3Ts 2012: Engaging Students with Transliteracy, Teaching and Technology

March 16, 2012

Proposed Schedule

7:30am-8:15 Registration

Location: Campus Center Ballroom Balcony, University at Albany

8:30 - 9:30  Opening Remarks & Keynote Speaker
Trudi Jacobson Distinguished Librarian, University at Albany speaking on “Metaliteracy: Emphasizing the Role of Learning”

Location: Campus Center Ballroom
Keynote Slides


9:45-12:00 Morning Workshop

Location: University Library B48

Intentional Technology for Effective Teaching and Learning

Presenters: Kim Davies Hoffman (SUNY Geneseo), Michelle Costello (SUNY Geneseo),

Michael V. Daly (Fulton-Montgomery Community College) and Michael Youngs (Fulton-Montgomery Community College)

Session Evaluation


Using free, web-based technology, participants will develop, implement, and assess practice lessons in small groups, developing a clear understanding of how technology can be incorporated into their pre-existing assignments, as well as being able to bring home ready-to-use skills.


Track A 9:45-10:45am  

Session 1A

Location: Assembly Hall
Information Literacy and Team-Based Learning: The Student Perspective

Moderator: Trudi Jacobson (University at AlbanyPresenters:  Daina Migdel, Karimah Askew-Hicks and Leslie Mortland (University at Albany)

 Session Evaluation

Members of this panel, all of whom have taken a one-credit information literacy course at the University at Albany, will address issues connected to team-based learning, their perspectives and needs regarding information literacy, and their views on the expansion of information literacy to encompass a metaliteracy conception of information literacy. While we often hear presentations by professors, librarians, and those who work with technology at the conferences we attend, we only infrequently hear from the students we teach. The students on this panel will provide a variety of perspectives on the themes of this conference.


Session 2A

Location: Campus Center 375
Preparing Students for a Future of Working with the Past: Using Omeka to Teach History Students How to Create Online Exhibits

Presenters:  Virginia Connell  (Concordia College in Moorhead, Minnesota), Lisa Sjoberg (Concordia College in Moorhead, Minnesota) & Dr. Joy Lintelman (Concordia College in Moorhead, Minnesota)

Session Evaluation


Students who are eager to use technologies to stay socially connected with others can benefit from using technologies meant to foster learning and collaboration in the classroom. In a History survey course, students were introduced to Omeka, an open-source, web-publishing platform created for academic projects. The History professor invited the college archivist and the instruction librarian to work with the class to learn about the historical research process, the creation of digital collections, and the larger structures of online information access. Student teams created online exhibits of historical items, with accompanying analysis and interpretation of the items’ historical significance. The professor, archivist, and librarian collaborated, providing instruction and guidance in the classroom and in office hours to help students construct this exhibit to share with the public. In doing so, students had the opportunity to learn more about the increasing importance of virtual exhibits in the digital age.


Session 3A

Location:  Terrace Lounge
Teaching, Technology, & Transliteracy: How to Engage High School Students When Access to Social Networking & Web 2.0 Tools is Blocked

Presenters: Melissa Meyer,  Stephanie Cook and JP Watson (Westside Christian School)

Session Evaluation


The Library & Information Technology program at Westside Christian High School instructs students in information literacy and technology use at the point of need in their classes. The classroom teacher and librarian collaboratively design lessons to meet subject objectives with instruction in the use of varying technology tools and information resources. Our overall mission is to ensure our students are literate readers who use information effectively and wisely.  This session will use one instructional example that was collaboratively created and taught to illustrate how to teach information, visual, media, and cultural literacies without access to social networking and Web 2.0 tools, which are often blocked in high schools.


Track B 11:00-12:00   

Session 1B

Location: Assembly Hal

Mobile Information Literacy: Let’s use an app for that!

Presenter: Stefanie Havelka (Lehman College) and Alevtina Verbovetskaya (New York City College of Technology (NYCCT))

 Session Evaluation

In the fall of 2011, the Leonard Lief Library's Information Literacy Program at Lehman College, CUNY, started a pilot program teaching mobile information literacy. Utilizing only mobile devices, the main goal of this interactive session is to demonstrate how mobile apps and mobile websites are used to teach students mobile information literacy skills.


Session 2B

Location:  Campus Center 375
Creating Curiosity in Criminal Justice: Promoting Transliteracy Through Problem-Based Learning

Presenters: Melissa Langridge (Niagara University) and Ellie Jones (Northern Kentucky University)

Session Evaluation


Niagara University Librarians collaborated with the Criminal Justice Department chair in a pilot project to teach transliteracy to first year Criminal Justice majors. This pilot study focused on the effect of using problem-based learning design within library instruction lessons to not only to teach to the learning styles characteristic of the Criminal Justice curriculum, but also to increase student retention of information literacy skills through the use of online collaborative tools. These tools included research databases and Google Apps, like sites and docs.


12:15-1:15 Lunch

Location: Campus Center Ballroom

1:30-3:45 Afternoon Workshop

Location: Institute for Teaching, Learning and Academic Leadership, LI-B69

Team-Based Learning for Information Science

Presenters:  Bill Roberson, SUNY Albany

Session Evaluation


Team Based Learning is not what you think. We've come a long way since we started putting students into groups for cooperative or collaborative learning. Team-Based Learning (TBL) is a more comprehensive, systematic approach to course design and organization that (1) puts a premium on assessment of individual student preparation outside of class, (2) puts students into roles of greater responsibility for their learning, and (3) holds students accountable for their work both as individuals and as members of a group. The TBL method, developed by Larry K. Michaelsen, is effective in all disciplines and in classes of all sizes. In this workshop participants will experience specific TBL practices, and experience the dynamic unique to the TBL classroom.

Part One: Getting Started with Team-Based Learning

Part Two: Applying Team-Based Learning in the Classroom—Examples and Cases


Track C 1:30 pm - 2:30pm  

Session 1C

Location:  Terrace Lounge
Reflecting on How and Why to Teach 21st Century Literacies: Using GoogleDocs and WordPress to Support Aspiring Teachers’ Development of TPACK

Presenters:  Andrea Stiefvater (Morrisville State College)

Session Evaluation

This session will discuss two classes in which aspiring teachers are asked to think, write, and present about (1) the purposes and types of literacy in 21st century society; (2) their own engagement with these types of literacy; and (3) the how and why to teach these types of literacy. Particular emphasis is placed on digital literacies and their place in the 21st century. In these classes, students are guided through using the platforms such as GoogleDocs and WordPress to complete assignments ranging from digital media papers to multimedia sample lessons to digital teaching portfolios. Through learning to use these technological tools themselves, the aspiring teachers are also asked to reflect upon whether, how, and why to teach their own future students to use them. This session will also include a discussion of how technology integration creates collaborative communities of practice.


Session 2C

Location:  Assembly Hall
Visualizing Research: Teaching Visual Learners

Presenter: Ellen Petraits (Rhode Island School of Design)

Session Evaluation


Students at Rhode Island School of Design are visual learners. I developed an online library assignment for a required Foundation Year art history course (risd.libguides.com/ah102) which addresses multiple learning styles and integrates information and visual literacy lessons in an active learning experience. The assignment teaches students how to use concept mapping as a means to visualize their research process and likens it to the act of drawing. Concept mapping requires students to record their research path and provides a graphic means for the librarian, instructor and fellow students to see and discuss their process and findings. After completing the assignment outside of class, the following class period is devoted to students’ peer-to-peer presentations of their experience. Each presentation is then discussed and critiqued by the faculty who provides subject expertise of the topic while the librarian offers her research expertise and knowledge.


Session 3C

Location: Campus Center 375

Working the Cloud: Meeting the Needs of a New Generation of Learners

Presenters: Dr. Kjersti VanSlyke-Briggs, Julie Koster, Chereith Vincent , Danielle Mathews (SUNY Oneonta)

Session Evaluation

This session will focus on a variety of cloud technologies that can be introduced to both high school and undergraduate learners as tools for learning.  Cloud technology is often very accessible for this new generation of learners and allows students to make meaning in a variety of spaces.  Often these cloud technologies are collaborative and transformational. From cell phone apps to iPad accessed tools make the cloud work for you and your students.

Track D 2:45 - 3:45  

Session 1D

Location:  Assembly Hall 

Building a Participatory Classroom Culture Through Digital Storytelling

Presenter:  Michael Hurley (Allegheny College) and Ishita Sinha-Roy (Allegheny College)

 Session Evaluation

This session is a collaboration between a faculty member and an instructional technologist at a liberal arts institution. Building on Henry Jenkins’ concept of “participatory culture,” we address how technological literacy in using tools such as digital storytelling can facilitate active and engaged learning, as students learn to translate traditional research and communication skills into meaningful experiential insights that connect the classroom and the world they inhabit. We will review examples from digital storytelling assignments, as students express how they navigate different knowledges and cultures. The presentation also discusses assignment design, evaluation rubrics, and how to enable students to develop para-literacies.

Session 2D

Location: Terrace Lounge
Collaborative Computer Security Class

Presenters:  Dr. Dan Plante and Bill Penney (Stetson University)

 Session Evaluation

This session will present a novel approach to teaching undergraduate students about computer security.  The class was a collaborative effort between an undergraduate security class and University administration. The class fulfills the role of a security penetration testing team for the undergraduate campus.  After establishing the partnership, we taught our course while in close communication with the University’s IT department. Under the umbrella effort of penetration testing and auditing the University’s network, computers, and policies, the course focused on teaching security from the viewpoint of securing and defending our client’s infrastructure.

Session 3D

Location: Campus Center 375
Math is Not a Spectator Sport: The Importance of Technological Engagement to Increased Remedial Mathematics Performance
Alice Welt Cunningham, Ph.D., J.D. (Hostos Community College),
Olen Dias, Ph.D., Assistant Professor, Hostos Community College, City University of New York, Nieves Angulo, Associate Professor, Hostos Community College, City University of New York.

Session Evaluation

This session analyzes findings from an 18-section experiment studying the effect of homework tutoring on community college students’ remedial mathematics performance. The experiment involved 529 students registered for two courses: math skills and algebra. For each course, the experiment studied nine sections: three experimental with multiple tutors for online homework, three control with a single tutor for online homework, and three control with a single tutor for paper exercises. While state budget constraints delayed the availability of tutors for the experimental group until mid-semester, that group nonetheless outperformed the pencil-and-paper group at a 0.05 significance level. The online control groups outperformed the paper groups at up to a 0.001 significance level. Math lab class attendance for all experimental and control online cohorts surpassed attendance for the paper cohorts. These results corroborate and extend earlier research and show the importance of engaging students’ technological literacy to increasing remedial mathematics performance.

4:00 - 4:30 Closing remarks (Panel Discussion)
Location: Campus Center Ballroom

We will gather again at the end of the day for a panel discussion involving our keynote, Trudi Jacobson and a select few presenters from our conference.