Librarians as Mentors in Supporting Undergraduate Research and Academic Success
Ana Fontoura – Dean of Libraries, College of New Rochelle

The goals of the study are to improve adult learners’ retention, graduation and overall level of academic success at CNR; improve adult learners information and digital literacy, writing skills and academic self-efficacy and undergrad research skills; and provide a replicable model for other small, liberal arts colleges that serves similar populations of adult learners. The MURAL intervention is being evaluated using a randomized controlled trial to assess the effects of MURAL on student’s information literacy, research skills, self-confidence, and academic outcomes. MURAL was designed specifically to increase access and degree completion for low-income, under prepared, minority, adult learners which supports CNR’s core values and Mission.

Starting a new venture: how innovative librarians can expand outreach to entrepreneurship programs on campus.
Ashley Faulkner – Interdisciplinary Quantitative Research Librarian, Princeton University
Willow Dressel – Engineering Librarian, Princeton University

In 1975, there were 104 formal entrepreneurship programs in higher education in the U.S. Today there are more than 500. A growing need for the interdisciplinary research support unique to these users is a clear evolution in the information landscape. The New York Times called the rush of new entrepreneurship programs “an innovation arms race”, but for librarians this is an opportunity to gather our own entrepreneurial spirit and start innovative ventures on campus. This poster presents a case study of two librarians revitalizing outreach to an expanded entrepreneurship program at a University without a business school. With the entrepreneurship program growing, the library’s support for these students needed to expand likewise. Presented content will include collection development considerations, how to initiate outreach to faculty, and ideas for support services for campus incubators. Both the successes and failures of the first year of renewed outreach will be shared and discussed.

Hacking Open Educational Resources: The Power of Remixing

Lusiella Fazzino, Assistant Professor and Scholarly Communications Librarian, Gill Library, The College of New Rochelle, New Rochelle, NY Michael Kahn, Learning Commons Librarian, Gill Library, Brooklyn Campus, NY Marie M. Octobre, formerly, Associate Professor and Reference Librarian, Gill Library, Brooklyn Campus, NY Natalia Sucre, Learning Commons Librarian, Gill Library, John Cardinal O’Connor Campus, South Bronx, NY Julie Turley, Assistant Professor/ Reader Services Librarian, Robert J. Kibbee Library Kingsborough Community College, CUNY

Open Educational Resources directly address the crisis college students face concerning textbook affordability. Academic librarians are playing a prominent role in implementing the OER solution. At The College of New Rochelle, a group of instruction librarians teamed together with the Scholarly Communications Librarian to remix an information literacy textbook. They successfully advocated for its use in a credit-bearing information literacy course for the college’s liberal arts adult education B.A. program. Our interactively designed three-dimensional poster showcases the financial and pedagogical benefits of adopting and adapting OERs for the classroom. We will describe from start to finish our process of remixing this free, online information literacy OER textbook that saved our students money. Viewers will come away with a better understanding of how they can develop OERs to serve the future needs of their libraries, students, and faculty.

Surviving On the Grid: Focusing on the Information Function & Need
Naomi Toftness, First Year Writing Reference Librarian, Western Connecticut State University, CT

How do students evaluate information needs? Now they just need to follow the grid! Using a quadrant grid helps students focus on what is actually important: what is their information need? Inspired by a transition to a consortium discovery tool, librarian-instructor restructured her first-year instruction, based on permaculture principles of design, to help students deal with being confronted with all information types at once. Focus on instruction transitioned from the “how” to get specific resources, to “why” you need different types of information! Focused on First Year University and Community College students. Highly adaptable visual learning tool gives a great framework for a one-shot session! (Also includes connections to institution competencies & ACRL Frames!)

Implementing a student research day: A librarian-faculty collaboration
Megan Margino, Reference and Instruction Librarian, Farmingdale State College, NY

In line with Farmingdale State College’s (FSC) mission to promote student research and enhance scholarly student activities, the Greenley Library will host a Student Research Day, the first of its kind in FSC’s history. Student Research Day affords students an opportunity to develop course assignments into a research poster and to present a poster in a conference setting. Librarian experiences collaborating with the campus community in support of student research will be discussed, including (1) Securing IT funding and support for the first student-accessible large-format printer; (2) Winning grant funds to cover participants’ poster printing costs; (3) Obtaining buy-in from research course faculty to target Student Research Day participants; (4) Collaborating with faculty to coordinate information literacy and poster design workshops; (5) Establishing partnerships with faculty to serve as a poster evaluation committee; and (6) Promoting a culture of student research at FSC.

Gender Identity and Performance in Library Work
Tatiana Bryant, Outreach and Promotion Librarian. Adelphi University
Hilary Bussell, Social Sciences Librarian. Ohio State University

This poster will present the results of a qualitative study of gender performance in librarianship. Research into gender performance, and how these performances impact organizational structures in workplaces (including libraries), is well-established. However, much of this research approaches these issues at an organizational level. This study contributes new knowledge to this area by exploring how individuals working in libraries perceive their gender identities as a resource for their professional goals. The poster will explore themes relating to gender performance and identity in library workplace culture, drawn from in-depth interviews with librarians from a variety of backgrounds. These themes include how the imperative to “fit in” at work impacts how individuals express their gender, in what ways different expressions of gender benefit or disadvantage individuals in pursuing their professional goals, and how expressions of gender identity intersect with other social identities.

Public Services Boot Camp: New Reference & Instruction Librarian Training at New York University
Carolyn Bratnober, Adjunct Research & Instruction Librarian, NYU
Laurie Murphy, Reference Associate for NYU

In August of 2017, New York University tested a new form of training for new instruction librarians who were hired before the start of the Fall academic semester: a 3-day-long Public Services “Boot Camp” with workshops on pedagogical theory, information literacy instruction, and university operations. The Boot Camp combines onboarding and continuing education for instructors, and fills a unique niche in librarian education. Academic librarians face an ever-expanding range of technologies, subject matter, and standards to employ; yet MLS programs rely on practical experience being gained through internships, and paid on-the-job training is rare. Public Services Boot Camp addresses this gap and provides a valuable educational opportunity. It fosters constructive collaboration among the instruction team as a community of practice, provides an efficient process for orienting new hires, and strengthens the unity of the academic library in its public services mission guided by the ACRL Framework. The Boot Camp summer onboarding model was an example of an innovative method for educating new librarians for the 21st century.