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RSVP for 2019 LILAC Spring Training
Add to Your Methodology Toolkit: From Reflective to Participative Action
Friday, June 7th, 2019
12:30 p.m. to 4:00 p.m.
CUNY Central | 205 East 42nd Street | Room 818/819
RSVP by June 1st. Registration is required. Security needs all visitors names for entry into building.
Program
Session 1 (1:10-1:55pm)
- Mindful Movement and Breath Work for Everybody & Every Body – Anne Leonard
Abstract: Instruction librarians on the edge of burnout can use mindful movement and breath work to cope with classroom stresses and situations beyond their control, to bring themselves back from that edge and do their work with care, attention, and integrity. This workshop offers participants the chance to experience simple yet effective relaxation techniques in a classroom setting. Anne Leonard, who has completed a 200-hour yoga teacher training certification, will lead workshop participants (no previous experience required) through a few short movement and breath sequences they can practice for their own benefit as well as offer to students, to help everyone in the room settle in, focus their attention, and calm scattered energies in the room.
- How Can We Do All This In One Session?” The Advantages of Multi-Shot Library Instruction – Derek Stadler (Combined with Socratic Method below)
Abstract: We, as librarians, often struggle with jamming library instruction into a one-hour session, and do not have time to scaffold the Framework’s core concepts into a whole that guides students in developing an understanding of information literacy principles. This presentation will highlight a multi-shot instruction strategy used in a partnership between a librarian and a Natural Sciences professor over three instruction sessions. The session will include a discussion with attendees: How can libraries and librarians be proactive in scheduling multiple sessions? Depending on discipline, what kinds of pedagogy should go in each session?
- Socratic Method – Bill Blick
Abstract: This presentation will be on socratic questioning, active listening, and conversational instruction with students in a classroom that is free (temporarily) of the restraints of technology. Conversation can be a laid-back and tech-free way to start any session.
- Culturally Responsive Teaching through the Intersectionality of Collection Development and Information Literacy – Madeline Ruggiero (Combined with Google Forms below)
Abstract: As part of a research assignment, students were asked to choose research topics that reflected problems encountered by the protagonists of an assigned non-fiction story, who as undocumented youth confronted issues related to immigration and possible deportation. The predominantly Latino class found the story engaging and the situations and experiences relatable, and were eager to read and learn more. This session will address how the librarian sought out relevant books and incorporated them into the teaching session, pointed out bibliographies in these books as a useful tool for students’ research, and created a course libguide.
- Google Forms: Differentiating Instruction, Condensing Feedback – Danielle Apfelbaum
Abstract: Google Forms is a free tool that provides a quick and easy way for students to submit their work and for instructors to collect session feedback. This presentation will show how to use Google Forms in information literacy (IL) sessions to differentiate activities, collect and display student work for comment, and collect survey data. Attendees will learn the technical aspects of differentiating library activities and condensing survey information, and will leave this session able to create differentiated activities using Google Forms and to collect semester- or year-long survey data organized by individual IL session within a single Google Sheets workbook.
Session 2 (2:05-2:50pm)
- Active Learning in the Archives: Teaching Undergraduates about Digital Archives using Innovative Techniques – Jessica Wagner Webster
Abstract: In the course, “Digital Traces: Memory in an Online World,” undergraduates learn about digital archives, information literacy, electronic records, memory, and other challenging topics. This presentation will describe not only the course’s content and unique syllabus, but also the active learning techniques the instructor uses to help students with a variety of learning styles to comprehend how archival concepts influence and affect their day-to-day lives, and to showcase what they have learned.
- Revisiting What You Already Know – Student Reflection Assessment – Michelle Toth
Abstract: There are many benefits to having students reflect on their learning experiences: it can help them to identify their strengths and weaknesses, reflect on ways they can continue improving, and to enable students to recognize how much they have learned. This session will introduce attendees to a student reflective activity that not only taps into these benefits for students, but is also a useful tool to assess learning outcomes. This sort of reflective first day/last day activity is ideally suited for multiple-session instruction, but could be adapted for one-shots.
- All in Kahoot’s: Tools for Active Learning and Assessment – Jeffrey Delgado (Bomined with EXtending the Improving Your One-Shot below)
Abstract: In this interactive presentation, attendees will learn about Kahoot, a game-based learning educational technology, that can be used for information literacy sessions. It is freely accessible and fully customizable, and offers an innovative way to instantly engage students by using their favorite tools–cellphone and the internet! Kahoot is an ideal assessment tool, for not only the librarian but as a self-assessment tool for students. Attendees will learn how Kahoot collects data for librarians to use in assessing student learning, and discover the fun it can bring to the classroom while actively building relationships through competitive learning.
- Extending and Improving Your One-Shot with Google Forms – Neera Mohess
Abstract: Attendees will learn about how a librarian has used Google Forms as a pre- and post-session evaluation tool. In the “pre” evaluation students described their topic, what they found challenging about the research process, and what they would like to understand by the end of the session, enabling the librarian to align her teaching more closely with student needs. In the “post” evaluation, students were asked to describe what (if any) research skills they had learned, what could be done to improve the session, and one thing they still wanted to know. Results were shared with the professor and students, and enabled the librarian to understand what students found valuable in the class and what could be improved upon, and provided an effective means to answer remaining questions about research, citation, and the library.
Session 3 (3:00-3:45pm)
- MoneyBoss Workshops – Financial Literacy for Community College Students Through Interdisciplinary Collaboration – M. Anne O’Reilly
- Abstract: MoneyBoss is a series of one-hour workshops which aim to strengthen students’ financial literacy, addressing a variety of topics, including how to start a small business, protect their identity, save and spend wisely, and manage their credit and debit accounts. The library has collaborated with the Business & Technology and Social Sciences/Economics departments to create monthly workshops and additional presentations, such as an accounting professor teaching students about the latest changes in tax reform, and an art professor sharing his struggles with managing student loan debt. Faculty have been able to engage students in and beyond their own classes, and the participating departments have learned from each other.
- Using Instructional Scaffolding to Teach Scholarly and Popular Sources – Mark Aaron Polger
Abstract: This presentation discusses a study on the use of instructional scaffolding in one two-hour lesson about scholarly and popular sources, within a 7.5 week Information Literacy course. The first group (N=73) received three scaffolding activities and was student-led. The control group (N=65) did not receive any scaffolding and was instructor-led. A comparison of students’ final exam responses illustrates that the group that the scaffolded group had a better understanding than the control group.
- Baptism by Call Number – Paul Sager (Combined with Wikipedia Redux below)
Abstract: “Baptism by Call Number” is a brief exercise for freshmen as part of an introductory core course at Lehman College. Attendees will learn the rationale and basic process of this simple but valuable exercise that has students identify call numbers and then get their feet wet by using that information to find books in the stacks. The presenter will discuss practical considerations and a plan for assessing the value of this exercise both in the short term and through longitudinal observation into the future.
- Wikipedia Redux: Using Wikipedia in One-Shots and Credit Courses – Monica Berger
Abstract: Wikipedia is a powerful bridge to introduce students to the library and a natural and flexible tool to probe different information literacy concepts. Starting students at this familiar place is a smart strategy. Wikipedia can be very useful for topic development and moving towards keywords, concept mapping, and citations. By segueing from Wikipedia to library encyclopedias, students begin to see explicit connections to the library. The “talk” tab provides an opportunity to discuss how Wikipedia works and challenges to traditional concepts of authority, and conversations about controversial topics on Wikipedia are always lively. In this presentation, attendees will learn about the process of designing Wikipedia-related activities for credit courses, which may include adding citations, data and/or photographs to a Wikipedia article, or using a rubric to evaluate a given article.
LILAC Spring Training Committee:
Haruko Yamauchi, co-chair
Daisy Domínguez, co-chair
Linda Miles
Julie Turley
Robin Brown
2019 LILAC Spring Training Call for Proposals
Add to Your Methodology Toolkit: From Reflective to Participative Action
Friday, June 7th, 2019
12:30 p.m. to 4:00 p.m.
CUNY Central
205 East 42nd Street
Room 818/819
We are seeking proposals for 10-45-minute presentations, discussions, or workshops on how you use any of the following methodologies in your college-level instruction practice:
- open pedagogy (project-based learning, etc. in an “open” environment)
- active learning (gaming, concept mapping, group work, etc.)
- reflective practices (journaling, etc.)
- interdisciplinary (close collaboration with faculty instructors in other disciplines)
- multi-shots
- low tech/no tech orientations
- mobile device-driven lessons
- other ideas are welcome
Anticipated Event Format:
- Welcome
- Opening ice-breaker activity
- 10 minute break
- Breakout sessions (10-45 minute, multiple concurrent sessions)
- 10 minute break
- Session sharing and wrap-up
Please submit a description for a 10-45 minute breakout session using this form.
Deadline: April 5, 2019
Not sure about presenting? Register to attend the June 7th event here.
Registration is required. Security needs all visitors names for entry into building.
LILAC Spring Training Committee:
Haruko Yamauchi, co-chair
Daisy Domínguez, co-chair
Linda Miles
Julie Turley
Robin Brown
IceBreaker Responses
Icebreaker responses
Q1 : Information Literacy Teaching : What is one thing you tried for the first time this year? How did it go?
Breathing. It went great!
Word mapping as a way of breaking down a large topic into many sub-topics (and generating keywords). Always thought it sounded too simple, but it went great! Students enjoyed it and were able to use it to articulate much more focused research questions.
Taking a brief break—asking the students to stand and stretch—after a unit in a long (75 min) instruction session.
Part 1: Teaching database searching as part of IL. Part 2: Pretty well! Everyone was happy except me…
Making a v. specific LibGuide instead of visiting a class (in this case, it worked well!)
PollEverywhere! And implementing a research log – Emma
Factitious game. It went great, come see how!
Trying to game in every class/course. It went well and built trust for follow ups.
Developing course/assignment-related guides embedded in Blackboard with the new LTI tool – being piloted right now, but faculty are excited about it.
- Formative assessment: What are your next steps in research? And then sharing a summary of results – and some expert suggestions – with instructor. 2. Went well, but time-consuming.
Q2: Information Literacy Teaching: What is one thing you want to try for the first time next year? Why?
More peer observation—I’d like to see what my colleagues are doing.
More autobiography when I teach
Teaching IL to journalism students because they are requesting it! (Although not with these words.)
UX of our website, because I can see that it’s not great but want to know more concretely what would be better for our students. I guess that is not directly about teaching. In general, I want to find more ways to be more constructivist in my teaching.
Flipped classroom
More authentic convo and listening. Reflective discussions.
Meeting more ESL needs in any possible way
New activity I’ve been thinking about to help students integrate their own voice with voices from outside sources.
Q3: Summer reading : What is something you recommend reading next?
Baldwin, If Beale Street Could Talk
Getting Schooled Garret Keizer
Origin of Consciousness in the Breakdown of the Bicameral Mind
Bringing Nature Home by Douglas Tallamy
The Throwback Special by Chris Bachelder – I would never had read it based on the premise (masculinity, football) but it is hilarious and smart (and humane and lovely).
Anything by Nnedi Okorafor
Poisonwood Bible by Barbara Kingsolver
The Self as Subject: Autobiographic Research and Libraries (subtitle paraphrased)
Geek Love by Katherine Dunn
To Throw Away Unopened – Viv Albertine (memoir)
Meg Wolitzer – The Female Persuasion (novel)
La Fiesta del Chivo (Feast of the Goat) by Mario Vargas Llosa
Self as Subject: Autoethnographic Research into Identity, Culture, and Academic Librarianship
Q4: Summer listening : What is something you recommend listening to next?
99% Invisible – about design, but writ large – urban planning, flags…okay, subject list doesn’t sound inspiring, but it’s great! 99pi.org
Alice Isn’t Dead – weird Americana horror fiction podcast
Janelle Monae
Memoirs of a Geisha soundtrack – great for concentrating
Revisionist History
Radio Ambulante (spanish-language news – I’m learning/brushing up on Spanish)
Indoor Voices – podcast by Kathleen Collins and Steve Ovadia –CUNY’s own!!
Judge John Hodgman (podcast) – funny, smart, and totally ridiculous- a break from political stress etc.
Dress History
Engagement Track Recap
- Strategies for Embedded Information Literacy Instruction for English Language Learners
Clara Y. Tran, Stony Brook University, and Selrnsy Aytac, Long Island University
Slides to Strategies for Embedded Information Literacy Instruction for English Language Learners
Write-up by Stephanie Margolin
We might see ELL students in our IL classrooms, but few of us have the requisite special training or strategies to help make our time with these students as effective as possible. My impression, listening to this talk, is that much like universal design strategies, the ideas presented here potentially benefit all students, native speakers and ELL alike.
Some ideas:
• Help students with vocabulary, especially library jargon
• Teach how to effectively scan
• Think about digital storytelling, video and other interactivity, which can be easier to slow down or watch more than once
• Scaffolding is helpful
• Become more familiar with students’ background knowledge
o Ask students questions like
Have you ever heard of….?
Can you give an example of …. [from your country/culture]?
• K/W/L chart
o Before: what you know (K) and want to know/learn (W)
o After: what you have learned (L)
• Visual aids
o E.g. for citations, demonstrate the “anatomy” of a citation, using different colors
o “Realia” — bring samples of real objects (periodicals, books, etc)
o World Wall — recognize new vocabulary
• Handwriting can be hard for (ELL) students to read, so print things
• Flipped classrooms — students read the material (or watch a video) first, at their own pace, and come to class with questions
• Lots and lots of handouts
We closed the session in near silence, as we participants folded paper to make an origami fortune teller (also known as “cootie catcher”). Each section of our completed project had a different library word printed on it. It was nice to end with a few minutes of quiet reflective time, and to be reminded that that is helpful for our students, too.
During the Q/A period, several participants shared a common assignment that often brings ELL students to the reference desk: Find a book to read about U.S. history (or NYC history). This question is hard for reference librarians because it is so general. It can be helpful to know that students will be reading this book and presenting a book report on it. This might also be an opportunity to reach out to the ELL teacher who is making the assignment to put together an appropriate collection of books to which students can be directed.
- Dis/Information Nation: Voter Personas and Dis/Information Literacy in the 2016 Election and Beyond
Iris Finkel, Hunter College and Lydia Willoughby, SUNY New Paltz
Write-up by Anne Leonard
The presenters talked about their use of a role-playing game in library instruction. The objective of this game is to determine how information functions in the article you are assigned. The presenters used material from the open textbook Web Literacy for Student Fact-Checkers, available at webliteracy.pressbooks.com. To identify viral content and hot dis/information topics, the presenters used Buzzsumo.com, a site that measures traffic and engagements through social media platforms and with links to the original source, making it easy to identify the most shared stories. We then played a round of the game. Each participant was assigned a story to read. We each filled out a persona worksheet and introduced our personas – many were very different from ourselves! Next we all presented our perspective on the articles in the voices of our personas, expressed our thoughts on how much we trusted the news source, what we already knew on the issue, how we believed the government agencies at fault SHOULD be handling the issues. We completed an evaluation worksheet, and then reflected on the experience of reading the article “in character,” including how we perceived the language and images chosen to manipulate the reader, how rigorously we questioned the motive of the publisher, and whether or not we looked for blatant and obvious propaganda. We then discussed how to use this game in a one-shot instruction session. We raised questions about how to encourage students to invent a persona and discourage stereotypes – perhaps by selecting from a deck of cards, or picking someone known to them. The presentation is online at bit.ly/disinfonation
Evaluating Sources Track Recap
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Navigating between Trust and Doubt on the Internet – Linda Miles and Haruko Yamauchi, Eugenio Maria de Hostos Community College
HANDOUT for Navigating between Trust and Doubt on the Internet
Write-up by Nancy Foasberg
In this participatory session, Linda and Haruko shared an exercise to help information seekers become more aware of the processes they use to evaluate information on the internet.
First, Haruko and Linda asked the participants a question: “What questions do you ask when searching for information on a subject with which you aren’t already familiar?” They noted that our attitude toward sources isn’t binary, and we would likely fall somewhere between total trust and total distrust with each source. As a group, we brainstormed some of these questions, including wanting to know more about the author, considering “about” pages of websites, and relying on sources we already know. Linda and Haruko introduced a schema for framing and ordering the questions we ask as we are evaluating information. Although there is overlap among these categories, most of the important indicators have to do with the text, the publication, the medium, the authors, or the reader. As a group, we sorted the questions into the different categories, and took this opportunity to discuss why they fit where they did. Finally, to further our understanding of our own habitual taxonomies, we split into pairs to look at specific information sources and decide to what extent we found them trustworthy. Many of us discovered that we wanted much more information than was available on the page in question, especially for questions about funding and more information about the authors.
An exercise like this can be used with either students or faculty and is especially useful for thinking about different kinds of sources. Overall, this was a very helpful exercise that teaches participants to be more conscious of the strategies they use to evaluate information.
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Understanding Fake News by Teaching with the Game Factitious – Sharell L. Walker, Borough of Manhattan Community College
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What Do You Meme it’s Not Credible? Using Memes to Counter Misleading Information
Christina Boyle, College of Staten Island
Write up by Daisy Domínguez and Stephanie Margolin
Walker discussed how the true or false game Factitious (factitiousgame.com) could be used in information literacy classes to help students become more critical of sources. When Factitious reveals whether a story is true or false, it also provides information about the source in question and the source referenced, which can help users research the answer and is one of the reasons this game can be a helpful teaching tool, especially in the context of libraries and research. Walker notes that the game may be used in a variety of ways: 1) in real time during a class, which is the most fun 2) by using screenshots of the game alongside PollEverywhere (https://www.polleverywhere.com) which would collect the students’ responses, and 3) students may be asked to play the game on their own or a tailored version of it on their own.
Boyle demonstrated how memes can be used to easily show the importance of citations and foster critical thinking skills. Boyle listed several tools like Meme Generator (https://imgflip.com/memegenerator), Know Your Meme (http://knowyourmeme.com), which attempts to give background information about a meme, and “The Credible Hulk.” During our discussion it became clear that memes could serve multiple purposes in library instruction. First, memes can help us teach about sources and citations. Second, having students create memes related to their research would require them to synthesize information found in a scholarly article in an alternative, non-text-heavy way. Finally, memes could be used to broach the topic of fair use and transformative use.
Tools/OneSearch Track Recap
- Using Google Docs and WordPress for Communication and Instruction
Sarah Johnson and Mason Brown, Hunter College
HANDOUT for Using Google Docs and WordPress for Communication and Instruction
WordPress site: https://hunterlibrary100.wordpress.com/
Recap by Julie Turley:
Takeaway: Both WordPress and Google Docs provide benefits that Blackboard cannot for course management, including more visually inviting interface, personalization, real time feedback, time stamps, more content control and smaller learning curves.
- Encouraging Student Engagement in the Library Classroom with PollEverywhere
Emma Antobam-Ntekudzi, Bronx Community College
SLIDES for Encouraging Student Engagement in the Library Classroom with PollEverywhere
Recap by Julie Turley:
Takeaway: Poll Everywhere is great for on the spot, low stakes assessment during library instruction sessions. It’s also helpful for brainstorming topics as a class and for “ice breakers.” There is a free higher ed version.
Recap by Mariana Regalado:
Emma presented an app that she used as low stakes assessment and to keep students engaged during 1-shots. Poll Everywhere allows instructors to run quick polls with students using either desktop computers or students’ own devices (i.e. smartphones). Emma suggested that the polls are most useful when paired with an activity, either before or after. Results appear on the screen as lists, clusters, word clouds, etc. and they can be used to spark class discussion. One example Emma showed was using Poll Everywhere to have students submit keywords during a class brainstorming session—as students see the terms appear they get excited about contributing their own or “voting” for good terms. As well, polls can be used as surveys. Emma uses the free version, but there is also a premium version.
https://www.polleverywhere.com/
- Not teaching OneSearch is No Longer an Option
Marta Bladek and Maureen Richards, John Jay College
Recap by Julie Turley:
Takeaway: With library homepage changes, OneSearch usage is rising. Whether or not librarians are teaching it, students are using it. Upsides to Onesearch instruction: One shots don’t allow time for book searches. Only EBRARY is found thru OneSearch. OneSearch is also great for brainstorming a topic: “If you’re naked and you don’t know what to wear you go to OneSearch.” OneSearch is also a great database from which to teach filters. For senior level courses, however, take students to the specialized databases
- Using OneSearch: Librarians Need to Stop Worrying, Our Students Like It
Anne O’Reilly, LaGuardia Community College
SLIDES for Using OneSearch: Librarians Need to Stop Worrying, Our Students Like It
Spring Training 2018 – Up Your Game
- Using Google Docs and WordPress for Communication and Instruction
Sarah Johnson and Mason Brown, Hunter College - Encouraging Student Engagement in the Library Classroom with PollEverywhere
Emma Antobam-Ntekudzi, Bronx Community College - Not teaching OneSearch is No Longer an Option
Marta Bladek and Maureen Richards, John Jay College - Using OneSearch: Librarians Need to Stop Worrying, Our Students Like It
Anne O’Reilly, LaGuardia Community College
- Strategies for Embedded Information Literacy Instruction for English Language Learners
Clara Y. Tran, Stony Brook University, and Selrnsy Aytac, Long Island University - Dis/Information Nation: Voter Personas and Dis/Information Literacy in the 2016 Election and Beyond
Iris Finkel, Hunter College and Lydia Willoughby, SUNY New Paltz
- Navigating between Trust and Doubt on the Internet
Linda Miles and Haruko Yamauchi, Eugenio Maria de Hostos Community College - Understanding Fake News by Teaching with the Game Factitious
Sharell L. Walker, Borough of Manhattan Community College - What Do You Meme it’s Not Credible? Using Memes to Counter Misleading Information
Christina Boyle, College of Staten Island
The Library Information Literacy Advisory Committee, LILAC, is the Library Discipline Council of the City University of New York. All librarians inside and outside of CUNY are welcome to attend the Spring Training.
LILAC Spring Training RSVP
LILAC Spring Training: Up Your Game!
Practical Innovations Beyond Traditional Information Literacy
Friday, June 8th, 2018 | 12:30 p.m. to 4:00 p.m.
CUNY Central | 205 East 42nd Street Room 818
The LILAC Spring Training is an afternoon filled with presentation pitches, a facilitated group activity, and more. Presentations, discussions, and workshops of various lengths will be divided into three tracks. During the first session, all participants will have the opportunity to sign up for an individual track after learning more from each presenter about their session.
RSVP is required by June 1st due to building security.
Space is limited.
Light Refreshments will be provided.
Tools/OneSearch
- Using Google Docs and WordPress for Communication and Instruction
Sarah Johnson and Mason Brown, Hunter College - Encouraging Student Engagement in the Library Classroom with PollEverywhere
Emma Antobam-Ntekudzi, Bronx Community College - Not teaching OneSearch is No Longer an Option
Marta Bladek and Maureen Richards, John Jay College - Using OneSearch: Librarians Need to Stop Worrying, Our Students Like It
Anne O’Reilly, LaGuardia Community College
Engagement
- Strategies for Embedded Information Literacy Instruction for English Language Learners
Clara Y. Tran, Stony Brook University, and Selrnsy Aytac, Long Island University - Dis/Information Nation: Voter Personas and Dis/Information Literacy in the 2016 Election and Beyond
Iris Finkel, Hunter College and Lydia Willoughby, SUNY New Paltz
Evaluating Sources
- Navigating between Trust and Doubt on the Internet
Linda Miles and Haruko Yamauchi, Eugenio Maria de Hostos Community College - Understanding Fake News by Teaching with the Game Factitious
Sharell L. Walker, Borough of Manhattan Community College - What Do You Meme it’s Not Credible? Using Memes to Counter Misleading Information
Christina Boyle, College of Staten Island
The Library Information Literacy Advisory Committee, LILAC, is the Library Discipline Council of the City University of New York. All librarians inside and outside of CUNY are welcome to attend the Spring Training.
LILAC Spring Training Committee:
Shawn(ta) Smith-Cruz, co-chair
Daisy Domínguez, co-chair
Anne Leonard
Linda Miles
Robin Brown
Julie Turley
Jonathan Cope
LILAC Spring Training Call for Proposals
Call for Proposals/ Potential Sessions
LILAC Spring Training: Up Your Game!
Practical innovations beyond traditional information literacy
Friday, June 8th, 2018
1:00 p.m. to 4:00 p.m.
CUNY Central
205 East 42nd Street
We are seeking proposals for 10-45-minute presentations, discussions, or workshops on any of the following information literacy topics:
- How I learned to stop worrying and love OneSearch
- New approaches to “fake news”
- Student agency in the research process
- OER – teaching beyond the firewall
- Information literacy and resistance in action beyond academia
- Public higher education and social justice
- New kinds of skills our students are expected to master
- … or any other information literacy innovation
Event Format:
- Welcome
- Opening ice-breaker activity
- 10 minute break
- Breakout sessions (10-45 minute, multiple concurrent sessions)
- 10 minute break
- Session sharing and wrap-up
Please submit a description for a 10-45 minute breakout session using this form.
Deadline: April 15, 2018
Not sure about presenting? Register to attend the June 8th event here.
Registration is required.
LILAC Spring Training Committee:
Shawn(ta) Smith-Cruz, co-chair
Daisy Domínguez, co-chair
Anne Leonard
Linda Miles
Robin Brown
Julie Turley
Jonathan Cope
