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Grace Skalinder (Science Librarian, San Jose State University)
The disappearance or alteration of U.S. government websites during periods of political transition has always been troubling. However, in 2025, the new administration began taking unprecedented steps of culling open datasets, on which educators, researchers, and policymakers have long relied. In response, organizations and academic institutions have mobilized to preserve vulnerable datasets. Internet Archive and The Data Rescue Project are just two of the leaders and organizers among many that have been working to combat this issue. As part of our campus's National Public Health Week programming in April 2025, San José State University (SJSU) STEM librarians collaborated with the SJSU Department of Public Health to organize a Data Rescue Hackathon, where participants identified, sourced, and archived at-risk public health datasets. In this presentation, we will describe our process, which involves sourcing digestible datasets and utilizing the platform Data Lumos to archive the data. We will address the challenges of working within a grassroots, decentralized movement operating under time sensitive conditions. Additionally, we will explore the impact of having a new librarian participate in this initiative, as a dynamic way of learning about collaboration and campus engagement. Attendees will learn practical steps for organizing a Data Rescue Hackathon, insights into current threats, and strategies for engaging students, faculty, and library staff in a civic effort to protect public data.
Li Zhang (Intellectual Property Librarian, Georgia Institute of Technology)
Teaching intellectual property (IP) to first- and second-year STEM students can be challenging. STEM students are often used to concrete problems and clear solutions. However, IP concepts tend to be more abstract, which can be hard to grasp without context. Freshmen students typically have little to no direct exposure to IP â either in their personal experiences or academic settings. It can become overwhelming for them to comprehend complex IP topics. This talk will discuss active learning activities aimed at engaging students, stimulating discussions, and making studentsâ learning process more meaningful.
Tony Diaz (Subject Librarian, California Institute of Technology)
Historically, our campus has used GIS for only one division, the geological and planetary sciences division. This division has always maintained its own GIS software and datasets, and had the license locked down to only users of that division. In 2022, I sought to expand the use and awareness of GIS to all divisions across campus. By collaborating with groups both on and off campus, I was able to implement single-sign-on so all divisions on campus could access GIS software and datasets through the use of ArcGIS Online. In this lightning talk, I briefly show a timeline of efforts, who I collaborated with, as well as show how the use of GIS has increased. If your institute is suffering from low use of GIS, there are some simple ways you can help to promote the use of GIS around campus.
Scottie Kapel (Scholarly Communications Librarian, Western Carolina University)
Krista Schmidt (STEM Librarian, Western Carolina University)
For STEM graduate and upper-level research students beginning their journey to publication, understanding of the legal and ethical dimensions of using copyrighted content is critical. However, increasing student understanding of copyright law and application of best practices in using copyrighted content can be challenging and requires clearing hurdles that students may feel are insurmountable. Although copyright law is complex and intimidating, students may operate under the assumption that the rules that apply in a classroom setting are the same as those that apply in professional publication (in other words, if a source is cited, then it's okay to use). How can instruction librarians overcome these challenges and increase understanding of copyright law, convey the responsibilities of the researcher in the use of copyrighted materials, and create opportunities for students to move from the conceptual to the practical in a one-shot session?
This lightning talk will share details of a workshop on finding, managing, and reusing information. Led by the STEM and Scholarly Communications librarians, this workshop focused on reusing data visualizations for a cross-listed chemistry course. The STEM librarian first guided students through instruction and an advanced activity on searching for data visualizations within research articles and importing these articles into Zotero. The Scholarly Communications librarian then led a discussion of the importance of ethical and legal use of copyrighted content created by others. The students were then asked to put what they had just learned into practice by evaluating how other undergraduate and graduate researchers at our university used content that did not belong to them. They evaluated recent research outputs such as theses and research posters created by their peers and housed in our institutional repository, making the activity more personal and accessible. In small groups, the students answered four questions pertaining to image use and ownership in their assigned research output and prepared a very brief presentation sharing their observations. During this workshop, the students were very enthusiastic and engaged with the content and activities and left with a much better understanding of the principles of copyright. We will provide brief details about how our workshop content and materials are adaptable by other libraries that may be struggling with how to teach and engage students with copyright.
Laura Wilson (Science Librarian, College of the Holy Cross)
In this lightning talk, I will discuss a recent weeding project in which we deaccessioned over 13,000 volumes of bound print journals in the O'Callahan Science Library at the College of the Holy Cross. I will cover the motivation, decision-making process, procedure, and outcome of the project. One particular area I will emphasize is the issue of environmental sustainability and weeding bound print journals.
Abigail Goben (Professor and Data Management Librarian, University of Illinois Chicago)
Survey research conducted by librarians frequently collects enough demographic information to risk easy re-identification of individual participants. Despite the assertions of library investigators that their survey is âanonymousâ - the collection of recent survey instruments reveals that too often a laundry list of demographics is requested and may be required. Due to the expansive nature of the variables collected, combinations may quickly re-identify librarians with minoritized identities or who are in singular positions at their institution (e.g. Job Title is GIS Librarian). This raises questions about whether researchers have fully considered the necessity of capturing this information or considered the potential harm as data sharing is increasingly common or mandated. Additionally, it suggests an over-reliance on IRB appraisal as a sole source for evaluating downstream harm and re-identification risk. This presentation will demonstrate how recently fielded surveys over-capture demographic data, review the data sharing requirements that introduce additional re-identification risks, and serve as a call to action for critical consideration of what counts as âanonymousâ in library survey research.
Valerie Perry (STEM Librarian, University of Kentucky)
The University of Kentucky Libraries implemented a new liaison model during Fall 2023. Most of us saw significant changes in our daily work, annual goals, and organizational structure. We moved from an ineffective traditional liaison structure that had not kept pace either with changes in librarianship or with university disciplines and areas of emphasis. Liaison disciplines were assigned unevenly, and a significant amount of liaison efforts were focused on collection development. The new model, designed with input from all liaisons, attempted to assign disciplines more evenly across five broad subject teams and included core categories and competencies that all liaisons are expected to support. The core categories and competencies included: outreach and engagement, research services, scholarly communications, and teaching and learning. Now, most liaisons do not have collection development duties unless they serve as one of the subject team representatives on the collection committee.
The development of broad subject teams has provided a new supportive structure that is no longer location-based and allows for natural collaborations both within teams and between teams. With common expectations for all liaisons, balancing duties and supporting our disciplines has become more straightforward, including how those expectations are reflected in faculty evaluations.
For the STEM Liaison Team, we only had one continuing liaison and three recently hired librarians to support the Biology, Chemistry, Earth and Environmental Science, Mathematics, Physics and Astronomy, and Statistics Departments in addition to the College of Engineering. We learned to work together as a team instead of in isolation and discovered more synergies than anticipated.
In this lightning talk I will cover the highlights of how we have adapted to the new roles , our areas of success and challenges, and the new opportunities we explored. I will share my information using a small slide deck and share links to the liaison model documents so that STEM Librarians Collaborative 2025 Meeting attendees can easily adapt any of the ideas for their own institutions.
Ashley Orehek Rossi (STEM Librarian, Western Kentucky University)
The first two iterations of Love Data Week I hosted at Western Kentucky University Libraries did not garner the engagement or attention I envisioned. Two months later, while sitting through sessions of the Math department's fourth annual Data Science Day, an idea hit me: Merging Data Science Day with Love Data Week. I spoke with the event coordinator afterwards, and we met a few times to discuss the possibility. During Love Data Week 2026, we are hosting the one-day conference all about data! The purposes of this collaboration include 1) increasing the libraries' visibility as a geographically, centrally located campus research hub; 2) hosting a large, academic-based, hybrid event in the libraries to test our capabilities; 3) testing an interdepartmental collaboration to encourage more such collaborations; 4) allowing students to practice conference presentations prior to the campus's annual student research conference; and 5) making Love Data Week bigger and better. Plans are still in the preliminary stage but we are excited about what is to come! One of my goals is to increase faculty collaborations with the library, so I hope this will begin a new trend!
Ernest Anderson (Research & Instruction Librarian, Towson University)
My first semester as an academic librarian was also the first full semester after ChatGPT arrived on the scene. Challenges and complications arose almost immediately. As a brand-new STEM librarian, my supervisor encouraged me to get involved with AI education so that I could better support our students, faculty, and staff. As these technologies became more ubiquitous, questions emerged on my campus about their limitations and ethical implications, including their environmental impact, capability for bias, and whether instructors can reliably detect AI-generated assignments. I soon found myself in a very strange position of interfacing with upper administration about policy and answering questions posed by more experienced faculty, all while teaching myself about a new subject (and still learning the ropes at my new job). Within a few months, I was serving on my campusâs AI Initiative committee, helping to facilitate trainings for my colleagues, and hosting student discussions about ethical AI practices. Although this was not what I envisioned librarianship looking like for me, I have found a passion for AI literacy education. This presentation is the story of how I tried to balance life as an early career librarian with the need to adapt to the challenges that were shaking higher education, as well as a discussion of how I joined that conversation as a librarian.
Hannah Cabullo (Engineering Librarian, University of Minnesota)
Stephanie Sparrow (Extension and Social Sciences Librarian, University of Minnesota)
Amy Riegelman (Social Sciences & Evidence Synthesis Librarian, University of Minnesota)
Molly Blake (Social Sciences Librarian, University of Minnesota)
Citations hallucinated by generative AI chatbots are a problem that many STEM librarians have likely had to walk researchers through. By ingesting and training on massive amounts of human-created content, these chatbot models generate responses that are probabilistic and plausible. This has led to a phenomenon of citations that appear to be accurate, including article citations attributed to authors who may study a certain topic, but the article itself has never existed. False research citations continue to be an issue, showing up in places like scholarly books and governmental reports. This presentation will share research in-progress, a scoping review looking at the state of the literature on the prevalence of false and error-ridden citations generated by AI chatbots. We will share our methodology and preliminary results. We hope this project can help inform guidelines for using AI in the literature searching process, from cursory searching done by students to high level researching by experts completing meta-analyses.
Shalini Ramachandran (Reference & Instruction Librarian for STEM, Loyola Marymount University)
STEM librarians increasingly function as scholar-practitioners who develop pedagogical solutions through rigorous research. This presentation demonstrates how librarian-led scholarship advances virtual pedagogies and improves student outcomes through evidence-based circulation programs. Our NSF-funded research spans five universities (Boise State, Cal State LA, Chapman University, LMU, and USC) with an interdisciplinary team including computer science faculty, chemistry professors, librarians, and education researchers. We conducted a randomized controlled trial with 176 undergraduate chemistry students, building on our 2020 American Chemical Society (ACS) publication.
Results show VR significantly reduced student anxiety compared to web-based training (ÎČ = 0.64, p = .008) and traditional worksheets (ÎČ = 0.50, p = .027), with effects persisting after lab completion. This research exemplifies how librarians contribute original scholarship to educational technology literature. Virtual pedagogies: Our VR circulation model transforms library services into immersive learning experiences. Students check out VR headsets to practice laboratory procedures in safe, repeatable virtual environments, addressing barriers in hands-on STEM training.
Student engagement: Rather than passive resource access, this approach creates active learning opportunities that reduce pre-lab anxietyâa documented barrier to STEM persistence. Libraries become essential partners in retention strategies. Scholarly methodology: This presentation demonstrates how librarians lead grant-funded research and establish multi-institutional collaborations. Attendees will learn research design strategies, partnership development, and methods for documenting measurable library impact.
Our ongoing research includes additional VR modules launching Fall 2025, illustrating how librarian scholarship creates sustainable innovations in virtual pedagogies while advancing the profession's research profile in STEM education.
Hannah Sutherland (Open Science and Collections Librarian | Physical Sciences, UCLA)
Gissel Rios (Open Science and Collections Librarian | Life and Health Sciences, UCLA)
Increasingly, academic libraries are investing in open science resources, tools, and infrastructure, including hiring staff specifically to support the openness and reproducibility of science. Within the past two years, UCLA Library hired two Open Science and Collections Librarians, one situated within the Division of Physical Sciences (Hannah) and one within the Life and Health Sciences (Gissel). While there existed ongoing open research initiatives within the UCLA Library such as read-and-publish agreements and data management support, these two positions â explicitly dedicated to the support of open science â were brand new and vaguely defined. We will describe the process of moving into these roles from our former staff positions within the UCLA Library and how we're defining and scoping our work to ensure its sustainability and impact.
Many STEM librarians arrive in their roles with no science background or formal degree. We will discuss the challenges of transitioning from the humanities and social sciences and the subsequent professional development opportunities we sought out to supplement our understanding â both of our subject areas as well as larger open science initiatives. Opportunities, such as the CMU Open Science Primer, formal mentorships programs through ACRL STS, and various free, online webinars and trainings, helped us discover unique and complementary interests and provided direction for the services we ultimately hope to provide.
Aside from investing in professional development, we found entry points into open science within UCLA by identifying and leveraging preexisting resources and services. In particular, UCLA has long invested in read-and-publish agreements, scholarly publishing and repository services (eScholarship) and data repositories (UCLA Dataverse, UC Dryad, Vivli and more). We will discuss how utilizing resources that intersect with researcher needs, such as the open sharing of federally funded research and data, created a natural entry point into open science support. We amplified this work by partnering with Library groups already engaged in this, such as Data Science colleagues. Additionally, using preexisting infrastructure such as the Science Library Workshops to develop open science-focused workshops that provided a low stakes way to learn and teach new concepts (e.g. publishing open access, managing your scholarly identity, and an introduction to SciX).
Lastly, now that we've had time to explore, learn and experiment, we outline our vision for a more comprehensive open science support service. Informed by both our independent research and training, as well as the requests for assistance we've received from our communities, we hope to develop a more holistic service model to support research from the planning to the sharing phase. We are currently working on a landing page for the Library website to legibly outline these services. We have also identified other projects to support this goal, including revamping our Data Management research guide and the development of an outreach plan for open access publishing agreements. While we are still learning about the best ways to support our communities in what can be an overwhelming amount of requirements and considerations, we're excited about the possibilities ahead.
Sydney Burke (Science Librarian, Cal Poly Pomona)
This presentation will go over how I, a new science librarian turned overwhelmed binge shopper at Cal Poly Pomona, spent $10,000 in GOBI and on Amazon very quickly in 7 different subjects (Biology, Chemistry, Computer Science, Geological Sciences, Kinesiology, Math/Stats, and Physics and Astronomy) and spent an additional $3,000 on biology and plant pathology books.
I will discuss how I created a booklist and bought the books, which may have included random discord pleas, surfing the web, stalking libguides, emailing forms to science faculty, and asking my sister for science book recs!
That was and is my problem, so here are some questions: How do you do collection development for the sciences when you are new, working on a tight deadline and don't have clear guidance? How do you know what books to purchase for science students and faculty? What strategies or tools do you have to help you?
Carmen Cole (Information Sciences and Business Librarian, Penn State University Libraries)
In an era of constant digital connectivity, STEM librarians are increasingly experiencing "technostress"âthe burnout, fatigue, and cognitive overload caused by the overuse of digital tools. While technology is essential to our work, it can also hinder focus, creativity, and well-being. This session explores how analog productivity methodsâsuch as paper-based planning, physical Kanban boards, and tactile task managementâcan offer a restorative counterbalance to digital saturation.
This âI Have a Solutionâ session will introduce practical analog strategies that promote mindfulness, reduce screen fatigue, and enhance personal productivity. Attendees will leave with actionable tools to implement analog workflows in their own libraries, along with a renewed perspective on how "unplugging" can lead to deeper connectionâwith our work, our colleagues, and ourselves.
Upon completing the session, attendees will be able to 1) Define technostress and identify its particular impact on STEM library professionals, 2) Evaluate the benefits of analog productivity tools in reducing cognitive overload, and 3) Immediately implement at least two analog strategies (e.g., paper planning, physical Kanban boards, bullet journaling, time-blocking) in their own workflows.
Haley Galloway (Research & Instruction Librarian, St. Mary's College of Maryland)
St. Maryâs College of Maryland is a small public liberal arts honors college with just over 1,200 students and a strong emphasis on undergraduate research. As part of our Summer Undergraduate Research Fellowship (SURF), students propose an independent 8-week research project with the support of a faculty mentor. When an environmental studies student couldnât find a summer-available mentor in their department, Iâan early-career STEM librarian with a background in the humanitiesâwas asked if Iâd be willing to step in.
Despite being outside my disciplinary comfort zone, I said yes.
This storytelling session offers a firsthand account of mentoring undergraduate research not as a subject expert, but as a collaborator grounded in research process, information literacy, and project design. Iâll reflect on how my student and I built a working relationship centered on co-learning, how I navigated imposter syndrome and leaned into the skills I did bring, and how this unexpected mentorship helped me grow as a new faculty member. I gained a better understanding of my liaison area, strengthened campus relationships, and reimagined what librarian-faculty mentorship can look like.
This story is for STEM librarians supporting research across varied disciplines, early-career professionals learning to trust their own expertise, and anyone interested in flexible, student-centered models of mentorship.
Joanne Dera (Science Librarian, Rutgers University)
What happens when an academic STEM librarian steps into the world of high school libraries and then returns? This session shares my unique professional journey that offers a perspective on the research skill development of students. After spending time as an academic STEM librarian at an R1 institution, I transitioned to a high school librarian role where I witnessed firsthand the foundational gaps and the vast differences in educational experiences students bring with them before they set foot on a college campus. This experience reshaped my understanding of research readiness and the systemic disconnects between secondary and post-secondary education. I will share insights from both environments, highlighting:
Kristina Bloch (Engineering Librarian, University of Louisville)
As the liaison librarian to our School of Engineering, my role typically focuses on supporting student and faculty research and providing research instruction. But this past year, I stepped into an opportunity that helped me to see the impact of non-traditional work as a liaison. The project amounted to leading the School of Engineering's Centennial celebration historical display through archival research and storytelling.
The opportunity began with a simple idea. With the opening of a new engineering building approaching, I thought it would be interesting to offer my help in highlighting the history of the engineering school's past buildings. I asked around and sent an introductory email, hoping to offer this as a small contribution and that email opened the door to a much larger collaborative project. I soon found myself working with advancement staff, university archives, faculty, and communications teams to lead a project to uncover, curate, and present 100 years of Speed School history.
While this project was never part of my formal liaison responsibilities, it has provided a lot of professional value. It has allowed me to build new relationships across campus, gain a deeper understanding of the school's identity, and represent the library in a highly visible institutional effort. Through archival research, writing, and storytelling, I was able to help shape how the school celebrated its past while preparing for its future.
This experience reminded me that liaison work can take many forms and that sometimes begins with one proactive email. It affirmed the value of stepping outside traditional research and instruction roles to engage with moments that matter to the communities we serve. Though this collaboration was temporary, the insights, relationships, and impact will continue to inform my work as a STEM librarian moving forward.
Bridget Wipf (Research and Instruction Librarian - Engineering and Business, Northern Arizona University)
In a world where academic libraries are stretched thin and STEM researchers and inventors cry out for support, one librarian dared to answer the call.
Cue thunder. Cue sirens. Cue a 300-foot-tall beast stomping across campus?!
This story chronicles the epic and often absurd journey of launching a Patent and Trademark Resource Center (PTRC) in an academic library. The session will reveal how one humble librarian went toe-to-toe with monstrous forms, including PTOthra (the surprisingly friendly ally from the U.S. Patent and Trademark Office), IP Behemoth (which eats uninformed inventors for breakfast), and the Titanus Dean's Office (who would feel right at home in the more bureaucratic-satire heavy Godzilla films).
Blending storytelling with practical insight, find out how this librarian earned a PTRC designation, explained its value to skeptical campus leadership, built unexpectedly sustainable partnerships, and continues to survive bureaucratic kaiju battles despite the odds. Because ultimately, the real monsters are the friends we made along the way.
Expect low-budget special effects, a tale of professional transformation, and other big ideas in a small, stompy package!
Scottie Kapel (Scholarly Communications Librarian, Western Carolina University)
Instruction librarians are often looking for meaningful ways to engage with students and faculty. One avenue that has proven especially successful in my work is the development of research poster design workshops. These sessions are designed to teach undergraduate and graduate students best practices in poster creation through a blend of discussion and active learning.
In this short talk, I'll share the evolution of my poster design workshop and the materials I've developed to support it. When I began my role as Scholarly Communications Librarian, undergraduate research was â and continues to be â a major institutional priority; students regularly presented their work at campus, state, regional, and national conferences. Yet despite this emphasis, there was a clear gap in support when it came to helping students translate their research into professional-quality posters. One of my first initiatives was to address this gap by launching a workshop series focused on research poster design.
Early iterations of the workshop were a bit clumsy as I learned where students most needed support. However, these initial sessions were instrumental as they revealed several recurring challenges that students face when creating research posters â challenges that continue to inform the workshop's core learning goals. Challenges primarily include:
Helping students overcome these common challenges is now the main goal of the workshop. Beyond learning basic design skills, students develop a better understanding of how to communicate their ideas clearly and effectively for different audiences, valuable skills they can use in many future settings.
Over the years, these sessions have been refined and adapted in response to faculty feedback and student needs. Demand has only grown as more faculty at this university â especially in STEM fields â now require students to create posters as part of their coursework. These same faculty increasingly recognize that designing a research poster is not an intuitive skill; to do it well, students need both instruction and support. As a result, I now collaborate regularly with individual classes and tailor the workshop content to meet specific course needs. Faculty have reported noticeable improvements in the quality of student posters following the workshops.
Although my workshop was developed to support students at a regional comprehensive university, the format and materials are easily adaptable for use at other libraries. In this presentation, I'll offer practical guidance on identifying campus needs, setting goals, preparing effective workshops â including activities such as poster critique and storyboarding, managing expectations from both instructors and students, and building a sustainable model for this type of instruction.
Angela Price (Biological Sciences Librarian, University of Florida - Marston Science Library)
Jean Bossart (Engineering Librarian, University of Florida - Marston Science Library)
A continuing challenge across college campuses is connecting STEM students with a universityâs widespread STEM resources, including those housed in the library. An opportunity arose to increase student engagement at the University of Floridaâs (UF) Marston Science Library (2.1 million visitors a year, serving over 40 STEM departments) when the Florida Museum of Natural History (FLMNH), a major campus museum with vast collections was slated for a 15-month closure due to renovations. Many of the science library patrons had never been inside the museum and a surprising number were unaware that the museum even existed. Accordingly, the Marston librarians initiated a collaboration with the FLMNH to provide a venue and partnership for science pop-up events within the library. The project sought to increase active participation, through hands-on experiences with the museum-provided biofacts, specimens, and expert speakers. The goal was to foster science interest in the many students who frequent the science library, as well as introducing new students to the resources available to them through both the museum and library. Students had the opportunity to speak with scientists and researchers in the areas of birds, pollinators, and Florida springs conservation and to conduct activities such as building their own circuits and mini ecosystems. For the museum, it provided a new demographic focus for outreach, catering to undergraduate and graduate university students, whereas much of their programming previously in outreach focused on families and younger children. The librarians created partner book displays with every pop-up event, providing books and resources on the event topics (such as electricity, animal reproduction, conservation, and pollinators), as well as creating interactive activities alongside the museum for students to participate in to further their engagement. Surveys disseminated during the events have allowed students to provide insight into new things that they learned about the museum, the library, and the services available to them.
Lara Miller (Unit Lead and STEM Librarian, University of Arizona Libraries)
Students transferring into STEM programs with limited academic research experience often benefit from early, intentional support that sets them up for future success. Many institutions offer general STEM research readiness courses to support transfer students, but without a clear disciplinary anchor, it can be more challenging for instructors to design assignments that effectively promote research skill development. Often, research assignments in these courses ask students to pick "any science topic of interest," a prompt that can feel overwhelming, especially without a disciplinary context or clear path into the scholarly conversation. It then becomes even more critical to design effective, targeted, and scaffolded research activities for students because there's no disciplinary grounding to naturally support knowledge transfer.
In response to knowledge transfer challenges in generalist STEM courses, The University of Arizona Libraries partnered with a science readiness course for upper-division undergraduates transferring from community college. The librarian and instructors collaboratively re-designed the course's research component, a miniature literature review, to better function as a scaffold for larger literature review projects students may encounter in their STEM major courses. The revised assignment emphasized research interest exploration and science communication, rather than strict adherence to literature review norms. To support the assignment, students completed a brief library-built tutorial as pre-work and then participated in an interactive instruction session focused on identifying a research interest. The overall redesign emphasized curiosity and creativity to help set out the characteristics for knowledge transfer. This presentation will detail the assignment's redesigned components and offer practical strategies for designing scaffolded, inclusive instruction in generalist STEM contexts.
Mei Ling Lo (Science Research Librarian, Rutgers, The State University of New Jersey)
As AI tools become more common in education, librarians are faced with an important question: Are these tools valuable research partners, or are they shortcuts that risk undermining studentsâ critical thinking and research skills? This presentation takes a critical look at Google NotebookLM, a free tool developed by Google that uses AI to help users work with their own documents. It allows students to upload readings, ask questions, and generate summaries - all within a personal notebook.
Unlike general purpose tools such as ChatGPT, Google NotebookLM operates within the boundaries of documents provided by the user. Some of its features such as asking questions about a specific article or turning notes into podcast style summaries may support students in organizing ideas or reviewing content more effectively. At the same time, there are concerns about students becoming overly reliant on AI to âreadâ and interpret content for them, instead of engaging with the material directly.
These capabilities are not unique to Google. Academic vendors such as Elsevier, EBSCO, and ProQuest are increasingly integrating AI-powered features like summarization and chat-based searching into their platforms. This reflects a broader shift in how students interact with scholarly literature, whether through freely available AI tools or library databases.
For librarians, this raises urgent instructional questions: How do we teach source evaluation and information literacy when AI tools are mediating the reading process? Should tools like Google Notebook LM be included in library instruction to meet students where they are? Or should we emphasize the risks of over-reliance? How can we help students distinguish between helpful scaffolding and shortcuts that may limit learning?
This session invites participants to reflect on these challenges and share strategies for incorporating tools like Google Notebook LM into library instruction. Attendees will leave with a deeper awareness of how AI technologies are reshaping the research process, especially the ways students approach literature review and engage with academic content.
Yuqi He (Engineering and Data Services Librarian, San Jose State University)
Have you ever walked into a one-shot instruction session with no familiarity with the courseâs technical languageâyet still felt pressured to recommend âthe bestâ database for student research? When subject expertise is limited and time is short, CiteSource might rescue you.
Originally developed during the 2022 Evidence-Synthesis Hackathon at ESMARConf, CiteSource is an R package with a Shiny web interface that can turn ad-hoc guesswork into data-driven decisions on database selection. Though it was initially designed to support search strategy development for systematic reviews, its utility extends beyond. CiteSource can compare the topical coverage of multiple databasesâwhether subject-specific or multidisciplinaryâmaking it ideal for STEM librarians navigating unfamiliar research domains.
In this presentation I will:
Riley T, Hair K, Wallrich L, Grainger M, Young S, Pritchard C, Haddaway N (2025). CiteSource: Analyze the Utility of Information Sources and Retrieval Methodologies for Evidence Synthesis. R package version 0.1.1, https://www.eshackathon.org/CiteSource.
Erin Carrillo (Science Research Librarian, Virginia Commonwealth University)
Skynet. M3gan. WALL-E. Popular culture has explored humanityâs hopes and fears regarding AI for decades. And yet, our development and use of AI has been much less critical and more reckless. AI is a hot topic in academia, with instructors rushing to integrate AI literacy into their curricula, while trying to ensure assignments are âAI proofâ. There is much discussion of the applications of GenAI to research and learning; this is not one of those talks. Fortunately, there are spaces where more caution and even resistance are being practiced by librarians. From environmental impacts to âhallucinationsâ to therapy bots, this presentation will discuss the costs of GenAI on our planet, our culture, and ourselves. Participants will learn about âGenAI refusalâ, the AI Disclosure Framework, and tools for assessing AI. The presentation will discuss the impact of AI on research and learning, as well as our professional, ethical responsibility when encountering AI in our work. Whether youâre a skeptic or enthusiast, this talk will provide a counterpoint to the rapid adoption of AI tools.
Daniel G. Kipnis (STEM Librarian, Rowan University)
Ben Saracco (Scholarly Communication Librarian, Rowan University)
Andrea Shipper (Research and Evidence Synthesis Faculty Librarian, Cooper Medical School at Rowan University)
Marlowe Bogino (Medical Librarian, Christiana Care)
Transformative agreements, also known as read and publish agreements, are a relatively new journal subscription model used by academic libraries to facilitate both access to scholarly content and open-access publishing for institutionally affiliated researchers. In these agreements, institutions pay publishers a single fee that covers both access to subscription content and the publication costs for their affiliated authors, thereby shifting the traditional subscription model towards a more sustainable and equitable system for scholarly communication.
A preliminary literature review has revealed previous studies that address several of the topics being investigated in this proposed research project such as Parmhedâs 2023 study (1), which found that transformative read and publish agreements led to an increase in institutional publishing frequency in Open Access journals and Yangâs 2015 study (2) revealed concerns and barriers by some faculty members reported in publishing their works via Open Access.
Our research project delves into the adoption and impact of 17 newly launched transformative Open Access publishing agreements on faculty publishing behaviors and perspectives. Through a mixed-methods approach involving one survey and multiple one-on-one interviews, the research team of four academic librarians aims to uncover how introducing these new agreements has influenced the publishing choices of researchers and their perceptions of Open Access publishing in general. Findings from this study will contribute to the scholarship on transformative agreements and inform future strategies for promoting Open Access within academic communities. The study also aims to investigate the impact of these initiatives on researchers' decisions regarding publication venues and their overall support for Open Access publishing. Insights gained from this study can inform the ongoing development and refinement of scholarly communication initiatives within the university and the broader academic community.
Research questions examined and presented:
Preliminary findings from both the survey and interview data will be shared during the presentation, offering early insights into faculty publishing behaviors and attitudes toward the new transformative agreements. This is an important contribution as these agreements continue to be adopted by US academic institutions.
Parmhed, Sara, and Johanna SĂ€ll. "Transformative agreements and their practical impact: a librarian perspective." Insights the UKSG journal 36 (2023).
Yang, Zheng Y. Lan, and Yu Li. "University faculty awareness and attitudes towards open access publishing and the institutional repository: A case study." Journal of Librarianship and Scholarly Communication 3, no. 1 (2015).
Neah Ingram-Monteiro (Teaching, Learning, and Community Engagement Librarian, Western Washington University)
How can librarians foreground climate justice when supporting interdisciplinary teaching and learning tied to the U.N. Sustainable Development Goals? As one offering on this topic, I will discuss the creation of the Sustainability Shelf, a LibGuide that identifies library resources for each of the 17 U.N. Sustainable Development Goals. Created to support student research and course development around the SDGs, the guide intentionally includes works and perspectives that balance geographic representation (U.S. communities are included alongside Global South and other Global North communities); represent bottom-up approaches to climate action and justice in addition to the UN's approaches (example: "food justice" and "zero hunger"); are critical of top-down development paradigms; and are authored by or ethically feature BIPOC and LGBTQ communities. To meaningfully include library users from beyond the university, the guide features Open Access e-books as well as print materials that members of the public can borrow using a public library card, in addition to materials licensed only for use by institutional users.
The Sustainability Shelf started as a physical, rotating set of 20 items in the library, co-located with a water-refill station and publicity materials for the university's Sustainability Engagement Institute. The institute's associate director, who also teaches in Urban and Environmental Planning, suggested that a library guide would align with the institute's faculty development and community engagement programming. As a STEM librarian focused on integrating climate justice in information literacy instruction, I approached the creation of the guide as a project of both critical source evaluation and collection development. After initially launching it, I've broadened the interdisciplinarity to include climate fiction, in response to students and faculty increasingly focusing on speculative futures and hope.
In this short presentation, I will share this context; my process and criteria for inclusion; as well as some anecdotes from instructors, students, and librarians at my institution and others who are using the Sustainability Shelf as a tool in their climate justice and SDG teaching and learning.
Marissa Burkland (Science & Data Librarian, George Mason University)
Pesu Cadmus (Research and Instruction Support Specialist, George Mason University)
Heidi Blackburn (Computing Librarian, George Mason University)
Alex Baker (Head of Sciences and Technology Team and Mercer Library, George Mason University)
Originally an MLIS class project, the STEM Graphic Novel Collection at Mercer Library is an intentionally diverse collection meant to appeal to a large audience on George Mason Universityâs Science and Technology campus. The vision of this project was to build a collection that reflects the communities we serve, their identities, values, and experiences.
The project has five directives:
Enhancing Engagement and Accessibility: Graphic novels present complex concepts in a visually engaging and accessible format. For students who may struggle with traditional textbooks or dense academic articles, these novels can provide an alternative means of understanding challenging material. The combination of visual storytelling and concise text can help demystify topics like quantum physics, biotechnology, and data science, making them more approachable and less intimidating.
Promoting Multimodal Learning: Incorporating graphic novels into our collection supports multimodal learning by catering to diverse learning styles. Visual learners can benefit from the illustrated format, which complements textual explanations with imagery that reinforces understanding. By offering STEM content in various formats, we can better meet the needs of our diverse student body and enhance their overall learning experience.
Fostering Creativity and Critical Thinking: Graphic novels often present scientific and technological concepts in creative and imaginative ways, encouraging students to think critically and explore ideas from new perspectives. This can be especially valuable in STEM fields, where innovation and problem-solving are key. Exposure to different ways of thinking about scientific problems can inspire students to approach their studies with greater creativity and curiosity.
Encouraging Information Literacy: Graphic novels can serve as an excellent tool for teaching information literacy, particularly in helping students critically evaluate sources, synthesize information, and understand the importance of accurate data representation. Many graphic novels in STEM fields include references, diagrams, and data visualizations, providing students with examples of how scientific information is communicated effectively. By engaging with these materials, students can develop a deeper understanding of how to interpret and use scientific information responsibly.
Encouraging Diverse Perspectives: By selecting graphic novels that feature characters from diverse backgrounds and underrepresented groups in STEM, we can provide students with role models they can relate to. This representation can inspire students and broaden their understanding of who can succeed in STEM fields, fostering a more inclusive academic environment.
In September 2024, the request was made that each subject librarian commit up to $100 for the current academic year to buying STEM graphic novels, with a focus on titles that highlight people from diverse backgrounds and underrepresented groups. Overall, the team took something historically elitist and monocultural, the sciences, and purchased a diverse group of topics and authors to make it accessible.
Over the course of the year, the team purchased 50 titles, covering over ten disciplines. Based on feedback, it has received a lot of anecdotal attention and plans for continuing the project have been confirmed. Future steps for outreach include classes, orientation events, and advertising materials. Learn more about this project, the resources we used to collect, and plans to expand its reach.
Alma Parada (Head, Branner Earth Sciences Library & Map Collections, Stanford University)
This firsthand account will follow the author's trajectory from marine microbiology researcher to a STEM librarian. The search for an alternative career in academia has led many researchers to librarianship, however it is not always clear how our research experience can translate into a librarian role. My story will describe what I had to learn, how I translated my research background into my librarian role, and how I carved out a space to pass on my bioinformatics skills to students and researchers.