BEGIN:VCALENDAR VERSION:2.0 X-WR-CALNAME:loex2026 X-WR-CALDESC:Event Calendar METHOD:PUBLISH CALSCALE:GREGORIAN PRODID:-//Sched.com LOEX 2026//EN X-WR-TIMEZONE:UTC BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260507T170000Z DTEND:20260507T200000Z SUMMARY:Pre-Conference Workshop (Requires Prior Registration & Additional Fee) DESCRIPTION:Librarians as Teachers: An ACRL Immersion Workshop\nRebecca Miller Waltz. Penn State University and Mary Broussard\, Bucknell University\n\nThis interactive workshop aims to help participants explore their roles as educators by offering the space to reflect on core aspects of information literacy\, teacher identities\, and strategies for professional well-being. During this workshop\, participants will engage in discussion around the multifaceted role of librarians as educators and identify some of the knowledge and tools needed to advocate for information literacy\, reflect on their teaching practices\, sustain themselves professionally\, and engage with the larger Immersion community. \n\nOutcomes\nParticipants will:Articulate the importance of information literacy in order to tell the story of the role of librarians as teachersReflect on their identity as a teacher in order to understand teaching perspectives and inform instructional practicesDiscuss strategies and boundaries needed to sustain ourselves and to nurture and maintain professional communitiesDescribe learning opportunities with ACRL Immersion in order to continue to engage with the Immersion community CATEGORIES: LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:c60bcb741df55c82d3e3d8889f4be30b URL:http://loex2026.sched.com/event/c60bcb741df55c82d3e3d8889f4be30b END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260507T201800Z DTEND:20260507T202500Z SUMMARY:The Yes Librarian: On-Demand Services and Burnout (Lightning Talk) DESCRIPTION:Burnout is not a "you problem"\, it's a systemic problem. Combatting the question "How can you solve your burnout?"\, this session will analyze systems and structures that overburden staff and lead to burnout. It will focus on on-demand services\, liaison librarian models\, and how a whole team can set boundaries -- together.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \n\nParticipants will:\n1. Be able to evaluate their library's systems as they relate to librarian burnout.\n2. Understand that burnout is a systemic issue\, and is not a personal failing on their part. (This lightning talk intends to be validating and supportive to librarians experiencing burnout.)  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:fac4c4c50db4cb1205e3030b27185b1d URL:http://loex2026.sched.com/event/fac4c4c50db4cb1205e3030b27185b1d END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260507T202600Z DTEND:20260507T203300Z SUMMARY:AI Meets UDL 3.0: A Chatbot for Designing UDL 3.0 Lesson Plans (Lightning Talk) DESCRIPTION:For many schools implementing Universal Design for Learning (UDL) is already a driving force for designing engaging and accessible learning spaces.This session will introduce you to LUDIA\, the no cost AI-powered UDL thought partner. During this brief time I will demonstrate how to use LUDIA to create lessons for your credit-bearing classes or one-shots that align with the updated UDL 3.0 framework. The latest modifications to the UDL framework will also be discussed. \n\nParticipants will be able to:\n1. use LUDIA\, a no cost thought partner agentic chatbot aligned with UDL 3.0\, to design a one shot which optimizes choice\, supports multiple ways to perceive information\, and cultivates community.\n \n2. explain the purpose of using UDL as a mindset and not a checklist of strategies as they learn how to identify and reduce learning barriers\, and discover the power of Artificial Intelligence for inclusive learning design. CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:1e090b80d57daed55d2895c1f59dfd73 URL:http://loex2026.sched.com/event/1e090b80d57daed55d2895c1f59dfd73 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260507T203000Z DTEND:20260507T210000Z SUMMARY:First-Time Attendee Orientation DESCRIPTION:First-time Attendee Orientation\n\nFirst-time attendee orientation is not required It is simply an opportunity for those who wish to know more about LOEX as an organization\, learn about the history & purpose of the conference\, receive some tips about having a successful conference\, and perhaps ask some questions. CATEGORIES: LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:ff44bf218f8d4525c9cabf0a10818847 URL:http://loex2026.sched.com/event/ff44bf218f8d4525c9cabf0a10818847 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260507T203600Z DTEND:20260507T204300Z SUMMARY:Special Collections On The Road (Lightning Talk) DESCRIPTION:This lightning talk highlights how collaborative teaching partnerships with community organizations can expand the reach of special collections libraries and make preservation knowledge and expertise more accessible. Through shared instruction and hands-on demonstrations\, librarians and educators can provide practical guidance to diverse communities on caring for family and community materials such as photographs\, books\, textiles\, and other primary source material. By addressing these issues beyond the library\, we can assist the public in accessing environmental risks\, and in setting preservation priorities. By working together as partners\, we strengthen community engagement and help ensure that diverse histories are recognized\, protected\, and preserved for future generations. I offer a concise overview of a collaborative instructional model that features slides and samples of family treasures and their preservation.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;\n\n Participants will:\n1. See the value in going outside the traditional sphere of service and teaching and note the value of extending preservation teaching beyond traditional instructional settings \;  \;  \;  \;  \;  \;  \;  \; CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:474b2de894756e3f44c543b8a514abe9 URL:http://loex2026.sched.com/event/474b2de894756e3f44c543b8a514abe9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260507T204400Z DTEND:20260507T205100Z SUMMARY:Making Sense of Student Success Librarianship Through Shared Frameworks (Lightning Talk) DESCRIPTION:Student success librarianship is a rapidly growing area of practice\, yet it remains conceptually fuzzy—positioned somewhere between traditional classroom instruction and student affairs programming. As a result\, campus partners often struggle to understand what library instruction looks like outside the one-shot or credit-bearing course\, and librarians struggle to articulate their instructional role within cross-campus initiatives.\n \n This lightning talk explores that ambiguity as a starting point rather than a problem to eliminate. Drawing on collaborative work with multiple student success partners\, the presenter introduces a cognitive\, affective\, and behavioral student success framework developed to create a shared language for collaboration\, planning\, and assessment. Rather than forcing library work into classroom or student affairs models\, the framework helps partners understand how student success librarianship and cross-campus collaboration operates at the border of both—supporting learning\, belonging\, and student action through informal and co-curricular contexts. \n\nParticipants will be able to:\n1. \;Explain why student success librarianship is conceptually ambiguous across campus contexts and how this ambiguity affects collaboration and assessment.\n (Bloom’s: Understand)\n2. Apply a cognitive–affective–behavioral framework to articulate shared goals with partners\, define measurable outcomes\, and support sustainable partnerships supports scalable\, sustainable partnerships within their own institutions.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:d4e762228b1955af221c3975e1cb23c3 URL:http://loex2026.sched.com/event/d4e762228b1955af221c3975e1cb23c3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260507T205200Z DTEND:20260507T205900Z SUMMARY:If You Build It\, Will They Come? Measuring Student Preferences for Self-Paced Library Learning Resources (Lightning Talk) DESCRIPTION:Libraries invest significant time and resources in creating self-paced online learning resources\, yet usage and engagement often vary. As our library transitions to a new Integrated Library System and discovery layer\, we must redesign instructional videos to show patrons how to use them. This lightning talk shares an ongoing user research project examining student preferences for short videos\, interactive guides\, and text-based resources that are on our website. Using pop-up interviews and moderated usability testing\, we explore how students choose formats\, how content type influences those choices\, and how feedback can inform evidence-informed\, sustainable instructional design.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \n\nParticipants will be able to:\n1. Apply findings from user research to make evidence-informed decisions when selecting learning resource formats for different instructional needs.\n2. Identify scalable assessment methods for evaluating student preferences and the perceived effectiveness of self-paced library learning resources.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \n\n CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:c777aad0ba85225f87e7a2a91c2c2caa URL:http://loex2026.sched.com/event/c777aad0ba85225f87e7a2a91c2c2caa END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260507T210000Z DTEND:20260507T230000Z SUMMARY:Meet & Greet Reception DESCRIPTION:At conference hotel: \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \;\n\n- Games\, roundtable discussions\, catch up w old friends\, meet new ones\, attend grad student poster sessions and more while having light snacks (e.g.\, pita & hummus\; crudité) along with a cash bar. CATEGORIES: LOCATION:Norfolk\, VA\, USA SEQUENCE:0 UID:4aeb7406b4e506833ca6099c6949b5e3 URL:http://loex2026.sched.com/event/4aeb7406b4e506833ca6099c6949b5e3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T140000Z DTEND:20260508T145000Z SUMMARY:Assemble the Fleet: Charting a Shared Course for Your Library's Instructional Program DESCRIPTION:Does your instructional program feel like you're lost at sea\, or can you say that you're following a charted course towards a pedagogical destination? Drawing on our experience developing a unifying instructional framework for our library system\, this interactive workshop will prepare participants to perform similar work in their own institutional contexts. Participants will be guided through a process of identifying and applying strategies for focusing instructional scope and prioritizing capacity while meeting learners' needs. You will leave with the start of a treasure map for an instructional framework that will aid advocacy\, coordination\, and communication in your libraries.\n\nParticipants will be able to:\n1. Collaboratively outline the audiences and content areas of their organization's instructional program\n2. Map those audiences and content areas to overarching instructional goals in order to advocate and lead (at all levels)\n3. Develop a strategy for getting stakeholder buy-in and implementing this instructional framework\, considering local institutional contexts\n\n CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:3a34603087094156289bc59c9baaaeb1 URL:http://loex2026.sched.com/event/3a34603087094156289bc59c9baaaeb1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T140000Z DTEND:20260508T145000Z SUMMARY:Story Swap: Using "Stories" to Bring Information Literacy to Life DESCRIPTION:Our information literacy instruction landscape is fundamentally challenged\, from the limitations of one-shots to the complexities of our information ecosystem. Therefore\, we must capture students’ attention quickly\, communicate with clarity\, make learning sticky\, and support students’ ability to apply and transfer key concepts and skills. “Stories” serve as a pedagogical tool to not only spark interest\, but also prompt meaning making\, demonstrate relevance\, and communicate impact. Stories can take the classic shape of anecdotes\, as well as bite-size forms like analogies\, images\, and metaphors. We will explore how incorporating stories into our teaching can make concepts click and bring skills to life. Join us to discuss your favorite stories as well as information literacy concepts for which you would find stories most useful. \n\nParticipants will:\n1. Be able to recognize and describe the pedagogical value of storytelling in teaching and learning including how stories support engagement\, recall\, meaning making\, and transfer.\n2. Identify and map shared/sample stories to specific information literacy concepts and skills\, demonstrating the relevance of storytelling to the information literacy arena. \n\n CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:2184dced9cb476eedf8227c259e9b2fb URL:http://loex2026.sched.com/event/2184dced9cb476eedf8227c259e9b2fb END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T140000Z DTEND:20260508T145000Z SUMMARY:Currents of Knowledge: Exploring Collaborative Partnerships to Expand Teaching Capacity in Academic Libraries DESCRIPTION:In academic libraries\, where early-career librarians often feel unprepared for the role of instruction\, collaborative teaching partnerships can be powerful tools for reflective practice and growth\, thereby building instructional capacity and confidence. This session will chronicle a two-year collaborative teaching partnership focused on promoting continuous improvement\, fostering a supportive work-place culture\, and embracing multiple perspectives for positive and empowering professional growth. Highlighting the "Circle of Teaching Support" framework developed through this partnership\, the authors will share insights for practical application and discuss important lessons learned along the way. Attendees will thoughtfully consider their own circles of support based on cycles of listening and observation.\n\nParticipants will:\n1. \;Explore & Discuss reasons why academic librarians feel unprepared for library instruction\n2. Illustrate the components of a reflective teaching cycle and how this process can complement library instruction\n3. Identify strategies for forming and maintaining collaborative partnerships within academic libraries and beyond CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:676e2ed8ca5e6385aa523c315a83a0ed URL:http://loex2026.sched.com/event/676e2ed8ca5e6385aa523c315a83a0ed END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T140000Z DTEND:20260508T145000Z SUMMARY:Diving Beneath the Surface: Incorporating Critical AI Literacy in Library Instruction DESCRIPTION:Many librarians have mixed feelings about artificial intelligence - common concerns include the potential for biased or inaccurate information\, cognitive and environmental harms\, and issues with privacy\, exploitation\, and copyright. This presentation will discuss how to explore these concerns with students using a Critical AI Literacy lens. In the information literacy context\, Critical AI Literacy examines the economic\, sociocultural\, and political dimensions of how information is mediated on artificial intelligence platforms. This presentation will describe how two librarians are implementing and assessing Critical AI Literacy outcomes alongside "traditional" AI literacy research skills in both the one-shot and credit-bearing environments.\n\nParticipants will:\n1. Discuss what learning outcomes and goals might be included under the umbrella of Critical AI Literacy\n2. Explore how Critical AI Literacy outcomes might fit into both one-shot and credit bearing information literacy instruction\n3. Consider how they might implement Critical AI Literacy outcomes in their own situational and institutional contexts \; CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:965e911eb0dc8e2366c121c883ff6216 URL:http://loex2026.sched.com/event/965e911eb0dc8e2366c121c883ff6216 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T140000Z DTEND:20260508T145000Z SUMMARY:Unlocking Library Literacy: A Gamified Badging Experience DESCRIPTION:The Content Creation team at our library was tasked with creating fun and interactive learning objects that can reach a large online student population. Asynchronous teaching objects are a great way for librarians to reach students in an engaging way\, freeing up time for librarians while empowering students to learn key skills at their own pace. Scalable learning objects can also be leveraged as graded\, in-course activities by faculty. At our institution this has led to over 60\,000 students gaining access to vital information literacy concepts. Key takeaways from the experience in developing and implementing this program will be shared.\n\nParticipants will:\n1. Explain how to design and implement scalable\, asynchronous library learning objects that support large student populations. This was possible by collaborating within the content team to create and innovate around integration of multiple media types \n2. Apply strategies for using narrative\, gamification\, and accessibility features in LibWizard to increase learner engagement. Explain process of utilizing AI as a tool in creation of tutorials \n3. Evaluate methods for gathering and interpreting student feedback and usage data to refine and improve asynchronous badging tutorials CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:93d79d17d7f9baacbb0a248d0ec02404 URL:http://loex2026.sched.com/event/93d79d17d7f9baacbb0a248d0ec02404 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T140000Z DTEND:20260508T145000Z SUMMARY:Elephant Hunting: Teaching Information Literacy in Contentious Environments DESCRIPTION:This session will offer strategies for library instructors navigating consistently controversial topics in higher education. Librarians' expertise have always been undermined by technology\, misinformation\, and public perception in some form or fashion. Right now\, we face artificial intelligence and social media\, as well as stakeholders who misunderstand our purpose and students who lack confidence in their own critical thinking skills. The speaker\, an instruction librarian with experience teaching emerging and interconnected literacies\, will explain how these problems feed into each other and highlight ways in which librarians' existing information literacy skills can be adapted to tackle them. \n\nParticipants will:\n1. Understand the importance of addressing controversial topics in information literacy instruction\n2. Identify ways in which their existing information literacy skills\, knowledge\, and pedagogical practices can be applied to artificial intelligence and news media\n3. Learn how to make traditional critical thinking competencies applicable to emerging and evolving barriers to information literacy both within and outside higher education \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:f524e00a133778f2eab583e195275b69 URL:http://loex2026.sched.com/event/f524e00a133778f2eab583e195275b69 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T140000Z DTEND:20260508T145000Z SUMMARY:Escaping the Bermuda Triangle: Understanding Mathematics Faculty Perspectives on Library Services to Encourage Collaboration and Communication DESCRIPTION:As a field\, mathematics is rarely mentioned in the LIS literature and is often perceived as independent and disinclined to collaborate. Because our work relies on relationship building and communication\, librarians may find it an endless challenge to understand the needs of math and other less-responsive disciplines. This session will present the findings of our national survey of mathematics faculty\, including their attitudes toward librarians\, library services\, and the resources they use for research and instruction. Our work provides insights into the perspectives of math faculty and offers ideas for communicating with and supporting mathematics and other\, similarly independent departments. This session will cover our motivations for pursuing this research as well as collaborations that have been a result of the project.\n\nParticipants will:\n1. Examine feedback from mathematics faculty on their reluctance or disinclination to engage with their academic librarians.\n2. Assess how the presented results may apply to their specific library and faculty support. \n\n CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon G\, Norfolk\, VA\, USA SEQUENCE:0 UID:8516512e866025c83f39aa0cbcb88d02 URL:http://loex2026.sched.com/event/8516512e866025c83f39aa0cbcb88d02 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T150500Z DTEND:20260508T155500Z SUMMARY:Anchoring Our Library Instruction Practices to the Critical Teaching Behaviors Framework DESCRIPTION:The Georgia Tech Library launched a new subject librarian model\, with teams sharing responsibility for outreach\, consultations\, and instruction across seven Colleges. Some librarians were seasoned teachers\, others just finding their sea legs\, but all needed to know the ropes to ensure consistent\, high-quality teaching. To anchor our efforts\, we turned to the Critical Teaching Behaviors (CTB) framework\, creating a shared compass for effective practices. Through workshops\, surveys\, and collaborative retreats\, we mapped CTB categories to library examples and integrated UDL and ACRL strategies. This session charts our process and offers practical tools for reflection\, peer training\, and sustainable instructional leadership.\n\nParticipants will:\n1. Identify examples of Critical Teaching Behaviors (CTB) that align with best practices in course-integrated instruction\n2. Discuss strategies for applying the CTB framework in their own instructional leadership\n3. Reflect on how the CTB framework can foster a culture of teaching excellence in their institutions\n\n CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:7cce91c38d5eb74854194e36e9e9c7d9 URL:http://loex2026.sched.com/event/7cce91c38d5eb74854194e36e9e9c7d9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T150500Z DTEND:20260508T155500Z SUMMARY:Embracing Authenticity in Teaching Research Practices and Information Literacy: A Workshop DESCRIPTION:Do you always begin your research with a list of search terms and alternative terms? Do you always start your search with library databases? Librarians often outline specific steps that students should take and provide structured guidelines we expect them to follow. But do we always follow these steps and guidelines ourselves? Why not? And how might this impact our effectiveness as instructors? In this interactive workshop\, participants will explore the concept of "authenticity" as it relates to teaching information literacy and will consider steps they can take to embrace authenticity in their teaching. Participants will be encouraged to think about how we can teach the research process as it is\, rather than what we think it should be.\n\nParticipants will:\n1. Describe key characteristics associated with authenticity in teaching\n2. Recognize teaching practices common to librarians that do not conform to expectations for authentic teaching\n3. Reflect on how they can apply the understanding of authenticity in teaching to their own instructional practices\n\n CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:abee4cfe42baee7a9d7d39ab64656025 URL:http://loex2026.sched.com/event/abee4cfe42baee7a9d7d39ab64656025 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T150500Z DTEND:20260508T155500Z SUMMARY:Libraries as Partners in Veteran Success: Collaborative Strategies for Building the "Best Place for Veterans" at Syracuse University DESCRIPTION:Since 2014\, Syracuse University (SU) has pursued the goal of becoming the "best place for veterans\," with Syracuse University Libraries playing a vital role in this mission. Three librarians will share how they support veteran and military-connected students and professionals through instruction\, programming\, and partnerships. This presentation will highlight SU's relationship with the National Veterans Resource Center (NVRC) and a network of veteran-focused programs across campus that are supported by the Libraries. Presenters will address key challenges and opportunities\, including building trust\, supporting entrepreneurship and leadership programs\, using digital resources\, and developing engaging instruction. Attendees will gain practical insights into collaborative strategies for effectively serving military-affiliated communities within an academic or professional environment.\n\nParticipants will \;be able to:\n1. Understand the role of academic libraries as collaborators in supporting veteran and military-connected students through campus and community partnerships\n2. Identify strategies for fostering trust and engagement with student veterans transitioning to academic life\n3. Evaluate and adapt library resources and services to meet the unique needs of military-connected communities\n\n CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon G\, Norfolk\, VA\, USA SEQUENCE:0 UID:a316811d614f264ecbeb2f1c88c23c60 URL:http://loex2026.sched.com/event/a316811d614f264ecbeb2f1c88c23c60 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T150500Z DTEND:20260508T155500Z SUMMARY:Build Your Own H5P Learning Object: Designing Interactive Instructional Materials for Information Literacy DESCRIPTION:Instructional librarians continue to seek practical tools for creating accessible and engaging instructional materials\, yet many technologies require specialized skills or institutional support. H5P is a free platform that allows librarians to design interactive learning objects such as quizzes\, timelines\, and drag-and-drop activities without programming knowledge. In this hands-on workshop\, participants will explore examples of H5P in information literacy contexts and then build their own activity with guided support. The session will focus on instructional design strategies\, testing and usability\, and how to integrate H5P into a learning management system or research guide.\n\nParticipants will be able to:\n1. Design an interactive H5P learning object (e.g. a quiz\, timeline\, or interactive video) that addresses a specific information literacy learning outcome\n2. Apply fundamental instructional design and accessibility principles when creating digital learning activities in H5P\n3. Identify strategies to integrate and reuse H5P activities in instructional platforms (such as LMS courses or library research guides) to enhance student learning\n\n***Participants will need to bring a laptop to take part in the hands-on activities during the workshop.*** \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \; CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:6ce4b3c7da382db903c6a93054ef56a4 URL:http://loex2026.sched.com/event/6ce4b3c7da382db903c6a93054ef56a4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T150500Z DTEND:20260508T155500Z SUMMARY:Changing Our Guiding Star: Navigating from Solo Liaisonship to Population-oriented Teams DESCRIPTION:In July 2024\, the University of New Mexico Libraries overhauled our instruction and liaison program in an employee-initiated and -led reorganization. We transitioned from a program comprised of solo liaisons plus a small instruction team to two population-oriented teams\; one focused on undergraduates\, and the other centered on graduate students and faculty. In this session\, we explain our previous program's structure\, why we changed\, the reorganization steps\, our current program's structure\, and lessons learned.\n\nParticipants will:\n1. Take away an example of an alternative instruction/outreach model to a traditional subject liaison model \n2. Identify strategies for approaching collaborative reorganization design  \; CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:d6ee8afd50ff913da3f85d3848fea80e URL:http://loex2026.sched.com/event/d6ee8afd50ff913da3f85d3848fea80e END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T150500Z DTEND:20260508T155500Z SUMMARY:Reading Beneath the Surface: Reimagining Information Literacy Beyond Searching and Evaluating DESCRIPTION:This presentation offers a radical reimagining of information literacy by challenging the invisibility of reading. Traditional approaches separate reading from searching and evaluating\, prioritizing the latter and leaving students struggling to make meaning from scholarly sources. Research shows that students rely on survival reading strategies that hinder synthesis\, relevance assessment\, and engagement with scholarly nuance. This session invites participants to explore strategies for embedding reading instruction in different teaching situations\, question long-standing norms about information literacy\, and consider how centering reading helps students navigate an AI-driven environment that undervalues deep\, efficient\, and critical reading.\n\nParticipants will:\n1. \;Describe the impact of reading on students throughout their research process \n2. Identify problematic student behaviors that impact reading efficiency \n3. Develop strategies for instruction and consultation in order to guide students in becoming better readers in a scholarly environment CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:4880dd5d3b5e12657c4b63d7c5743c3a URL:http://loex2026.sched.com/event/4880dd5d3b5e12657c4b63d7c5743c3a END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T150500Z DTEND:20260508T155500Z SUMMARY:Diving into the Waters of Student Learning Assessment: Individualized Programs that Bring Depth to Our Instruction Practices DESCRIPTION:Interested in developing a student learning assessment program at your institution and don't know where to start? In this session\, librarians from two vastly different universities will discuss how they have implemented programmatic student learning assessment plans for their unique library systems. However\, creating and sustaining student learning assessment programmatic plans is not a small feat\; assessment anxiety amongst librarians continues to prevail. This session explores the process\, techniques\, and impact from developing an individualized\, supportive culture of assessment where library instructors gradually demonstrate higher level skills as they progress in each student learning assessment plan.\n\n Participants will be able to:\n1. Describe the collaborative process of creating and revising student learning assessment plans.\n2. Identify ways to navigate through the barriers of assessment efforts.\n3. Create a framework for a student learning assessment plan for their own institutional context.\n\n CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:c69e9313a544f2c23d17002101c4f3f4 URL:http://loex2026.sched.com/event/c69e9313a544f2c23d17002101c4f3f4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T163500Z DTEND:20260508T171500Z SUMMARY:LOEX 2026 Roundtables - Five Topics\, for drop-in discussion DESCRIPTION:Drop-in discussions on five topics\, moderated by a LOEX volunteer. Come by after lunch and chat\, in a respectful & open manner\, with your colleagues!\n\n1) Accessibility in Online Learning \n2) \;Artificial Intelligence \;\n3) \;Fostering Librarian Well-being\n4) \;Inclusive and Accessible Pedagogies\n5) \;Misinformation and Source Evaluation CATEGORIES: LOCATION:Main Salon H\, Norfolk\, VA\, USA SEQUENCE:0 UID:98a28efecb1e0bbb538de7fb398abdf7 URL:http://loex2026.sched.com/event/98a28efecb1e0bbb538de7fb398abdf7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T173000Z DTEND:20260508T182000Z SUMMARY:Charting the Course: A Captain's Log on Institutionalizing Ball State's Scaffolded Information Literacy Program DESCRIPTION:Drawing on an administrative perspective\, this session details the strategic steps taken to launch a scaffolded information literacy program for all incoming students. We share how a pilot with a few incoming students transitioned into a required component of Ball State's Week of Welcome and inclusion in First-Year Seminars. Learn the leadership strategies\, including leveraging the administrative support required to secure cross-campus buy-in and institutionalize an essential instruction initiative.\n\nParticipants will:\n1. Gain knowledge of leadership and advocacy strategies that enable institutional buy-in from a variety of stakeholders\n2. Learn how to link scaffolded instructional programs to key strategic goals of the university \n3. Understand best practices for cross-campus collaboration to institutionalize and sustain essential instruction initiatives\n\n CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:16f55a2b8a194e410b5038f834aef610 URL:http://loex2026.sched.com/event/16f55a2b8a194e410b5038f834aef610 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T173000Z DTEND:20260508T182000Z SUMMARY:Creating Interactive Worksheets Using Cooperative Learning Strategies to Teach Foundational Skills\, Get Students Talking\, and Complete Task-Based Objectives DESCRIPTION:The blank stare\, the uncomfortable silence\, the tick...tick...tick of the clock while the question still hangs in the air. What's an instruction librarian to do? Three techniques to engage student learning include: guided notes\, cooperative learning strategies\, and task-based learning. This workshop will show you how to combine the best practices of each approach by creating a single interactive worksheet meeting three instruction goals: creating a structure to learn new things\, prompt classroom discussion\, and help students complete their assignments. Post session participants will have access to additional material including selected resources covering each teaching methodology and additional example worksheets.\n\nParticipants will be able to:\n1. Identify three teaching methodologies: guided notes\, cooperative learning\, and task-based learning in the facilitation of library instruction \n2. Determine which teaching methodologies can be used to meet key library instruction goals \n3. Combine these techniques and design interactive worksheets creating an engaging library instruction session with lively classroom discussion \n\n\n CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:27f7bcde36fb3a5325bccc75d1b2cd86 URL:http://loex2026.sched.com/event/27f7bcde36fb3a5325bccc75d1b2cd86 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T173000Z DTEND:20260508T182000Z SUMMARY:Hoisting the Sails of Change Together: Collaborative Curricular Consultation for Information Literacy Integration DESCRIPTION:Curricular consultation between librarians and faculty is one possible solution to address complex curricular problems surrounding information literacy. During curricular consultation\, librarians consult with faculty members and make recommendations to improve course\, assignment\, and scaffolded learning intervention design and alignment to support students in meeting information literacy learning objectives\, and in retaining and applying critical information literacy knowledge.\n \n In this presentation\, three librarians each share how they implemented curricular consultations as a strategy for impacting curricular change at their institutions. Individual approaches will be contextualized by intersecting and differing aspects of presenters' positionalities.\n\nParticipants will:\n1. Be able to form a baseline understanding of the practice of curricular consultation and its relevancy\, promoting transfer and application of knowledge.\n2. Understand the practice of curricular consultation further and how positionality can impact approaches and thus will be able to apply this method to practice and scope it to their own positions. \n3. Be able to design and implement their own approaches to curricular consultation for information literacy and thus advance necessary curricular change and positively impact student success. CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:34df7ec78883b3cdd8265fccd5361b44 URL:http://loex2026.sched.com/event/34df7ec78883b3cdd8265fccd5361b44 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T173000Z DTEND:20260508T182000Z SUMMARY:Humans at the Helm: Teaching in an AI Era DESCRIPTION:This session explores the intersection of generative AI and pedagogical frameworks to promote critical thinking in higher education\, ensuring genAI does not simply replace genuine learning. Our tool\, Bloom's stAIrcase\, aligns Bloom's Taxonomy with AI literacy creating an interactive interface for educators to design AI-leveraged assignments. A feature of this tool is a prompt generator\, which guides users through the process of using a generative AI tool to build their own AI literacy activities specific to their subject area and teaching context. This session provides strategies for scaffolding deeper learning\, ethical engagement\, and reflective use of generative AI in academic environments.\n\nParticipants will:\n1. Understand how the Bloom's stAIrcase connects AI literacy to critical thinking and learning design\n2. Explore an interactive prompt-generation tool that allows users to scaffold AI-related learning activities into their own teaching contexts\n3. Develop ideas for implementing or adapting the model for their own institutions or disciplines\n\n CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:0b57e0d25889889bd195fd90a2cf6863 URL:http://loex2026.sched.com/event/0b57e0d25889889bd195fd90a2cf6863 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T173000Z DTEND:20260508T182000Z SUMMARY:Investigating the Disappearance of Student Engagement with Library Research Guides DESCRIPTION:This session examines why research guides often fade from student awareness. Drawing on a redesign project for STEM and Health Sciences students\, it highlights how discipline-specific needs and Gen Z learning preferences shape guide engagement. Informed by ACRL standards and user data\, the project produced five interactive tutorials to clarify research pathways and address gaps. Preliminary findings on engagement and navigation patterns will be shared. Attendees will learn to identify design challenges such as content sprawl and accessibility and apply user-centered strategies to strengthen guide visibility\, usability\, and instructional impact. Audience participation will include phone-based polls.\n\nParticipants will:\n1. Identify and evaluate design and maintenance challenges of LibGuides\, such as content sprawl\, accessibility\, and pedagogical alignment in order to consider evidence-based strategies that make guides more visible\, inclusive\, and instructionally effective \n2. Apply principles of evidence-based and user-centered design\, incorporating preliminary findings on student preferences like navigation and layout\, in order to enhance the discoverability and user engagement of their own research guides CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:58820d803c76e34f9a86f5f5bf3bd3d5 URL:http://loex2026.sched.com/event/58820d803c76e34f9a86f5f5bf3bd3d5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T173000Z DTEND:20260508T182000Z SUMMARY:Uncharted Narratives: Using Student Stories as a Compass DESCRIPTION:How can we know our students? This session attempts to answer this eternal question through two undergraduate student storytelling initiatives. The first is a peer storytelling project in which students who have successfully made use of library services and spaces share what they learned via an online gallery. The second is a life history project that situates students' experiences within a wider library landscape\, allowing us insight into their perceptions and willingness to engage in library instruction. Both projects center students as experts of their own experience. These stories allow us to develop instruction resources that authentically reflect our students.\n\nParticipants will:\n1. Be able to describe two approaches to centering student stories in library instruction. CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon G\, Norfolk\, VA\, USA SEQUENCE:0 UID:e9b59671d67de38b20d7deb4875a9404 URL:http://loex2026.sched.com/event/e9b59671d67de38b20d7deb4875a9404 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T173000Z DTEND:20260508T182000Z SUMMARY:Turning the Tides: Intentional Reflection and Assessment for Redesign DESCRIPTION:Reflect on your current instruction and assessment practices through reflective pause and imagination. This collaborative workshop provides opportunities to connect around instruction and assessment approaches. While much assessment revolves around demonstrating value quantitatively\, we resist by framing assessment as a way to connect with students and express care. The presenters will introduce an observational assessment framework participants can utilize to iterate on assessment methods and artifacts. Participants will reflect on their chosen lesson plan\, identify areas for improvement\, and consider how to improve their instruction. Bring a lesson plan to practice intentional assessment and curricular redesign with us!\n\nParticipants will:\n1. Use a reflective framework to redesign a lesson plan and identify areas for actionable assessment\n2. Reframe assessment from a perspective of care utilizing the PCPS framework for empathetic reflection CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:bf23b0272639b6897bed7faab4ed70ad URL:http://loex2026.sched.com/event/bf23b0272639b6897bed7faab4ed70ad END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T183500Z DTEND:20260508T192500Z SUMMARY:All Hands on Deck: Taking the Instructional Helm During Institutional Change [WITHDRAWN] DESCRIPTION:***This session has been withdrawn and will not be presented***\n\nOur session focuses on distributed leadership or "all hands on deck\," thereby creating a communal approach to instructional leadership within the department. In contrast\, when approaching the broader university community\, the department took a more unified strategic approach to instructional leadership by "taking the instructional helm." These two navigation strategies required complex approaches to collaboration and problem-solving. Thus\, we will offer a case study in distributed leadership\, strategic decision-making\, and collaborative instructional design during a new general education curriculum implementation. This case study is meant to be more broadly applicable than the general education reform context. Session participants will learn how to navigate instructional change with more than one captain.\n\nParticipants will:\n1. Identify strategies our department used to ensure appropriate information literacy concepts were integrated into the new general education curriculum.\n2. Explain how distributed leadership supported the creation of information literacy resources for university faculty.\n3. Determine actionable next steps for improving information literacy support at their own institution.\n\n CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:3f1045ffc1b1e20ed3edeab9459e13bc URL:http://loex2026.sched.com/event/3f1045ffc1b1e20ed3edeab9459e13bc END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T183500Z DTEND:20260508T192500Z SUMMARY:Naut Another Demo: Diving into Active-Learning Strategies for One-Shots DESCRIPTION:In this session\, we will consider several alternatives to the standard library database demonstration frequently used in one-shot instruction sessions. Gather new ideas from three practicing instruction librarians with diverse experiences and pedagogical approaches. Participants will select from three hands-on stations to explore active learning techniques that can promote better learner engagement and retention of library lesson objectives. Through game-playing\, assessment of learning objects\, discussion\, and more\, participants will walk away with new or enhanced activities to implement in their own classrooms. Join us as we dive into library instruction that is anything but a database demo!\n\nParticipants will:\n1. Evaluate several strategies for teaching database search skills and think critically about how to best engage learners beyond a lecture-based learning experience \n2. Consider how they would apply several active learning strategies to their own lessons to increase learner engagement\n3. Be able to explain why active learning teaching strategies offer a more engaging experience for students when teaching database search skills CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:49b7eec24a184ab08bc9b9abdd101080 URL:http://loex2026.sched.com/event/49b7eec24a184ab08bc9b9abdd101080 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T183500Z DTEND:20260508T192500Z SUMMARY:Lessons in Gen AI for Credit-Bearing Information Research/Literacy Courses DESCRIPTION:How much do undergraduate students really know about Generative AI? That question elicits nebulous answers\, reinforcing the necessity of embedding a critical AI literacy approach into information literacy instruction. In this session\, two librarians teaching full-semester credit-bearing Information Literacy and Research classes at different CUNY colleges\, will present our strategies for engaging students with responsible and practical Gen AI activities. We will discuss our lessons and how they align with the frames that comprise the ACRL Framework for Information Literacy for Higher Education. Activities discussed will include writing Gen AI prompts to help students hone their research questions and testing the reliability of responses by verifying sources returned by AI.\n\nParticipants will:\n1. Understand appropriate uses of Gen AI in information literacy instruction\n2. Have examples of Gen AI activities to use or adapt for their instruction CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Main Salon G\, Norfolk\, VA\, USA SEQUENCE:0 UID:7f0d632910f52cbb66759c17b7dfabcd URL:http://loex2026.sched.com/event/7f0d632910f52cbb66759c17b7dfabcd END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T183500Z DTEND:20260508T192500Z SUMMARY:Everything's Better When We're Working Together: Faculty Development Under the Library Sea DESCRIPTION:As academic libraries approach the limits of what can be achieved through one-shots\, innovative strategies are needed to deepen and sustain library integration in course curriculum. This presentation highlights a series of librarian-led faculty development initiatives aimed at improving assignment design and strengthening librarian-faculty partnerships. Leveraging the Transparency in Learning and Teaching (TILT) framework\, our initiatives support instructors in creating clear\, effective assignments and promote equitable teaching and learning practices. Drawing on feedback from faculty participants\, this presentation highlights the benefits of this model\, offering practical insights for academic libraries seeking alternatives to traditional instruction.\n\nParticipants will:\n1. Identify how librarian-led faculty development initiatives can extend instructional impact beyond one-shot sessions and individual consultations\n2. Evaluate the effectiveness of collaborative assignment design as a scalable strategy for integrating library resources into course curricula \n3. Recognize the role of incentives and faculty interest in fostering deeper engagement with librarians and advancing institutional teaching and learning priorities CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:b659ab590cdd4fd8c8b82de1c665db57 URL:http://loex2026.sched.com/event/b659ab590cdd4fd8c8b82de1c665db57 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T183500Z DTEND:20260508T192500Z SUMMARY:Uncharted Waters: Exploring the Mystery of Pre-College Information Literacy DESCRIPTION:A challenge in library instruction is the disconnect between students' pre-college information literacy experiences and the expectations of college-level research. This session dives into mystifying issues: why students arrive at college with uneven or inaccurate understandings of research and libraries\, and why these misconceptions persist. The presenters will share insights from recent student focus groups at a large R1 institution that reveal what students know about libraries and research before arriving to college\, how they conceptualize the library\, their experience with AI in research\, and how they apply their K-12 information literacy skills as R1 university students. Like the Bermuda Triangle\, these gaps are mysterious but exploring them can reveal new strategies for libraries.\n\nParticipants will:\n1. Identify patterns and misconceptions in students' pre-college information literacy experiences.\n2. Understand how K-12 information literacy experiences impact college-level instruction and engagement. \n3. Explore innovative strategies for reimagining instruction beyond the one-shot model to deliver meaningful information literacy experiences for first-year students. CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:43058ba3c565a05535d5b4bfeca5336e URL:http://loex2026.sched.com/event/43058ba3c565a05535d5b4bfeca5336e END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T183500Z DTEND:20260508T192500Z SUMMARY:Can Students Navigate through Rough Waters? Assessing Search Skills with Problem-Solving Scenarios DESCRIPTION:Assessing students' search strategies skills is challenging. How can we target assessment to specific strategies? How can we gather evidence of learning? This session describes an assessment project that has addressed these challenges. \n \n After search strategy instruction\, students complete a worksheet that presents them with three scenarios that describe common search problems. Their task is to suggest two strategies to improve search results for each scenario. This simple assessment targets certain kinds of search skills-such as keywords and filters\, or whatever you've taught-while leaving room for creative problem-solving and can be used for either course-embedded instruction or credit courses.\n\nParticipants will:\n1. \;Describe two factors that make assessment of search skills challenging.\n2. Create a scenario to assess one aspect of your own search skill instruction. CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:dc3d5547237e14fbde32c3d87f3e9bb0 URL:http://loex2026.sched.com/event/dc3d5547237e14fbde32c3d87f3e9bb0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T183500Z DTEND:20260508T192500Z SUMMARY:Green Information Literacy: Making the Hidden Environmental Costs of Digital Life Visible to Students DESCRIPTION:This interactive session demonstrates how green information literacy can be taught through a combination of brief lecture\, audio and video clips\, a guided drawing exercise\, and facilitated discussion. Drawing on library instruction and course-integrated teaching at the University of Hawaii at Manoa\, participants will experience activities used with students to examine the environmental costs of everyday digital behaviors. The session focuses on electricity use\, water consumption\, carbon emissions\, and particulate pollution associated with search\, streaming\, cloud storage\, and AI tools. It also introduces emerging approaches for teaching the lifecycle of digital devices\, including resource extraction\, global supply chains\, and e-device disposal. Time will be reserved for participant questions\, reflection\, and sharing.\n\nParticipants will:\n1. \;Gain insights to the hidden ecological impacts of common digital behaviors and connect them to information literacy\n2. Explore green information literacy tools and instructional approaches that can be adapted for use at their own library CATEGORIES:UNCHARTED WATERS: PROPOSALS THAT DEFY CATEGORIZATION LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:240f34c9d1317e70df070176426a40f1 URL:http://loex2026.sched.com/event/240f34c9d1317e70df070176426a40f1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T192500Z DTEND:20260508T201000Z SUMMARY:LOEX 2026 Grad Student Poster Sessions (late Fri afternoon) DESCRIPTION:During our Friday afternoon snack break (which also will be in the 4th floor foyer)\, come see the grad student poster sessions. \;\n\n\nAll Hands On Deck: Creating ADA-Compliant LibGuides (Susannah Benn & Maura Maguire\, University of Illinois Urbana-Champaign)Building a Library Research Guide for a University Honors Program (Grace Suhadolnik\, Syracuse University)DLO Workshops as an Experiential Learning (and Teaching) Opportunity for MLIS Students (Joel Carpenter\, Syracuse University)Finding Our Sea Legs: Looking Back at Our First Year of AI-Literacy Integration in the Library One-Shot (Emily Kelleher & Emma Flolo\, University of Maryland)From Shostakovich to Sea Shanties: Teaching Music Information Literacy Skills Across Multiple Resource Formats (Sarah Garretson\, Syracuse University)Handing Students the Remote Control: The TV Guide to Library Research (Sol Cátala‑Valentín\, Grinnell College)Information Literacy as an Ecosystem: Developing the Critical Ecological Information Literacy Framework (Joanna Stankiewicz\, Drake University)Is Critical Thinking Enough? Addressing the socio-emotional factors of the social media misinformation epidemic through instruction and advocacy (Rachel K Martin\, Old Dominion University)New Voyages: Navigating Librarianship in Unfamiliar Academic Disciplines (Kate Whatley & Elizabeth McCarthy\, University of Maryland)On Stranger Tides: Using Urban Legends as a Tool for Information Literacy Instruction (Claire Reber & Madison Wicks\, University of Maryland)"Please see our FAQ": Examining Professional Boundaries in Faculty-Librarian Relationships Through Library Instruction Webpages (Aasta Thomas\, University of North Carolina at Greensboro)Swallowed by the Boolean Triangle: Moving Beyond Venn Diagrams (Seneca W Straub\, University of Illinois at Urbana-Champaign)Swimming Upstream: Applying graduate coursework to collaboratively innovate library instruction (Hannah Fleischman & Meghan Dziengel\, University of Wisconsin-Madison)Teaching with Digitized News Media: The Ted Koppel and Inside Albany Collections at the SCRC (Iman Jamison\, Syracuse University)The Teacher's Apprentice: Preparing for Instruction-Focused Library Careers through Practicum Placements (Janessa R Millar\, University of Wisconsin Madison) CATEGORIES: LOCATION:Main Ballroom Foyer (4th floor\, during snack break)\, Norfolk\, VA\, USA SEQUENCE:0 UID:8a76611678322f4acf7a957234da5d97 URL:http://loex2026.sched.com/event/8a76611678322f4acf7a957234da5d97 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T201000Z DTEND:20260508T210000Z SUMMARY:Baiting the Hook: A Menu of Shared Lesson Plans for First-Year Writing DESCRIPTION:How do you get faculty and librarians to sing sea shanties in praise of library support for first-year writing? The presenter engaged in a process of collaboration\, feedback gathering\, shared lesson planning\, and nested learning outcomes to design a menu of shared lesson plans. She will describe the impact of this net of support using data from assessment of student learning\, experiences of librarians\, and perspectives of faculty. Through intention and collaboration\, we can entice folks to take the bait of an introductory information literacy instruction program\, whether students\, early-career librarians\, mid-career subject specialists\, graduate students\, or seasoned faculty.\n\nParticipants will:\n1. Describe benefits of a library instruction menu or shared lesson plans\n2. Summarize types of collaboration needed to rejuvenate a stale instruction program CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:24d93b08b66b100e5266ab701d5cd158 URL:http://loex2026.sched.com/event/24d93b08b66b100e5266ab701d5cd158 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T201000Z DTEND:20260508T210000Z SUMMARY:Fertilizing the Framework with CRAAP: The CRAAP Test as a Tool for Metacognition and Metaliteracy DESCRIPTION:This presentation will bring together metacognitive theory\, the ACRL Framework for Information Literacy\, and the humble CRAAP acronym to describe an approach to instruction that focuses on helping students: (1) recognize their own information needs and unspoken expectations about research\, and (2) identify the types of sources available to fulfill that need. \n \n When treated as a set of guiding questions to critically consider\, rather than a binary checklist\, CRAAP becomes a powerful tool to guide students toward metacognition\, metaliteracy\, and a deep understanding of the nature of the sources they use.\n\nParticipants will:\n1. Guide students & patrons in asking generative questions about the sources they are looking for and the sources they select\n2. Modify evaluation acronyms to serve the ACRL Framework and bolster their students' metacognitive abilities\n\n CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:8f05c2c9f653d3c4b8c3a8ece1b152f1 URL:http://loex2026.sched.com/event/8f05c2c9f653d3c4b8c3a8ece1b152f1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T201000Z DTEND:20260508T210000Z SUMMARY:Building Faculty Capacity for Information Literacy: Partnering with the Office of Faculty Development for Sustainable Integration and Scholarly Growth DESCRIPTION:To strengthen campus-wide information literacy and faculty scholarship\, Fayetteville State University Library partnered with the Office of Faculty Development to integrate information literacy into both teaching and research. This session showcases adaptable mini-lessons\, an asynchronous Canvas course with certificate modules\, and publication support initiatives designed to build faculty capacity and confidence. Presenters will share outcomes\, materials\, and strategies for creating sustainable partnerships that enhance instruction\, research productivity\, and institutional engagement.\n\nLaura Mehaffey\, Fayetteville State University\, co-created this presentation. \n\nParticipants will:\n1. Identify strategies for developing partnerships that advance information literacy integration across campus\n2. Design or adapt modular\, discipline-specific lessons to support faculty instruction\n3. Apply approaches for sustaining faculty engagement through collaborative professional development and online learning tools. CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:4edcc9d955b0cdc16307bf03fc112866 URL:http://loex2026.sched.com/event/4edcc9d955b0cdc16307bf03fc112866 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T201000Z DTEND:20260508T210000Z SUMMARY:Accessibility Considerations for Online Citation Guides DESCRIPTION:Many academic libraries maintain online guides to teach citation formatting\, but how accessible are these guides? Imagine reading the text aloud: how much information would the listener miss? Relying heavily on visual cues and examples\, citation guides present special accessibility challenges. We'll investigate techniques for enriching and improving these webpages\, including particular considerations for screen reader users.\n\nParticipants will:\n1. Consider specific accessibility concerns associated with the teaching of formal citation.\n2. Apply principles of accessible design to the revision or creation of online citation guides.\n3. Recognize and remedy barriers to the effective use of assistive technologies. CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:f648236c112bb6facd43dbe9d7ea9584 URL:http://loex2026.sched.com/event/f648236c112bb6facd43dbe9d7ea9584 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T201000Z DTEND:20260508T210000Z SUMMARY:Diving Below the Surface-Level Session: Revitalizing the One-Shot for Deeper Learning DESCRIPTION:The traditional one-shot often feels like a missed opportunity. How can we get out of the shallow end and dive deeper? This interactive workshop reframes the one-shot by combining intentional pedagogical principles with a sustainable\, blended approach. We'll explore creating on-demand\, multimodal content using lightweight EdTech tools to free up class time for more meaningful learning. Attendees will collaboratively design solutions to common\, problematic instruction requests through scenario-based learning\, leaving with a practical framework to create effective\, high-impact learning opportunities that engage all learners.\n\n***Participants can bring a laptop to take part in the hands-on activities during the workshop\, though there will also be printed worksheets as well for those that do not have a laptop.*** \n\nParticipants will:\n1. Apply pedagogical principles (e.g.\, backward design\, small teaching) to restructure a traditional one-shot session into a "flipped" or blended model\n2. Identify appropriate multi-modal tools (e.g. H5P\, Genially) for creating sustainable\, on-demand instructional content\n3. Conceptualize active learning activities to replace passive lecturing during in-class time CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:6f0ebb80b7c8c1150d83c20d2c1e287c URL:http://loex2026.sched.com/event/6f0ebb80b7c8c1150d83c20d2c1e287c END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260508T201000Z DTEND:20260508T210000Z SUMMARY:"Who's Sailing This Ship\, Anyway?": ChatGPT\, Brainstorming\, and Epistemic Autonomy DESCRIPTION:Most of us tell our students not to use ChatGPT for research. But what about "safe" uses like brainstorming and finding keywords? Drawing on interdisciplinary research\, this presentation intends to complicate those supposedly safe uses of generative AI by introducing the concept of epistemic autonomy. The autonomous student is able to use AI for ideation just enough for it to be helpful\, without letting AI determine how they should think. Classroom strategies for incorporating autonomy into information literacy instruction will be presented so that librarians can help students reflect on the role and limitations of AI in ideation.\n\nParticipants will:\n1. Understand the concept of epistemic autonomy as it relates to information literacy.\n2. Identify uses of AI that undermine student autonomy.\n3. Be familiar with some strategies to encourage student reflection on personal autonomy in the research process. CATEGORIES:UNCHARTED WATERS: PROPOSALS THAT DEFY CATEGORIZATION LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:e183e539ea9fc96d67d77ddf8beb0571 URL:http://loex2026.sched.com/event/e183e539ea9fc96d67d77ddf8beb0571 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T125000Z DTEND:20260509T134000Z SUMMARY:Crafting Siren Songs: Understanding how to lure and secure administrative buy-in for library instruction initiatives DESCRIPTION:Securing robust administrative support for library instruction requires strategic communication. This session offers instruction leaders practical strategies to advocate effectively\, moving beyond jargon to anchor teaching initiatives to institutional priorities. This session emphasizes three core pillars of creating a siren song: finding the lyrics and melody (tailoring the message to administrators' concerns and preferences)\; sharing the treasure (identifying and implementing specific\, measurable actions)\; and connecting to trade winds to ensure smooth sailing (demonstrating library instruction's strategic alignment with institutional priorities). Participants will learn how to translate pedagogical value into compelling proposals that are tailored to their administration\, ensuring sustained support of library teaching programs.\n\nParticipants will be able to:\n1. Identify the key priorities and communication preferences of specific academic administrators and modify their instructional advocacy language accordingly \n2. Articulate how proposed or existing library instruction programs directly contribute to established institutional or library strategic priorities to secure greater administrative buy-in\n\n CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:614f470cab94fd589b8371e9db82abb7 URL:http://loex2026.sched.com/event/614f470cab94fd589b8371e9db82abb7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T125000Z DTEND:20260509T134000Z SUMMARY:Beads\, Patience\, and Productive Struggle: A Hands-On Critical Thinking Workshop DESCRIPTION:What can pony bead animal keychains teach us about research instruction? In this hands-on workshop\, attendees will use a playful craft activity to explore the connections between critical thinking\, patience\, and productive struggle. Participants will actively create bead animals with limited guidance\, then reflect on how the process mirrors students' research experiences: navigating frustration\, persisting through challenges\, and developing resilience. Together\, we will link these insights to instructional design\, discussing strategies for scaffolding and encouraging self-directed learning. Attendees will leave with both a tangible reminder of the exercise and new approaches for cultivating critical thinking in the classroom.\n\nParticipants will:\n1. Experience the role of productive struggle and persistence in developing critical thinking\n2. Reflect on parallels between hands-on activities and students' research processes in library instruction\n3. Identify instructional strategies that encourage patience\, resilience\, and self-directed learning in their own classrooms CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:65f8380c79583a4df11c1fe51ba7dc2c URL:http://loex2026.sched.com/event/65f8380c79583a4df11c1fe51ba7dc2c END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T125000Z DTEND:20260509T134000Z SUMMARY:Making Waves with Zines: Faculty-Librarian Collaboration for Creative Research Assignments DESCRIPTION:Dive into a creative approach to research and collaboration! This session explores how faculty and librarians partnered to complement group projects by replacing or supplementing typical research papers with research-based zines\, fostering student engagement with an experiential learning technique aligned with the Universal Design for Learning guidelines. Participants will see examples of student-created zines\, learn strategies for designing assignments\, hear faculty and student feedback\, and discuss how this format encourages critical thinking and creativity. We will also share our plans for the next steps on the horizon for this project. Whether you're curious about zines in your instruction or seeking innovative ways to collaborate across disciplines\, this session offers practical insights and inspiration for making waves in your teaching and outreach.\n\nParticipants will:\n1. \; Analyze the benefits and challenges of replacing traditional papers with zines in research-based assignments.\n2. \; Design a collaborative assignment that integrates zine creation into class projects.\n3.  \;Evaluate strategies for fostering creativity and critical thinking through faculty-librarian partnerships. CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:a9946cb11bc7fa4e083406ce40c73435 URL:http://loex2026.sched.com/event/a9946cb11bc7fa4e083406ce40c73435 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T125000Z DTEND:20260509T134000Z SUMMARY:Fact-Checking the Bots: A Research Assignment for the AI Era DESCRIPTION:This session presents a classroom-tested assignment designed to help students critically evaluate AI-generated text while strengthening core research and information literacy skills. Developed by a librarian and history instructor seeking productive ways to teach research in the age of AI\, the activity has students prompt an AI to write a historical essay and then verify each factual claim using scholarly sources. The presentation will include assignment materials\, student reflections and ACRL framework connections. Attendees will leave with adaptable strategies for integrating AI into instruction in ways that promote inquiry\, source evaluation\, and responsible tool use.\n\nParticipants will:\n1. Recognize how evaluating AI connects to key concepts in the ACRL Framework.\n2. Be able to create an AI fact-checking assignment to strengthen student research skills. \n3. Be able to adapt the assignment structure to their own instructional contexts. \; CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:27e189bdb82964980b3345908c4f2854 URL:http://loex2026.sched.com/event/27e189bdb82964980b3345908c4f2854 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T125000Z DTEND:20260509T134000Z SUMMARY:Hereditary Headaches: A Survival Guide for Overcoming Inherited Obstacles DESCRIPTION:Starting a new position can be an exciting prospect\, but it can also be turbulent. Unless you are starting in a newly created position\, many have faced the struggle that they have inherited an established position\, with all of the benefits and drawbacks that go with it. There can be a delicate balance as you take on establishing yourself\, determining the best instruction methods with an ever changing population\, and ensuring you don't step on anyone's toes. This presentation will dive into recurring inheritance issues and how to turn the tide in your favor. \;\n\nParticipants will \;will be able to:  \;\n1. Employ new outreach and testing techniques in order to adjust pre-existing academic liaison relationships\n2. Adapt and grow as a liaison to meet your department's needs while keeping in mind interpersonal relationships within the library \n3. Building and modifying existing instruction techniques and materials for an ever changing student population \; CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon G\, Norfolk\, VA\, USA SEQUENCE:0 UID:87a072d8a4253c27470a1ce2c85dd88b URL:http://loex2026.sched.com/event/87a072d8a4253c27470a1ce2c85dd88b END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T125000Z DTEND:20260509T134000Z SUMMARY:Recharting our Course for Instruction and Outreach: Trends in Library Questions from Undergraduate Students DESCRIPTION:Based on experiences during one-shot instruction sessions\, librarians at a public R1 institution collected questions from first year and transfer students during instruction sessions and coded the results in order to identify themes in content and types of questions. This presentation will describe the research project\, the themes that emerged in the collected data\, and how this informs future instruction and outreach. The ways in which this research was completed will be reviewed in order to assist attendees with doing similar work. The methodology of this research will also be presented to inspire other instruction librarians.\n\nParticipants will:\n1. Identify trends in the data in order to inform instruction and outreach at their libraries.\n2. Adapt the practice of asking students what they want to learn in an instruction session in order to encourage student engagement in learning CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:b5a11c7d7d361edb0f32fd8c25aadd39 URL:http://loex2026.sched.com/event/b5a11c7d7d361edb0f32fd8c25aadd39 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T125000Z DTEND:20260509T134000Z SUMMARY:From Attendance to Impact: Gamifying Graduate Research Roundtables to Boost Engagement and Assessment DESCRIPTION:When a trusted workshop series starts to lose momentum\, what can libraries do to rebuild engagement without losing sight of learning outcomes? At Syracuse University Libraries\, attendance in our Graduate Research Roundtable series declined sharply\, nearly 50% between 2023-2025\, prompting us to pilot a gamified engagement model. This session shares the design and early outcomes of a "Passport Program\," where students earn stamps for attending sessions that translate into raffle entries and milestone recognition\, alongside small assessment raffles to increase post-session feedback. We discuss implementation logistics\, challenges\, and what student responses reveal about motivation\, especially for students navigating competing demands on their time. Participants will leave with strategies for revitalizing recurring instruction and outreach\, increasing visibility\, and collecting stronger assessment data to guide continuous improvement.\n\nParticipants will:\n1. Identify strategies for incorporating gamification to support engagement in library workshops and programs.\n2. Design assessment practices that encourage participation and provide useful feedback.\n3. Explore ways to adapt a gamified engagement model to their own institutional and student contexts. CATEGORIES:UNCHARTED WATERS: PROPOSALS THAT DEFY CATEGORIZATION LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:32f9da85ccc79fdb337f4a530dc37853 URL:http://loex2026.sched.com/event/32f9da85ccc79fdb337f4a530dc37853 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T135500Z DTEND:20260509T144500Z SUMMARY:All Hands on Deck! Anchoring Privacy Literacy Practices with Educator Resources DESCRIPTION:Grab your compass and chart a course toward privacy literacy (PL) to navigate this new horizon of information literacy! \n \n PL is an emerging area of library instruction. Research indicates librarians need resources to grow their PL practice. This session debuts educator resources developed by a national forum\, including a Framework comprising learner standards and practitioner competencies\, Roadmap to PL Programming\, and PL Self-Study Guidebook.\n \n Developed through participatory workshops\, working groups\, calls for feedback\, and expert review\, these resources support the planning\, delivery\, and assessment of PL in libraries. This project was made possible in part by the IMLS.\n\nParticipants will:\n1. Apply the privacy literacy practitioner resources\, including the Framework for Privacy Literacy\, Roadmap to Privacy Literacy Programming in the Library\, and Privacy Literacy Self-Study Guidebook\, to advocate for\, plan\, implement\, and assess privacy literacy education and library instruction.\n\n CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Main Salon G\, Norfolk\, VA\, USA SEQUENCE:0 UID:b1357320f38860606e308abf54d3f5c8 URL:http://loex2026.sched.com/event/b1357320f38860606e308abf54d3f5c8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T135500Z DTEND:20260509T144500Z SUMMARY:Scaling Playful Pedagogy: Active Learning Strategies for Large Information Literacy Classes DESCRIPTION:How do you transform a boring lecture hall into a community of active\, excited\, and engaged learners? Experience how we turned our large enrollment LIB 1600 course into a dynamic space for active\, skills-based playful learning. In this session\, participants will experience four classroom-tested hands-on strategies\, games\, and interactive activities that can be integrated into any information literacy curriculum. Walk away with a toolkit of strategies and real-world examples to personalize any classroom\, no matter how large\, and make the learning engaging and fun. \n\nParticipants will:\n1) \;Design an interactive lesson using instructional strategies that engage large classrooms and audiences\n2) Modify parts of their current curriculum to increase active engagement and memory retention through a pedagogy of play\n3) Communicate and collaborate with other participants on different ways that they can reach large audiences made of diverse learners.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:8de2c8758015ece276f51ada8065d45e URL:http://loex2026.sched.com/event/8de2c8758015ece276f51ada8065d45e END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T135500Z DTEND:20260509T144500Z SUMMARY:Swimming Against the Current: Empowering Students through Collaborative Instruction to Combat Misinformation DESCRIPTION:This session showcases a semester-long course that leverages librarian collaboration and critical pedagogy to teach students how to identify and resist misinformation. Through guest lectures\, group work\, and interdisciplinary projects\, students explore information bias\, inequity\, and manipulation. Presenters will share course design\, lessons learned\, and strategies for adapting this model across disciplines and institutions.\n\nParticipants will:\n1. Explore instructional approaches for designing and teaching a misinformation-focused course grounded in interdisciplinary\, critical pedagogy.\n2. Discover assignment design and scaffolding strategies that foster student engagement\, reflection\, and peer learning around misinformation themes.\n3. Identify adaptable methods for integrating guest librarian expertise and collaboration to empower students to apply information literacy skills to real-world contexts. CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:0e7ade36aeee06f87a04c3623e79512f URL:http://loex2026.sched.com/event/0e7ade36aeee06f87a04c3623e79512f END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T135500Z DTEND:20260509T144500Z SUMMARY:Fourth Wave Information Literacy: Connections to Intersectional Feminisms and Applications for the Classroom DESCRIPTION:Much like first wave feminism our first waves of information literacy focused on education and skills to navigate systems. Over time the waves evolved to center and include marginalized humans\, concepts\, and care. Today\, however\, we face insidious challenges where the weaponization of data and information against us is imperceptible yet forceful. In this session I will draw connections to fourth wave feminisms by defining what we might call "fourth wave information literacy." I will describe classroom tested activities via three approaches: gaining awareness of the fog\, circumventing manipulation\, and controlling the information consumed and subsequent decisions we make.\n\nParticipants will be able to:\n1. Describe elements of Fourth Wave Information Literacy and why they matter for research and instruction sessions\n2. Describe at least one classroom activity with Fourth-Wave Information Literacy in mind in order to illuminate algorithmic influence CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:33017826e12ae5563fc8ea37a165e9ca URL:http://loex2026.sched.com/event/33017826e12ae5563fc8ea37a165e9ca END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T135500Z DTEND:20260509T144500Z SUMMARY:Learning to Reframe the Value of Information Literacy to Engage Library & University Administration DESCRIPTION:Instruction librarians face a persistent challenge: re-educating administrators who view Information Literacy as transactional support rather than a strategic driver for student retention and equity. This undervaluation often leads to systemic burnout and understaffing (presenters know this first-hand!).\n \n This workshop addresses this gap by teaching librarians to craft "Strategic Value Narratives." Moving beyond traditional process-based reports\, participants will learn to align library instruction-including algorithmic literacy-with institutional priorities like accreditation and workforce readiness. Through collaborative analysis of advocacy strategies\, you will build a toolkit to shift administrative perceptions from "what we do" to why our work is indispensable for the university's mission.\n\nParticipants will be able to:\n1. Analyze and deconstruct common administrative misconceptions regarding the depth and strategic impact of Information Literacy instruction\n2. Develop a personalized Strategic Value Narrative that frames their instruction program's efficacy using institutional metrics (e.g.\, retention\, equity\, assessment data) rather than library-centric language\, as well as identify and articulate the risks and opportunity costs associated with an undervalued or under-resourced IL program to library deans and university administrators\n3. Practice delivering a concise\, high-impact narrative designed to re-educate new library or university administration about the program's strategic necessity CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:6b73e57f5f7d8927f0246c751b987093 URL:http://loex2026.sched.com/event/6b73e57f5f7d8927f0246c751b987093 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T135500Z DTEND:20260509T144500Z SUMMARY:Braving the Storm: Using Fearstorming to Navigate Student Needs and Measure Affective Impact in Library Instruction DESCRIPTION:This session introduces "fearstorming\," a reflective technique adapted from UX research that turns uncertainty into insight. Like brainstorming\, fearstorming invites open\, nonevaluative expression - but instead of generating ideas\, participants are given space to articulate fears and anxieties before diving into new tasks or experiences. For students\, this encourages reflection and metacognition. For instructors\, fearstorming fosters authentic connection\, reveals hidden barriers\, informs instruction in real-time\, and provides measurable insight into learners' affective growth. Participants will take part in a mini fearstorm\, explore a case study from an introductory writing course\, and leave with ideas to adapt fearstorming to their own contexts.\n\nParticipants will:\n1. Examine the potential of fearstorming to support students' affective learning and consider its applicability in their own instructional contexts.\n2. Be able to describe the role of affective dimensions of learning and their impact on instructional design. \n\n CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:8bb1dff989a57f5c91b2b5fb3821e203 URL:http://loex2026.sched.com/event/8bb1dff989a57f5c91b2b5fb3821e203 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T135500Z DTEND:20260509T144500Z SUMMARY:(Dis)Connection and (Dis)Comfort: Relational Teaching and AI DESCRIPTION:Teaching is a relational practice that brings identity and emotion into the learning process. It is not an easy practice\, but rather one where educators and learners work together\, address conflict\, and learn from one another. Friction is part of the learning process\, but Generative AI (GenAI) in higher education attempts to create a frictionless mimicry of learning. This presentation will explore the challenges of relational teaching with the prevalence of GenAI in the library classroom. Participants will discuss the role of discomfort\, challenge\, and connection in learning and how it is complicated by the promises and prevalence of GenAI.\n\n Participants will:\n1. \;Examine learning as a relational process intertwined with emotions\n2. Analyze generative AI's attempts to mimic emotion and relational connection\n3. Explore strategies for communicating the importance of friction / challenge in finding and using information to students and faculty CATEGORIES:UNCHARTED WATERS: PROPOSALS THAT DEFY CATEGORIZATION LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:f9e8cd036fc9a8c2f90f06a31698e1c7 URL:http://loex2026.sched.com/event/f9e8cd036fc9a8c2f90f06a31698e1c7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T151500Z DTEND:20260509T160500Z SUMMARY:At the Helm in the Storm: Compassionate Leadership for Library Instruction Programs DESCRIPTION:Academic libraries are navigating turbulent waters-shifting priorities\, resource constraints\, and evolving curricula for instructional programs. In this environment\, leadership approaches matter more than ever. This session explores compassionate leadership as a framework for guiding information literacy programs through change\, emphasizing empathy\, communication\, recognition\, and support as core principles. The presenters will explore how this theory applies to librarians in both formal and informal leadership roles. Join us to chart a course toward leadership that balances advocacy\, adaptability\, and care-essential qualities for navigating the evolving seas of teaching and learning in higher education.\n\nParticipants will:\n1. Be able to define compassionate leadership in order to apply it to instructional programs \n2. Analyze the compassionate leadership approach\, noting limitations and other complementary management approaches \n3. Determine possible applications of compassionate leadership for leading library instruction programs\, with both formal and informal leadership roles CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:105511446808e9bc532020fabf5830a0 URL:http://loex2026.sched.com/event/105511446808e9bc532020fabf5830a0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T151500Z DTEND:20260509T160500Z SUMMARY:Students as Partners: Fostering Agency and Transformative Action in Information Literacy Instruction DESCRIPTION:This interactive workshop explores how Students as Partners (SaP) pedagogy (Cook-Sather et al.\, 2014) can transform information literacy (IL) instruction\, drawing on a conceptual model integrating SaP with the Framework for Information Literacy (LeGrand\, 2025). The facilitators will share experiences infusing student-instructor partnership in their teaching (Fundator et al.\, 2024) and guide attendees through practical design exercises to engage students' knowledge and goals within the Frames. Reimagine instruction with asset-based\, relational language and design learning for transformative action. Leave with strategies to co-create meaningful IL learning experiences with students\, promoting shared responsibility and agency in the classroom and beyond.\n\nParticipants will:\n1. Identify instructor-centered assumptions in the ACRL Framework for Information Literacy. \n2. Apply Students as Partners principles to reframe information literacy instruction using relational\, asset-based language. \n3. Design a partnership-oriented IL activity or lesson plan that incorporates student agency and transformative action. CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:2b3caf4e64cb4931f89f6555a09ef96b URL:http://loex2026.sched.com/event/2b3caf4e64cb4931f89f6555a09ef96b END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T151500Z DTEND:20260509T160500Z SUMMARY:The Life Raft: Analog Information Literacy in the AI Ocean DESCRIPTION:In a sea of new and innovative technology\, returning to our analog roots can have a transformative impact on students\, especially those early in their college careers. During this session\, participants will be reintroduced to analog instructional methods that can be integrated into various contexts from one-shots to credit-bearing courses. Using data from their ongoing Scholarship of Teaching and Learning (SoTL) research\, presenters will discuss methods they used in a First-Year Studies course to enhance student learning and engagement through analog information literacy activities. Participants will also engage in these activities themselves\, giving them first-hand experience.\n\n Participants will:\n1. Explore analog strategies for instruction and classroom engagement\n2. Reflect on their own reactions to clickbait headlines to better understand the information landscape of our students CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:d6f6a944863b768c2948807791da5d28 URL:http://loex2026.sched.com/event/d6f6a944863b768c2948807791da5d28 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T151500Z DTEND:20260509T160500Z SUMMARY:Abandon Ship? Insights on Teamwork and Leadership from a Collaborative Information Literacy and Writing Program DESCRIPTION:It was fair skies and calm seas six years ago when librarians and writing professors set sail together on a voyage of collaborative information literacy and writing instruction. And while the program was effective in terms of student learning\, the collaboration ended amidst growing discontent among the writing faculty. Professional expertise is a necessary but insufficient condition for successful collaborative instructional efforts. Foundations in authentic leadership and effective teams are also essential components. This presentation will use our collaborative instruction program as a use case to illustrate the importance of the human side of instructional partnerships\, addressing the affective side of teaching partnerships\, team dysfunctions to avoid\, and the importance for leaders to acknowledge their team members and spend time with them to strengthen relationships.\n\nParticipants will:\n1. Summarize the threats to effective team work\n2. Analyze collaborative instructional efforts from a managerial angle\n3. Evaluate the role of leadership in the success or failure of instructional collaborations CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon G\, Norfolk\, VA\, USA SEQUENCE:0 UID:95e7c7982ec69433a0f998325f4564db URL:http://loex2026.sched.com/event/95e7c7982ec69433a0f998325f4564db END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T151500Z DTEND:20260509T160500Z SUMMARY:From Zzz to A+: Engaging Students and Assessing Success DESCRIPTION:This interactive session addresses the growing challenge of student distraction in college classrooms by equipping educators with strategies to increase engagement and assessment through tools such as Canva Whiteboard\, Slido\, Padlet\, Blooket\, and Pear Deck. Additional resources\, such as Nearpod\, InsertLearning\, Formative\, Classkick\, and Genially\, will be introduced. This workshop will feature a mix of engaging technology demonstrations\, live learning activities\, and a group collaboration activity where participants will integrate the technological tools into real micro-lesson teaching scenarios\, equipping them to engage disengaged students\, assess students' learning\, and reinforce the importance of creating student-centered lesson plans in the digital age.\n\n***It will be helpful if attendees are encouraged to bring a laptop\, Chromebook\, or iPad for the interactive workshop component.***  \; \n\nParticipants will:\n1. Integrate engaging teaching technologies into their classroom.\n2. Create formative assessments that assess student learning in a fun and unique way\, utilizing interactive tools. CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:e007cca60c33f7378f24c0a7ce236382 URL:http://loex2026.sched.com/event/e007cca60c33f7378f24c0a7ce236382 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T151500Z DTEND:20260509T160500Z SUMMARY:Attendance is Optional: Creating a Sustainable Workshop Program DESCRIPTION:Workshop attendance is the great white whale for academic libraries\, but is it really worth chasing? In this presentation\, we will explore how Oxford College Library has developed a sustainable workshop program that aligns staff efforts with student needs\, rather than focusing on attendance numbers. We aim to encourage librarians to concentrate on building meaningful relationships with workshop participants and to consider the more intangible benefits of our programs. This presentation will offer attendees practical guidance on maintaining a low-effort\, high-impact workshop program. We'd like you to attend but we won't worry if you don't!\n\nParticipants will:\n1. Consider how to structure a workshop program in an equitable way for library staff.  \;\n2. Understand how attendance metrics for library workshops are connected to neoliberal ideas of value.\n3. Discover new ideas for workshop topics.  \; CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:f7b5c99667d2dd53c7b73143033737f2 URL:http://loex2026.sched.com/event/f7b5c99667d2dd53c7b73143033737f2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T151500Z DTEND:20260509T160500Z SUMMARY:Diving for Sunken Treasure: How and Why to Go from Anecdotal to Iterative Quantitative Assessment DESCRIPTION:Improvement of library instruction often relies on anecdotal evidence-faculty feedback\, student comments\, or informal observations-to gauge success. While these insights are valuable\, they rarely provide the depth needed to improve instruction systematically or evaluate impact. Using a real-world example of a successful action research project with 436 English I and II students at Seminole State College as its backbone\, this session will demonstrate how to move from anecdotal impressions to iterative\, data-driven assessment. We'll share a practical step-by-step process for diving deep into impactful assessment strategies\, including tips for backward design\, faculty collaboration\, and scaling from a single class to a college-wide assessment program.\n\nParticipants will:\n1. Describe the benefits of iterative assessment \n2. Identify an instructional challenge that could benefit from quantitative assessment\n3. Apply the step-by-step process to a current instructional challenge in your library \; CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:108481cca1b994e5d3935a54da87672e URL:http://loex2026.sched.com/event/108481cca1b994e5d3935a54da87672e END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T173000Z DTEND:20260509T182000Z SUMMARY:Logbook of the Helm: Mapping Instructional Opportunities in Multi-Year Strategic Plans DESCRIPTION:This session guides participants in navigating multi-year strategic plans to uncover where library instruction can anchor and thrive. Through a practical framework for identifying key terms\, priorities\, and alignment points\, attendees will learn how to translate institutional language into actionable instructional opportunities. Interactive Mentimeter activities-including live keyword mapping and real-time word clouds-will allow participants to analyze their own strategic plans and collaboratively build a shared "navigation map" of instructional possibilities. This fast-paced workshop equips librarians with leadership-ready strategies for charting clear\, confident instructional pathways within evolving strategic landscapes.\n\nParticipants will:\n1. Analyze strategic language: Identify and categorize keywords and priorities within multi-year plans that align with library instruction\n2. Apply alignment strategies: Map instructional activities to strategic goals to demonstrate practical relevance\n3. Create impact narratives: Develop a concise\, strategic-language-driven plan or narrative that communicates the value of instruction to stakeholders CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:54c871e6c811aa2bdfe59202327a5760 URL:http://loex2026.sched.com/event/54c871e6c811aa2bdfe59202327a5760 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T173000Z DTEND:20260509T182000Z SUMMARY:Anchors Aweigh: Casting Off Traditional Pedagogy for FUNdamental Literacy Activities DESCRIPTION:The ship has sailed on traditional library workshops in lieu of new gamified approaches that allow students to dip their toes in or dive right in. This interactive presentation showcases innovative\, playful approaches to instruction that transform fundamental skills and concepts into engaging learning experiences. Drawing from successful programming ideas\, attendees will discover how to implement hands-on literacy activities that appeal to diverse learning styles and skill levels. Participants will leave with practical\, ready-to-implement ideas that make literacy learning both effective\, enjoyable\, and bite-sized.\n\nParticipants will:\n1. Discuss the value of activity-based learning in informal environments and how these approaches can reach learners who might not respond to traditional methods\n2. Reflect on their own teaching strategies and create or adapt potential hands-on activities to incorporate into their instruction based on their learning goals\, institutional contexts\, audience needs\, and available resources \n\n CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:576f53a79bd81bbdf168580dc46fcab6 URL:http://loex2026.sched.com/event/576f53a79bd81bbdf168580dc46fcab6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T173000Z DTEND:20260509T182000Z SUMMARY:Swimming Toward an Ever-Shifting Shoreline: Re-envisioning a Student Advisory Committee as a Learning Community DESCRIPTION:This session will share the rewards\, challenges\, and learnings involved in adopting and adapting library instructional practices to enhance a student library advisory committee. With a focus on reflecting on the first year of this re-envisioned approach\, the session will highlight experiences in launching a facilitation team\, experimenting with multi-modal and online opportunities for participation\, and incorporating elements of curriculum design\, appreciative inquiry\, and informal assessment. Participants will leave with strategies to foster collaboration\, engagement\, and experiential learning with student-focused groups in their own settings\, as well as ideas to kindle collaboration among their library and campus colleagues.\n\nParticipants will:\n1. Describe strategies to incorporate instructional practices in informal student learning settings\n2. Identify aspects of curriculum and syllabus design to foster student engagement\n3. Explore opportunities to build a learning community through shared facilitation and multiple modes of participation\n\n CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon G\, Norfolk\, VA\, USA SEQUENCE:0 UID:19a4c82641e73943cc31047761d257f6 URL:http://loex2026.sched.com/event/19a4c82641e73943cc31047761d257f6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T173000Z DTEND:20260509T182000Z SUMMARY:Reading the Unreliable Narrator: Teaching Students to Critically Read Generative AI as Socio-technically Embedded Texts DESCRIPTION:As generative AI becomes ubiquitous in higher education\, instruction must move students' AI literacy beyond spotting hallucinations to critical interpretation. Students need to understand that generative AI responses that appear singularly authored and authoritative emerge from a statistical blending of training data\, platform policies\, algorithmic design\, and user prompts. This workshop introduces a critical information literacy framework presenting generative AI as a polyphonic\, unreliable narrator. Participants will practice four heuristics (authorship mapping\, provenance chasing\, interrogating the narrator\, and narrator/audience switching) with live tools and adapt them to their own instructional contexts. Please bring laptops and be ready for a fun and educational session. Takeaways will include scenario cards\, activity templates\, and readings.\n\nParticipants will be able to:\n1. Map at least three socio-technical forces (like training data\, fine-tuning\, market goals) that influence what generative AI says\, how it says it\, and to whom.\n2. Apply two of the critical reading heuristics to reveal how generative AI privileges certain knowledge\, perspectives\, and voices while marginalizing others\n3. Design or revise one discipline-specific instructional activity that integrates a critical reading heuristic to support students' agency and critical use of AI\n\n\n CATEGORIES:TECHTONIC SHIFTS: INNOVATION AND EDUCATIONAL TECHNOLOGY LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:fadf4d099ce64ee639035432b14682cc URL:http://loex2026.sched.com/event/fadf4d099ce64ee639035432b14682cc END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T173000Z DTEND:20260509T182000Z SUMMARY:Anchoring Your Active Learning Intentions: When Research Shows a Pedagogical Drift DESCRIPTION:Ever feel your active learning approach has drifted off course? This session shares research from a team that discovered-surprisingly-they were lecturing far more than expected. The presenters will share their research findings\, while acknowledging the limitations of any one pedagogical approach in one-shot sessions. To support students\, librarians must chart a course combining interactive pedagogies with a culture of care. Leave with strategies for instructional audits and ideas to shift one-shot sessions from isolated encounters into meaningful starting points for collaboration. Ensure that students leave not only with skills\, but with a sense of belonging and a reason to return.\n\nSusan Van Patten\, Radford University\, co-created this presentation. \n\nParticipants will:\n1. Identify methods of auditing their own pedagogical styles\n2. Be able to articulate some of the benefits and limitations of active learning pedagogy within one-shot library workshops\n3. Develop techniques to combine pedagogies of active learning and care to create a supportive learning environment CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:8720434e6d016c700ade1e45aa60e6d1 URL:http://loex2026.sched.com/event/8720434e6d016c700ade1e45aa60e6d1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T173000Z DTEND:20260509T182000Z SUMMARY:Wading Through Title II: Updating and Maintaining Your Digital Learning Content to Meet Accessibility Standards and Keep Learners Engaged DESCRIPTION:This session explores how two librarians at an R1 institution successfully implemented new systems for auditing\, creating\, and maintaining a large collection of digital learning objects (DLOs). The presenters will share their workflows\, both for assessing existing resources as well as those for the creation of new content. Presenters will also discuss how to maintain DLOs while ensuring that all content stays relevant to students' needs and meets Title II accessibility standards. Both new and experienced librarians will leave this session equipped with the technical know-how and confidence to incorporate these strategies into their own practice.\n\nParticipants will:\n1. Identify auditing tools for digital content\, in order to evaluate their digital learning objects for Title II accessibility compliance and learner engagement \n2. Explore project management and content creation tools\, in order to develop sustainable workflows for their digital learning content \n3. Analyze processes for content maintenance\, in order to ensure their digital content continues to meet accessibility standards and learner needs CATEGORIES:UNCHARTED WATERS: PROPOSALS THAT DEFY CATEGORIZATION LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:16b3510f472127f580354b5b2193a14f URL:http://loex2026.sched.com/event/16b3510f472127f580354b5b2193a14f END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T173300Z DTEND:20260509T174000Z SUMMARY:Coming Together: Interactive Collaboration Leads to Life-Long Connection (Lightning Talk) DESCRIPTION:Partnering with our university’s program for students with intellectual and developmental disabilities and with the local public library district\, University of Northern Colorado teaching librarians have created course-embedded instruction that expands the library curriculum to include transition skills for using public libraries now and after graduation. Public libraries offer a strong sense of connection to students’ home communities and by interactively collaborating with public libraries and planning for long-term access\, our hope is that these students will be active and engaged library users and community members after graduation.\n\nParticipants will:\n1. Discover strategies for designing inclusive library instruction that supports undergraduates with developmental and intellectual disabilities. \n2. Recognize how collaboration with campus and non-campus partners fosters life-long connection and library engagement for non-traditional learners.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \; CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:ed84ba26ac9b1d6ab0f6be7c8caa6c34 URL:http://loex2026.sched.com/event/ed84ba26ac9b1d6ab0f6be7c8caa6c34 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T174100Z DTEND:20260509T174800Z SUMMARY:Won’t You Be My Neighbor? Making Waves Through a Library Open House (Lightning Talk) DESCRIPTION:Many academic libraries struggle to engage faculty with special collections and digital scholarship tools. At our institution\, history faculty rarely visited a special collection located nearby\, and use of a digital humanities platform had declined. Librarians and archivists addressed this gap by hosting a one-hour open house during the department’s fall kickoff. The event featured an interactive icebreaker\, hands-on primary source stations\, and a demonstration of a digital humanities tool. As a result\, the special collections experienced increased class visits\, research consultations\, and digital tool use. This lightning talk shares a replicable model for strengthening faculty collaboration and library engagement.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \n\nParticipants will:\n1.  \;  \;Identify key components of a low-barrier\, collaborative open house model\n 2.  \;  \;Brainstorm ways to design similar events at their own institutions CATEGORIES:SWIMMING TOGETHER: COLLABORATING WITH OTHERS LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:24955d629170ac17880d7a7fabd58434 URL:http://loex2026.sched.com/event/24955d629170ac17880d7a7fabd58434 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T174900Z DTEND:20260509T175600Z SUMMARY:Ripples Beyond the Classroom: Cultivating Teachable Moments Across the Library (Lightning Talk) DESCRIPTION:This talk demonstrates how instruction librarians can help colleagues in non-teaching roles recognize and strengthen the instructional dimensions of their everyday work. While many library personnel don’t find themselves in front of a traditional classroom\, nearly all library roles carry an instructional component. Whether answering an email\, delegating tasks\, staffing a public service point\, documenting a workflow\, or demonstrating a process\, these non-classroom interactions all benefit from learner-centered communication and effective knowledge transfer. This session emphasizes building teaching confidence within the library itself\, creating a ripple effect for extending instructional culture. Drawing on a professional development workshop developed at WVU Libraries\, the talk illustrates how pedagogical theory and best practices can be shared with and applied by library personnel outside the teaching and learning department.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \n\nParticipants will:\n1. Identify opportunities for creating teachable moments in the course of daily library work. \n2. Adapt strategies for fostering knowledge-sharing skills among non-instructional library colleagues to fit participants’ own organizations CATEGORIES:UNCHARTED WATERS: PROPOSALS THAT DEFY CATEGORIZATION LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:747d7be86f999934215f757a0e13e254 URL:http://loex2026.sched.com/event/747d7be86f999934215f757a0e13e254 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T175700Z DTEND:20260509T180400Z SUMMARY:But What Do They Really Think? Analyzing Student Tutorial Feedback (Lightning Talk) DESCRIPTION:Numeric ratings tell us students are satisfied—but not why\, or where we're losing them. This presentation shows how adding open-ended comment fields to tutorial evaluations and applying sentiment analysis uncovered patterns in student frustration\, confidence\, and engagement that scores alone missed entirely. Drawing on over 4\,000 student responses\, I'll walk through practical approaches to collecting and analyzing qualitative feedback using natural language processing techniques. Specific examples illustrate how clusters of negative sentiment revealed gaps in research instruction\, while positive patterns pointed to what was actually working. Attendees will leave with applicable strategies for implementing comment collection\, conducting sentiment analysis on library feedback\, and translating findings into concrete tutorial improvements. Relevant for instruction librarians\, assessment coordinators\, and anyone working to strengthen information literacy programs through student voice. \n\nParticipants will:\n1. be able to identify low-cost feedback systems that they can embed in their own tutorials. \n2. be able to describe the types of feedback students leave and how they can be used to improve tutorial design. \n\n CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:6e666b9c4a9b239691872054b2055f9c URL:http://loex2026.sched.com/event/6e666b9c4a9b239691872054b2055f9c END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T180500Z DTEND:20260509T181200Z SUMMARY:Mutiny or Modernization: When Disruptive Technology Takes the Helm (Lightning Talk) DESCRIPTION:Generative AI has rapidly emerged\, and\, with many good reasons\, so has opposition. Moving quickly through a timeline of technological disrupters within the last few decades\, this talk will address the similar reactions and responsibility shifts for librarians over time. This will not be an endorsement of AI but rather an encouragement to embrace change and for librarians to be leaders as new technologies trend today. The themes of this talk emerged from the literature review for a forthcoming paper on the use\, experiences\, and perceptions of generative AI in library instruction.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \n\nParticipants will:\n1. \;reflect on the historical waves of disruptive technology in academic libraries\n2. evaluate patterns in the librarian response.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; CATEGORIES:UNCHARTED WATERS: PROPOSALS THAT DEFY CATEGORIZATION LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:8b32294efbaadfa35e36cb06200219fe URL:http://loex2026.sched.com/event/8b32294efbaadfa35e36cb06200219fe END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T183500Z DTEND:20260509T192500Z SUMMARY:From Inspiration to Action: Implementing Change in Libraries DESCRIPTION:Love the ideas you hear at LOEX but struggle to make them work at your home institution? This session focuses on turning that inspiration into action. You will explore strategies found in implementation science\, an evidence-based approach from public health\, to adapt ideas to your institution's unique context. I will draw on my experience adapting an information literacy program I developed for a new First Year Seminar at Ohio Wesleyan University to fit an established FYS program at Butler University to show how this process can work. You will then explore tools to help you assess feasibility\, identify what to retain or modify\, and find key campus stakeholders. Through hands-on activities\, you will leave with a plan for all the inspiration from LOEX.\n\nParticipants will:\n1. Discover the core principles of Implementation Science and how they apply to library instruction programs\n2. Explore at least two tools from the Quality Implementation Framework Toolkit to evaluate and adapt an instructional idea for their own context\n\n CATEGORIES:CAPTAIN'S LOG: NAVIGATING LEADERSHIP IN LIBRARY INSTRUCTION LOCATION:Main Salon F\, Norfolk\, VA\, USA SEQUENCE:0 UID:90ba2152e99cd52c5713120f3475ee1b URL:http://loex2026.sched.com/event/90ba2152e99cd52c5713120f3475ee1b END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T183500Z DTEND:20260509T192500Z SUMMARY:Anchoring Autobiographies: Helping Students Navigate the Treacherous Waters of Generative AI DESCRIPTION:AI literacy is a critical skill\, yet teaching students to identify hallucinations\, limitations\, and ethical concerns without demonizing AI use entirely is a delicate balance. This session introduces a hands-on lesson plan in which students use Large Language Models (LLMs) to generate autobiographies\, designed to help them confront privacy concerns\, understand information creation\, and critically evaluate AI tools. Using themselves as subjects\, students become instant experts in fact-checking\, easily spotting manufactured details and misinformation. Attendees will receive a lesson scaffold mapped to the ACRL Framework\, modifications for any teaching context\, and classroom-tested tips and tricks. \n\nParticipants will:\n1. \;Outline the challenges of engaging with students about AI use as a research tool and its inherent limitations\, environmental impact\, and ethical concerns\n2. Describe specific plans and tools that can be applied to their own teaching and libraries to help students build AI literacy\n3. Analyze strategies to connect with students in the participant's unique context in a way that is both effective and engaging\, while building strong connections rather than fear-based or adversarial relationships CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon B\, Norfolk\, VA\, USA SEQUENCE:0 UID:2f883e934d4049dae5daf2afa0437ed9 URL:http://loex2026.sched.com/event/2f883e934d4049dae5daf2afa0437ed9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T183500Z DTEND:20260509T192500Z SUMMARY:Iridescent Learning: Joy-Centered Pedagogy in Information Literacy Instruction DESCRIPTION:This session will explore how Joy-Centered Pedagogy can transform the way instruction librarians approach information literacy instruction\, particularly within the confines of the one-shot. Often\, information literacy is taught through deficit models\, focused on what students lack\, as well as on the difficulty and pain of academic research. Joy-centered pedagogy invites instructors to make authentic connections with students\, choosing vigor over rigor\, and cultivating deep\, enduring engagement by highlighting the inherent joy in discovery\, critical evaluation\, and ethical creation. Participants will leave with immediately applicable\, student-centered techniques for sparking joy in their information literacy classrooms.\n\nParticipants will: \n1. Identify the core principles of the Joy-Centered Pedagogy \n2. \;Reflect on current information literacy teaching methods and identify opportunities to shift to a joy-centered approach\, enhancing student self-efficacy and ownership\n3. \;Implement strategies for fostering a classroom environment where students feel safe and motivated to engage in the challenging\, joyful process of finding and evaluating sources CATEGORIES:PEARLS OF PEDAGOGY: TEACHING TECHNIQUES THAT WORK LOCATION:Main Salon A\, Norfolk\, VA\, USA SEQUENCE:0 UID:db435ecfe2cd92f1a5193e6276785d21 URL:http://loex2026.sched.com/event/db435ecfe2cd92f1a5193e6276785d21 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T183500Z DTEND:20260509T192500Z SUMMARY:Library Anxiety: A Mixed-Methods Comparison between Honors and University Learning College Freshmen DESCRIPTION:This presentation shares the results from a mixed-method comparison study that examined library anxiety between freshmen honors students and freshmen enrolled in a University Learning course that serves as a college introductory course. The study explored the levels of library anxiety\, overconfidence\, barriers\, and behavioral factors. Findings indicated that honors students had higher levels of library anxiety and associated perfectionism and self-esteem more closely with library use. University Learning students worked longer and more independently to use resources before seeking help. Knowing these results\, teaching librarians could create tailored instruction sessions to address and alleviate library anxiety and its effects.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; \n\nParticipants will:\n1. differentiate the levels of library anxiety and overconfidence between honors and University Learning college freshmen. \n2. be able to identify instructional strategies to address students with high levels of library anxiety.  \;  \;  \;  \;  \;  \;  \;  \;  \;  \;  \; CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Momentum\, Norfolk\, VA\, USA SEQUENCE:0 UID:78e1a91d716851e673d674d5b15179f8 URL:http://loex2026.sched.com/event/78e1a91d716851e673d674d5b15179f8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T183500Z DTEND:20260509T192500Z SUMMARY:Stemming the Tide: Transforming Academic Deficiency Bias into Equity Literacy DESCRIPTION:Deficit thinking is deeply embedded within American higher education systems\, making it hard to root out. Deficit thinking disproportionately harms students from underrepresented communities by degrading their personal or cultural identities. Teaching librarians are likely to recognize the adverse impacts of deficit thinking but may be unsure of how to actively prevent it. This workshop will reframe deficit thinking as a cognitive bias and will expose common deficit-based narratives within higher education teaching settings. This workshop aims to train librarians in equity-based thinking and will equip librarians with strategies to move forward with this work after the Conference.\n\nParticipants will:\n1. Learn how to recognize widespread cognitive biases of deficit thinking within the higher education academic context and articulate their harmful effect on underrepresented students.\n2. Practice transforming common deficit-based narratives into equity-based perspectives.\n3. Identify strategies for planning library instruction experiences grounded in strengths-based approaches. CATEGORIES:THE BERMUDA TRIANGLE: EXPLORING (SEEMINGLY) ETERNAL CHALLENGES LOCATION:Main Salon C\, Norfolk\, VA\, USA SEQUENCE:0 UID:27bd9b175730291bda7884f81bd8efb4 URL:http://loex2026.sched.com/event/27bd9b175730291bda7884f81bd8efb4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260516T031732Z DTSTART:20260509T183500Z DTEND:20260509T192500Z SUMMARY:Ripple Effects: Wide-Ranging Impacts of a Project for Assessing Chat Reference for Information Literacy Instruction DESCRIPTION:Seeing a large uptick in the use of our chat reference service during the pandemic\, Anne Arundel Community College librarians wanted to find ways to investigate how we might best teach information literacy skills and concepts in a chat reference context. After five years of gathering\, analyzing\, and acting on data\, this project has proven so beneficial in so many ways that we plan to continue annual assessments indefinitely. The impact of this project ripples through all our instructional efforts\, from our chat service to all kinds of reference interactions\, from our information literacy classes to our embedded librarian program.\n\nParticipants will:\n1. Discuss a mixed methods approach for assessing a chat reference service for evidence of information literacy instruction.\n2. Explore ways to use chat reference assessment for data-driven decision-making. \n3. Identify approaches that are critical for developing a community of practice around chat reference assessment activities. CATEGORIES:THE DEPTH GAUGE: MEASURING INSTRUCTIONAL IMPACT LOCATION:Paul. D Fraim\, Norfolk\, VA\, USA SEQUENCE:0 UID:467a3695f454ab1ad2b5051081bc4608 URL:http://loex2026.sched.com/event/467a3695f454ab1ad2b5051081bc4608 END:VEVENT END:VCALENDAR