Registration Deadlines

Early-bird deadline
January 27, 2017

Advance deadline
February 10, 2017

Register now!


Wednesday, March 22 – 8:30 a.m. – 3:30 p.m.

Get a head start on learning; attend a full-day preconference on Wednesday, March 22 before the full conference opens. Preconferences offer in-depth education and focus on a particular subject of interest to academic and research librarians.  Add a preconference when you register for the conference, or if you’ve already registered, by calling 800-424-5249.

Preconference Registration Fees

Member Type  Fees
ACRL Personal Member $150
ALA Member $190
Nonmember $230
Full-time Library School Student $80
Retired ALA Member $80
Nonsalaried/unemployed ALA Member $80

Due to limited space, preconference registrations cannot be confirmed until we have received and process payment.

COUNTER Bootcamp: A Preconference about COUNTER Reports, SUSHI, and Usage Analysis

Take a deep dive into the process and workflow of obtaining and analyzing COUNTER usage statistics! This workshop will cover harvesting statistics using the SUSHI protocol, converting the XML to spreadsheet and database formats, and creating a coherent analytical approach for comparing the relative value of your library’s resources. Also included will be a discussion about what may be coming in COUNTER Code of Practice 5.

Learning Outcomes:

  • Gain a thorough understanding of the COUNTER and SUSHI standards in order to apply these effectively in assessment projects.
  • Critically examine a variety of collection assessment approaches using usage data in order to evaluate them for application in your own setting.
  • Learn about and contribute toward the conversations taking place as the COUNTER 5 Code of Practice develops.

Primary tag: Assessment

Presenters: Selinda Berg, Librarian, University of Windsor; Kristin Hoffmann, Head, Research and Instructional Services, University of Western Ontario; Heldi Jacobs, Information Literacy Librarian, University of Windsor

Information Literacy Instruction Transformed: Nurturing Student Success with Universal Design for Learning

Universal Design for Learning (UDL) offers instructional design principles that assume learner variability, tools that maximize learning, and strategies to help students develop as expert learners. The UDL framework provides options for flexible methods, materials, and assessments that transform higher education pedagogy, including information literacy teaching and learning. Envision the possibilities as you explore UDL instructional practices to enhance the integration of the information literacy framework, facilitate reflective teaching, and nurture successful learners.

Learning Outcomes:

  • Attendees will be able to list the three main principles of Universal Design for Learning in order to integrate them into future information literacy instruction planning on their own campuses.
  • Attendees will consider learner variability as the norm in any classroom setting in order to plan information literacy instructional activities to engage all learners, reduce barriers and optimize levels of support and challenge in their own instruction scenarios.
  • Attendees will be able to identify intersections between UDL and the ACRL Framework in order to improve their teaching practice.

Primary tag: Teaching and Learning

Presenters: Jenny Dale, First-Year Instruction Coordinator and Reference Librarian, University of North Carolina at Greensboro; Claire Holmes, Assistant University Librarian for Research & Instruction, Towson University; Amy Harris Houk, Head of Research, Outreach, and Instruction, University of North Carolina at Greensboro

Law School for Librarians: A Tangled Web of Copyrights, Contracts, Courts, and Conundrums

Librarians encounter legal and policy issues now more than ever with the torrent of digital and open access initiatives. Copyright law serves a central role in much decision making. Unfortunately, copyright alone no longer provides the “right” answer. Licensing, contract, and other laws increasingly govern many library needs, including fostering credible relationships with legal counsel. Understanding multiple legal influences is now essential to successfully justifying and deploying library projects in the broader institutional environment.

Learning outcomes:

  • Understand basic copyright principles and more sophisticated applications, including how to distinguish and address ownership and use issues.  Discover strategies  of how to share learning opportunities with colleagues and others in order to better understand these principles and apply them in their work environments.
  • Identify copyright issues in the library and related environments.  Recognize how different interpretations of the law may raise different expectations of how copyright should apply to the range of diverse stakeholders in the academic community and beyond.
  • Apply learned principles to practical issues confronting librarians and others in their related learning communities. Understand  decision making processes  of analyzing fair use as it applies to electronic reserves and other scholarship, how library exemptions permit a range of preservation, replacement, and copying activities, and how distance learning and web-based learning activities can fit within other exceptions.

Primary Tag: Scholarly Communication

Presenters: Dwayne Buttler, J.D., Professor and Evelyn J. Schneider Endowed Chair for Scholarly Communication, University of Louisville; Donna Ferullo, Director, University Copyright Office and Associate Prof. of Library Science, Purdue University

Make it, map it, take it: Create your own digital learning object in a day

Go beyond Camtasia, bring your laptop, and learn how to utilize open-source and free software to create a Digital Learning Object (DLO). Through interactive and hands-on activities participants will work through the lifecycle of creating and assessing their own DLO. Learn to map DLOs to student learning outcomes and the ACRL Framework, create a lesson plan for your DLO, evaluate tools and software based on needs, and how to assess the DLOs effectiveness.

Learning outcomes:

  • Choose the appropriate software for making a digital learning object in line with your lesson plan.
  • Connect your digitally enhanced lesson plans to the ACRL Framework.
  • Create a learning object using the principles discussed in the preconference.

Primary tag: Teaching and Learning

Presenters: Danielle Kane, Research Librarian for Emerging Technologies and Service Innovation, University of California, Irvine Libraries; Mary-Michelle Moore, Instructional Technologies Librarian, California State University Dominguez Hills

Running Effective OER and Open Textbook Initiatives in Your Academic Library

The skyrocketing cost of college textbooks has driven a national movement toward Open Educational Resources (OER), openly licensed course materials that are free online to students. Academic libraries are uniquely positioned to advance this solution on campus, and many are already leading the way. Drawing on the expertise of national leaders working with libraries on OER, this workshop will help participants develop and hone skills, strategies and plans for effective OER initiatives.

Learning outcomes:

  • Learn how academic libraries are successfully advancing OER in order to incorporate successful strategies into one’s own OER strategy.
  • Begin developing an action plan for your campus in order to advance OER in attendee’s local contexts.
  • Practice addressing stakeholders and challenging situations in order to prepare attendees to address and overcome common challenges in OER adoption.

Primary Tag: Professional/staff development

Presenters: Nicole Allen, Director of Open Education, Scholarly Publishing and Academic Resources Coalition (SPARC); Sarah Faye Cohen, Managing Director, Open Textbook Network, University of Minnesota

Assessing and Communicating Library Contributions to Student Learning and Success through Action Research

Higher education institutions of all types are facing intensified attention to assessment and accountability issues. Academic libraries are increasingly connecting with colleagues and campus stakeholders to design and implement assessment that documents their contributions to institutional priorities. In this day-long workshop on strategic and sustainable assessment, participants will identify institutional priorities and campus partners, design an assessment project grounded in action research, and prepare a plan for communicating the project results. This workshop is based on the highly successful ACRL Assessment in Action program curriculum.

Learning outcomes:

  • Apply action research as a means to designing robust assessment plans, practices, and processes.
  • Implement assessment practices that document the impact of libraries on student learning, academic programs and activities, and institutional initiatives.
  • Collaborate with key campus partners to plan and conduct assessment that align library outcomes with institutional initiatives, priorities, and assessment activities
  • Use the results of assessment and action research to foster support for library contributions to student learning and success.

Primary tag: Assessment

Presenters: Karen Brown, Professor at the Graduate School of Library and Information Science, Dominican University; Lisa Janicke Hinchliffe, Coordinator for Information Literacy and Professor, University of Illinois at Urbana-Champaign; Melanie Sellar, Lecturer at San José State University’s School of Information and Senior Instructional Designer at Loyola Marymount University’s School of Education; Brandy Whitlock, Professor and Instruction Librarian at Anne Arundel Community College