2017 Conference Presentations

We've got a great program for you this year! The following are the confirmed presentations for the upcoming 2017 Online Northwest Conference. 

full schedule

Online Northwest 2017 Program (pdf)

Schedule AT a glance

8:30 - 9:00: Continential Breakfast, Welcome Table, On-site Registration, Hoffman Hall

9:00 - 10:00: Keynote: Social Justice in LIS: Finding the Imperative to Act, Dr. Safiya Umoja Noble, Hoffman Hall

10:00 - 10:15: Break

10:15 - 11:00: Session One, presentation room 

11:00 - 11:15: Break

11:15 - 12:00: Session Two, presentation rooms

12:00 - 1:15: Lunch, Hoffman Hall 

1:15 - 2:00: Session Three, room locations

2:00 - 2:15: Break

2:15 - 3:00: Session Four, presentation rooms

3:00 - 3:20: Light Refreshments, Hoffman Hall

3:20 - 4:00: Lightning Talks, Hoffman Hall

User Experience/Understanding Users

When It Breaks: Minimizing and Mitigating System and User Errors in eResources 

Jill Locascio, SUNY College of Optometry

System and user errors are an inevitable part of using libraries' online resources. Encountering these errors as well as any accompanying error messages lead to significant pain points in user experience. This presentation will describe libraries can combat these pain points by conducting a tandem availability-usability study to identify common system and user errors and develop various work-arounds ranging from tool tips to error page customization (where possible) to ameliorate the frustration involved with encountering these errors.

Help the Library Receive Candy: The ILL Usability Project at Reed College

Eric Alwine & Annie Downey, Reed College

This session examines the methods and results of a usability project assessing the Reed College Library’s interlibrary loan (ILL) program. Employing a service design approach (including “guerrilla”-style web usability studies, user surveys, and student worker interviews), the Reed Library User Experience (LUX) team worked closely with library users and staff to understand the various processes that make up the ILL user experience. Though this session will focus on Reed’s ILL usability project as its example, it will be especially concerned with exploring tools and methods that could be used to conduct similar projects at other institutions.

Assessing and Addressing Patrons’ Digital Problem Solving Skills: What Does Digital Equity Look Like in the the Library? 

Cindy Gibbon & Judy Anderson, Multnomah County Library & Jill Castek, University of Arizona

Data from the Programme for the International Assessment of Adult Competencies (PIAAC) shows that adults in the US are less skilled in digital problem solving than in many other countries. How does that translate to our patrons, and what does it mean for how we provide services? We used a digital problem solving assessment tool to find out if our patrons’ skills matched up with national data, and we mapped the digital skills we assessed to common library tasks. Results will help us take action to inform our training efforts, our digital presence, and how we advocate for our patrons.

When to Teach It and When to Trash It: Library Terminology, Instruction, and Content Strategy

Adrienne Alger, University of Montana

When should jargon be trashed and when should it be taught? We conducted an undergraduate survey of library terminology on our library’s website. Terms with less than 60% comprehension were brought to a committee of instruction librarians to determine which jargon is worth eradicating and which is worth saving for the sake of research and information literacy instruction. Saved jargon will be worked into the library website’s new content strategy, editorial standards, library guides, and instruction guidelines, so that librarians can make important terminology more meaningful and less confusing to students.


DESIGN

Mind the Gap: Research Instruction in Online vs. Face-to-Face Courses

Elizabeth Pickard, Portland State University

A 2016 Pew study showed people increasingly rely on libraries to help determine what information is authoritative, so what happens to students’ research when they do not encounter a librarian at all? Many online-only courses pose this scenario. The presenter is currently working with anthropology faculty on a study that suggests online-only students use less authoritative sources. The study also explores ways to address this divide. This session will present some early findings of the study and look across existing research to address the questions: Who is currently teaching research skills to online-only students? How do online-only students encounter the library, and how does it compare to the experience of students in face-to-face courses? What are some strategies for connecting students in online courses to research skills instruction?

The Design of Library Things: Creating a Cohesive Brand Identity for Your Library

Stacy Taylor & Maureen Rust, Central Washington University

Establishing a cohesive visual look for your library improves recognition, engagement, and trust among your community. But presenting a unified appearance can be a challenge when there are a wide variety of faculty and staff members creating promotional and marketing materials. In this session we’ll explore the challenges faced and lessons learned as the Brooks Library developed, revised, and ultimately implemented a library-wide brand identity to establish standards and best practices for the design and tone of the library’s print and digital content. Attendees will receive access to our approved Brand Identity, including helpful resources used.

Is Your Research Valid?: Reflections on the Institute for Research Design in Librarianship

Jonathan Cain & Tatiana Bryant, University of Oregon

This session will talk about two librarians experience in attending the Institute on Research Design in Libraries. The presenters will give an overview of the program (its history and focus), will discuss research methods in library research. There will be a focus on qualitative research methods. There will be a brief hands on exercise on qualitative data analysis.

Best Practices in Information Literacy Videos

Sami Kerzel, Oregon State University - Cascades Campus

Online. Hybrid. Flipped. Blended. Active. According to The Chronicle of Education, 28% of college students take an online course, and 63% of colleges find online courses important long-term. Where does information literacy fit in this changing landscape? This presentation will review information literacy instruction practices, and outline best practices based on an analysis of information literacy videos, including user engagement data and length, to help achieve heightened viewer engagement. A group discussion and expanded list of best practices will conclude the presentation. No matter the type of library these best practices will be applicable to any online tutorial.


ENGAGEMENT/IMPACT

The (Non) Use of Repositories: A Case Study

Kimberly Pendell, Portland State University

Research is key for professionals in fields such as social work to improve practice; however, most articles are unavailable outside the academic sphere, locked behind expensive paywalls. Repositories could help overcome this barrier, but are authors depositing their work? This presentation presents the results of examining over 600 citations from high impact social work journals for access via repositories and other platforms. Due to the recentness of data collection, the study also documents authors’ use of the ResearchGate platform to share research. The presentation will prompt discussion regarding repositories, discoverability outside of the academy, and copyright awareness among faculty.

Bridging the Digital Divide: the Tech Connect Model

Amy Payne, Klamath County Library Service District

This presentation will discuss Tech Connect, a monthly “book club for computers” held by the Klamath County Public Library. Library staff demonstrate various online tools and sites, and patrons can get hands-on experience in a supportive environment. The digital divide is alive and well in southern Oregon: many Klamath County patrons do not own their own computers and are reliant on the library to connect to the internet at all. Because of this, they lack experience using these tools. Tech Connect helps them become more confident in their skills, making them more independent computer users.

Academic-Public Libraries Partnerships: Providing Technology Workshops for the Central Valley Community

Raymond Pun, California State University, Fresno

This session explores how the academic library collaborates with the public to provide new services and support to the community at large. The academic library created a grant proposal focusing on bridging the digital divide in the Central Valley. Librarians trained and selected student ambassadors to visit different library branches and teach various technology workshops in fall 2016-spring 2017. The presentation explores the challenges and opportunities of creating this collaborative program and emphasizes the importance of such partnerships between public and academic libraries. Attendees will also gain ideas on best practices in creating collaborative programs with public/academic library partners.

Reducing Textbook Cost with Current Library E-book Holdings

Maura Valentino, Oregon State University

The high cost of textbooks interferes with student success. Last fall, librarian Maura Valentino began a program to compare the list of required textbooks across the university to the library’s holdings of e-books with unlimited license. This allows each student in a given class to access the textbook for free, from anywhere, at any time. To date, this program has saved students $830,000 and that figure grows each quarter. This presentation will review the number of books found and purchased, the amount saved and the workflow that can be used to create a similar program at other institutions.


Working with Data

Ostriches, Minotaurs, Ghosts and Fossils in the Brave New Metadata World

Kelley McGrath, University of Oregon

Linked data promises to make library metadata more accessible and powerful. The clearly-defined URIs will form chains that lead to new connections and insights. But is there a flip side to such sharply-delineated data? Real life is messy and natural language doesn’t come with precise definitions. What happens in an environment that seems to require black-and white conclusions? What are the implications for the usefulness of linked data? This presentation will look at some challenges for bibliographic metadata in a linked data environment and discuss some possible approaches to handling them.

Using OpenRefine to Standardize and Augment Your Data

Blake Galbreath, Washington State University

As librarians, we work with an ever-increasing amount of data and metadata. However, these data are often messy, disorganized, and seemingly disparate from other caches of data. Free tools such as OpenRefine allow us to clean, organize, and connect data sets to one another – all without knowing how to write complicated code. In this presentation, I will demonstrate the refining I have undertaken to create better and more usable data sets.

Creating a System for the Online Delivery of Oral History Content

Chris Petersen, Oregon State University

Over the past four years, faculty and staff in the OSU Libraries have created the largest oral history collection ever gathered at Oregon State University. This same group of archivists, programmers, and students have created a platform for the delivery of contextualized video- and audio-recorded oral history interviews, complete with transcripts delivered as web text and PDF, as well as contextual information (biographical sketches, abstracts) for each interview. Interviews are also tagged according to interviewee affiliation or theme, and can be sorted as such. This talk will discuss the platform that the OSU Libraries created to present this information online. The platform relies upon description of digital objects using the METS, MODS, and TEI metadata standards, as well as custom XSL stylesheets that batch generate HTML for eventual upload to the web.

Open Oregon Resources: From Google Form to Interactive Web Apps

Amy Hofer, Linn-Benton Community College & Tamara Marnell, Central Oregon Community College

The Open Oregon Resource page is a unique list of known OER adoptions at Oregon's community colleges. It provides a peer endorsement for faculty who want to know which open, free, or low-cost materials their colleagues at other colleges are using in their courses. With approximately 200 entries, this list represents tremendous progress on textbook affordability across the state. In this session, the Open Oregon coordinator and web developer will demonstrate how they used the Sheets API to output the results of a Google Form into a searchable table on a WordPress website. The same data powers the interactive Z-Degree graphic that shows how close we are to a fully OER transfer degree pathway, both statewide and at each community college. These two projects provide powerful tools to represent the impact of the OER movement at Oregon's community colleges.


Lightning Talks

  • Use Analytics to Put Your Social Media on Cruise Control, Adele Larson, Portland State University
  • 240,000 Items Validated in 10 Weeks at 40 Libraries: Google App Script to the Rescue!, Sara Amato, Eastern Academic Scholar's Trust
  • Electronic Marginalia, Lorena O'English, Washington State University
  • Designing Digital Literacy Programming for Transformative Social Engagement, Tim Miller, Humboldt State University
  • The Lab: Hip Hop and Library Technology, Craig Arthur, Virginia Tech & Max Macias, Portland Community College