I'm excited to announce upcoming webinars being offered as part of the summer Teaching Information Literacy program from The Ohio State University Libraries. All webinars are free and open to all. P<u1:p></u1:p>articipation in these webinars counts toward completion of the Teaching Information Literacy Certificate.<u1:p></u1:p>
If you have questions, email Lib-Teach@osu.edu.
Information Literacy: Definitions and Core Concepts<u1:p></u1:p>
May 14, 2026, 12:00-1:00<u1:p></u1:p>
To register: https://go.osu.edu/ildefinitionssummer26 <u1:p></u1:p>
What is information literacy? Why is information literacy important for students? In this workshop, participants will learn about several definitions of information literacy and develop an understanding of the key concepts, skills, and dispositions associated with information literacy. In addition, participants will learn why explicit information literacy instruction is crucial to students' academic and professional success and consider what their role in supporting students' information literacy development might be. This workshop is being offered by the University Libraries Teaching & Learning Department and is open to all faculty, staff, librarians, and graduate students at Ohio State. Instructors and librarians from other institutions are also welcome to attend.<u1:p></u1:p>
Teaching Information Literacy: Strategies and Resources<u1:p></u1:p>
May 28, 2026, 12:00-1:00 <u1:p></u1:p>
To register: https://go.osu.edu/ilstrategiessummer26 <u1:p></u1:p>
How do we teach information literacy? In order to develop the habits and skills associated with information literacy, students need explicit guidance and support across their entire academic careers. In this workshop, participants will learn more about strategies and activities that they can use to teach information literacy in a variety of contexts. In addition, participants will become familiar with multiple resources available to help them integrate information literacy into their teaching practices. This workshop is being offered by the University Libraries Teaching & Learning Department and is open to all faculty, staff, librarians, and graduate students at Ohio State. Instructors and librarians from other institutions are also welcome to attend.<u1:p></u1:p>
Outdated Notion: Scholarly Articles Are the Gold Standard <u1:p></u1:p>
June 4, 2026, 12;00-1:00 (Eastern)<u1:p></u1:p>
To register: https://go.osu.edu/scholarlyarticlessu26 <u1:p></u1:p>
Presenters: Adrienne Warner and Alyssa Russo, University of New Mexico<u1:p></u1:p>
Scholarly articles have long been viewed as the gold standard for use in undergraduate research assignments, but are they always the best option? In this workshop, we'll challenge the assumption that scholarly articles are the pinnacle of evidence for research assignments, dipping into research from library science, reading studies, and learning theories. We'll highlight alternative formats well-suited for undergraduate research and suggest practical techniques in support of credible research beyond requiring peer-reviewed articles. This session is ideal for librarians and educators interested in rethinking research assignments and promoting a broader view of credible sources. <u1:p></u1:p>
Transformative Information Literacy: Teaching for Perspective Transformation<u1:p></u1:p>
June 11, 2026, 12:00-1:00 pm<u1:p></u1:p>
To register: https://go.osu.edu/transformativesummer26 <u1:p></u1:p>
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). After providing an overview of transformative learning theory, this presentation will outline original model for teaching information literacy that is inspired by transformative learning theory. This model is aimed at supporting transformation in how our students understand and engage with the information environment. Participants should leave with ideas for how to goals for and approach to teaching information literacy through the lens of transformative learning theory. <u1:p></u1:p>
Rethinking Roles: Faculty Development as an Approach to Teaching Information Literacy<u1:p></u1:p>
June 25, 2026, 12:00-1:00<u1:p></u1:p>
To register: https://go.osu.edu/rethinkingrolesummer26 <u1:p></u1:p>
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 outline the "faculty-focused" or "teach the teachers" approach to information literacy instruction, in which librarians focus on teaching course instructors to ingrate information literacy into their teaching practices. Participants should leave for with ideas for how faculty development can support the integration of information literacy into the curriculum. <u1:p></u1:p>
Not Just Research Skills: Identifying and Teaching the Dispositions and Values of Effective Researchers <u1:p></u1:p>
July 9, 2026<u1:p></u1:p>
12:00-1:00 pm (Eastern)<u1:p></u1:p>
To register: https://go.osu.edu/dispositionssummer26 <u1:p></u1:p>
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.
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Jane Hammons
Teaching and Learning Engagement Librarian
The Ohio State University
hammons.73@osu.edu------------------------------