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
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.