New information literacy workshops are offered regularly. Dates, descriptions, and registration information for upcoming workshops are available below. ALL TIMES EASTERN.
Beyond “Just Show Them the Databases”: Rethinking the Roles of Faculty and Librarians in Teaching Research Practices
March 20, 2025
12:00-1:00 pm (Eastern)
To register: https://go.osu.edu/rethinkingroles
Both course instructors and librarians have a stake in supporting students to develop the understandings, skills, and dispositions necessary to effectively complete research assignments. But who has the primary responsibility for teaching information literacy? And how can instructors and librarians most effectively collaborate to help students learn effective research practices and habits? This workshop will explore current practices for teaching research and information and encourage both instructors and librarians to rethink their roles in supporting students’ information literacy development. This workshop is intended for course instructors, graduate teaching associates, instructional support staff, and librarians at Ohio State. Participants from other institutions are also welcome to attend.
For participants associated with Ohio State, participation counts as credit toward the Teaching Information Literacy Endorsement from the Drake Institute for Teaching and Learning. For participants not associated with Ohio State, participation counts as credit for the Teaching Information Literacy Certificate being offered by the Teaching & Learning Department in the Ohio State University Libraries.
Not Just Research Skills: Identifying and Teaching the Dispositions and Values of Effective Researchers
March 27, 2025
12:00-1:00 pm (Eastern)
To register: https://go.osu.edu/researchdispositions
Being an effective researcher requires a significant amount of knowledge and skills, but it also requires students to demonstrate key dispositions and values, such as adaptability, patience, and curiosity. This workshop will identify some of the attitudes and values that are shared by experienced researchers that allow them to more effectively with research, and will consider strategies that instructors can take to help students develop these dispositions. This workshop is intended for course instructors, graduate teaching associates, instructional support staff, and librarians at Ohio State. Participants from other institutions are also welcome to attend.
For participants associated with Ohio State, participation counts as credit toward the Teaching Information Literacy Endorsement from the Drake Institute for Teaching and Learning. For participants not associated with Ohio State, participation counts as credit for the Teaching Information Literacy Certificate being offered by the Teaching & Learning Department in the Ohio State University Libraries.
Transformative Information Literacy
April 3, 2025
12:00-1:00 pm (Eastern)
To register: https://go.osu.edu/transformativeinfolit
A transformative education is one in which students do not just learn new skills and knowledge, but develop a new perspective that allows them to critically consider and question existing understandings and assumptions. Is it possible to teach information literacy in ways that support epistemic and personal transformation? If so, what would this look like? This workshop will provide an overview of the concept of transformative education and will consider this notion in relation to efforts to teach information literacy. This workshop is intended for course instructors, graduate teaching associates, instructional support staff, and librarians at Ohio State. Participants from other institutions are also welcome to attend.
For participants associated with Ohio State, participation counts as credit toward the Teaching Information Literacy Endorsement from the Drake Institute for Teaching and Learning. For participants not associated with Ohio State, participation counts as credit for the Teaching Information Literacy Certificate being offered by the Teaching & Learning Department in the Ohio State University Libraries.
TILTing Research Assignments
April 9, 2025
12:00-1:00 pm (Eastern)
To register: https://go.osu.edu/tiltapril25
Research assignments, common across higher education, often require students to demonstrate their information literacy. Instructors may assume that students are prepared to meet the expectations for these assignments or feel unable to teach information literacy at the expense of disciplinary content. Hence, the ways of thinking and knowing related to information literacy can form a hidden curriculum. This online workshop introduces the Transparency in Learning and Teaching (TILT) framework and provides an activity for you to consider how you might apply this framework to your own teaching practice.
Crossing Information Literacy Thresholds: A New Model to Scaffold Learning—An Initial Conversation
May 22, 2025
12:00-1:15 pm (Eastern)
Presenter: Amanda Folk, Head, Teaching and Learning, The Ohio State University Libraries
To register: https://go.osu.edu/crossingthresholds
The Framework for Information Literacy for Higher Education articulates the ways of thinking, knowing, and doing valued in the academic community through the definition and description of six threshold concepts. While the articulation of these threshold concepts is beneficial for making these ways of thinking, knowing, and doing transparent, they primarily represent expert ways of engaging with knowledge. Furthermore, the Framework doesn’t provide guidance for how instructors and librarians can help learners, particularly novices, to cross these information literacy conceptual thresholds. How do we scaffold that learning? How do we develop appropriate learning outcomes and activities? How do we assess student learning? In this workshop, we will begin with an overview of epistemological development models and their relationship to information literacy. Then, the Crossing Information Literacy Thresholds model will be presented as a strategy for scaffolding information literacy-related learning that is rooted in both threshold concept theory and epistemological development models.
Navigating the Novice-Expert Research Gap: A New Information Literacy Taxonomy
June 5, 2025
12:00-1:15 pm (Eastern)
To register: https://go.osu.edu/navigatingtaxonomy
Students and instructors can find research assignments to be frustrating, as students (as novices) and instructors (as disciplinary experts) are seemingly speaking two different languages. Instructors develop assignments and expectations for performance based on ways of thinking and knowing that are common to experts, but these expectations are not always explicitly or transparently taught or discussed with students. In this presentation, we will outline a new taxonomy that is intended to help instructors and librarians navigate this expert-novice research gap. Participants will be introduced to the new taxonomy and consider how they can utilize it to develop research assignments with clear expectations and appropriate scaffolding for learning.
Presenters:
- Amanda Folk, Head, Teaching and Learning, The Ohio State University Libraries
- Hanna Primeau, Instructional Designer, The Ohio State University Libraries
- Katie Blocksidge, Head, Research and Education, Health Sciences Library, The Ohio State University
- Jane Hammons, Teaching & Learning Engagement Librarian, The Ohio State University Libraries
Transformative Information Literacy: Conceptualizing Information Literacy through the Lens of Transformative Learning Theory
June 26, 2025
12:00-1:15 pm (Eastern)
To register: https://go.osu.edu/transformativeinformationlit
Presenter: Jane Hammons, Teaching & Learning Engagement Librarian, The Ohio State University Libraries
What would it mean to teach information literacy with a goal of transformation in mind? Originally developed by Jack Mezirow, transformative learning theory “has played a prominent role in the literature of adult education for several decades” (Hoggan, 2017). Transformative learning theory outlines a process by which an individuals’ frame of reference is transformed through encounters with information or experiences that cause them to question their original habits of mind and perspectives. More than just learning new facts or skills, or expanding their existing frame of reference, a transformative learning experience can result in a “substantive shift in one’s desires, self-awareness, belief structure, and lived experience” (Paul & Quiggin, 2020). This presentation will provide an overview of transformative learning theory and will consider it in relation to efforts to teach information literacy. The presenter will outline a conception of information literacy developed through the lens of transformative learning theory, and which is aimed at supporting transformation in how our students understand and engage with the information environment.
Do As I Say: Authenticity in Teaching Research Practices and Information Literacy
July 10, 2025
12:00-1:00 pm (Eastern)
Presenter: Jane Hammons, Teaching & Learning Engagement Librarian, University Libraries
To register: https://go.osu.edu/authenticinfolit
When starting a research project, do you always develop a list of keywords and synonyms before you search? Have you ever cited a source without reading the entire article? Do you always spend a significant amount of time evaluating each source you find? When instructors and librarians teach students how to conduct research, we often outline specific steps that students should take and provide guidelines they should follow. But, do we always follow these steps or guidelines ourselves? If we don’t, why not? And what does that mean for the way we teach research and information literacy? This presentation will explore the idea of authenticity in relation to how we teach the research process. Participants will be encouraged to think about how we can approach teaching research and information literacy as it often is, rather than what we think it should look like.
Past Workshops
To access slides and/or view recordings of previous workshops, go to: Past Workshops.