Conference Registration & Schedule

Register here to attend the C.A.L.L. conference. 

  • Cost to attend is $45.00 per person
  • The conference will take place in 150 Murphy Library / Institute for Campus Excellence (campus map)
  • Hot lunch is included in the cost of attendance
  • For questions regarding the C.A.L.L. conference, please contact Liz Humrickhouse at
  • For questions regarding conference registration, parking, or any other campus access issues, please contact Jenni Carlson in the Continuing Education office at

Use the University Credit Registration page to sign-up for our credit option.

9:00-9:15      Welcome


Keynote Address

Heather Heimerl Brunold, M.Ed., Ed.D.


Building Bridges: Promoting Public Library Literacy at a Two-Year Technical College

Tracy Helixon, Sheila Allard, Rochelle Hartman

In the spring of 2013, as part of a Title III initiative, two instructors created a lab-based version of first-year composition designed to decrease homework, increase in-class work time, and maintain academic rigor. The lab-based approach included two library work days to help students find sources for their research essays. The campus librarian connected the instructors with the Adult Services Manager at the La Crosse Public Library, who arranged for a public library orientation and research session for the students during a regularly-scheduled class. The instructors hoped to foster students’ life-long literacy skills and to build connections to resources outside the college. In the process, they discovered that some of their students were unaware of the services available at local libraries. This revelation brings the conference theme, “If Only They Knew,” home. How can colleges and public libraries work together to promote public library literacy? This session offers an overview of the planning process as well as student reactions to the experience.

10:15-10:30     Break


Breaking the Ice: Creating a Successful School/Public Library Winter Literacy Program

Marge Loch-Wouters

Discover how multiple individual school winter literacy programs merged into a community-wide winter reading program with the public library in Menasha, a community of 15,000 in eastern WI. Starting from the ground up, a team of librarians, teachers, reading coordinators and parents created a program that worked within the school day and outside of it to excite kids about literacy with a strong public library partnership. While the public library’s youth services librarian had experience with summer reading programs, the experience and knowledge brought to the table by her school peers created a new paradigm and changed the way subsequent summer reading programs were designed. New ways of looking at multiple literacies; innovative ideas to support families in creating a literacy-rich home environments and a grand community celebration of winter were the result. Participants will have the opportunity to learn about the evolution of this program as well as the easily replicated results that brought schools and public library in ever-closer collaboration.


Scaffolding the Threshold Concepts from K to 16: Building an IL curriculum for the ACRL Framework

Elizabeth Gibes and Heather James

In this program, the authors will address the considerations, challenges, and opportunities inherent in scaling information literacy instruction including threshold concepts to a large-scale program, specifically within a university setting but transferrable to multiple contexts. The speakers will address the flipped approach for library instruction in a First-Year Writing program as well as their expanded role in developing a new curriculum for the program. Throughout both processes, incorporating the threshold concepts of the ACRL Framework was a priority. Particularly this emphasis on scaffolding engagement with threshold concepts, that is part of the ACRL Framework, can be translated from the context of a university program to school media specialists and secondary education settings. The speakers will highlight transferrable considerations and experiences in the process of scaling complex instruction in threshold concepts to a delivery mechanism that reaches over 1000 students each semester. Additionally, they will address the relevant issue of allowing for instructional variation across multiple librarians, each working with multiple course instructors, while attempting to ensure coverage of key concepts.

Through this presentation, the speakers will help the audience identify universal challenges to scaling concept-based information literacy instruction and will share their materials so that they can be adapted and built upon by other institutions. Finally, the speakers hope to engage the audience both during and after by asking audience members how they scale and scaffold and how we can improve the communication between and scaffolding of Information Literacy from K-12 into higher education settings.

12:00-12:45     Lunch


Gaining Ground: Building College-Level Information Literacy Skills

Teri Holford-Talpe, Liz Humrickhouse, and Darci Thoune

The library had tossed the microfilm. Access to newspapers was only through databases. Via a LibGuide. Authentication was required. The high school designed scavenger hunt was destined for failure. There were two options: demonstrating to the teacher how the library had changed and redesign their scavenger hunt for them, or design our own program for college-bound seniors, emphasizing information literacy. We chose the second option, and called it Gaining Ground: Building College Level Information Literacy Skills. Happy to have secured campus funds,  we then found eight local high schools to come in for a day’s workshop over the course of the spring semester.  We reached out to an English Rhetoric professor, campus coordinator for first year writing, to join the fun and demystify the college writing experience. Even the Chancellor showed up. Pre and post assessment figures show an undeniable improvement in information literacy. In this presentation, you will learn strategies to build a successful high school-to-college bridge program, as well as how to take our template and make it your own.


A Collaboration of Zombies in the Library

Nathan Dowd and Jen Champoux

Edgewood College is a small liberal arts college located in Madison, Wisconsin. Some prospective undergraduate students who are not accepted for admission to college are offered an opportunity to be conditionally admitted if they participate in a bridge program called CAP. The CAP program works to build students college readiness, motivation, and academic skills. In previous years, the library provided a basic tour of the building and library services to CAP students. This fall, the Zombies in the Library program was developed collaboratively by the Director of the CAP program and library staff to create an immersive, problem-based learning activity to introduce information literacy & academic research while lessening library anxiety. This session will discuss how the Zombies in Library program was collaboratively developed, details of the problem-based activities used, and thoughts for further developments and improvements.

2:15-2:30       Break


Panel Discussion: If They Only Knew

Teri Holford-Talpe, Liz Humrickhouse, Linda Jerome, and Cindy Halter

 The theme “If Only They Knew” refers to the idea that each library has things to share that could help other libraries be more successful as they strive to advance literacy in kindergarten through college-age patrons.  In a culmination of the day’s events, conference organizers will facilitate a conversation around this theme.

3:15-3:30          Closing


Register here to attend the C.A.L.L. conference.

Use the University Credit Registration page to sign-up for our credit option.