9:00am-9:30am

Welcome and Introduction. Isaac Gilman, Amy Coughenour
Recording: This session will be recorded.
Registration for this session is combined with the session immediately following (Using WAVE to Reduce Accessibility Errors in Primo VE, Primo NDE, and Esploro).

9:30am-10:15am

Using WAVE to Reduce Accessibility Errors in Primo VE, Primo NDE, and Esploro. Blake Galbreath (Washington State University).
Outline the steps taken to reduce accessibility errors in Primo VE, Primo NDE, and Esploro using the WAVE browser extension. Includes an overview of the items I was able to fix myself, the items I asked Ex Libris to fix, and the items that remain unfixed/curious.
Recording: This session will be recorded.

10:15am-10:30am

Break

10:30am-11:30am

What’s the Deal with PDFs, Anyway? Learn When PDFs Are (and Are Not) Accessible. Sagan Wallace (Oregon State University).
Do you keep hearing “PDFs aren’t accessible” from some people, and “I can make accessible PDFs” from others? What’s going on? In this presentation, I will show you the unique ways PDFs are built and how that affects accessibility. I will demonstrate how screen reader users experience PDFs, what can and cannot be made accessible, and provide guidance on how to decide on file formats that will be both accessible and efficient.
Recording: This session will be recorded.

9:00am-9:45am

Censorship and Intellectual Freedom: Updates and Discussion. Amy Coughenour and DUX community.
Academic libraries are seeing more statements and activities related to censorship, challenges, and related actions, whether overt or indirect. This session will create space to share information, ask questions, and explore opportunities for response.
Recording: This session will not be recorded.

9:45am-10:00am

Break

10:00am-11:00am

Activating Self-Preservation: Honoring and Honing Intuition. Kaetrena Davis Kendrick (Research Librarian & Workplace Consultant, Kendrick Consulting & Communications, LLC).
One of the earliest signals of and responses to low-morale experiences is minimizing when red flags of harmful and/or neglectful behaviors are presented in interpersonal working relationships. In this session, Kendrick will reflect on her low-morale experience research, review self-preservation tools, and offer intentional space for attendees to practice (re)activation of noticing and respecting inner voices, respecting somatic signals of compromised safety,  and attuning to self-trust as pathways to countering workplace harm.
Recording: This session will not be recorded.

11:00am-11:15am

Break

11:15am-12:00pm

Blueprinting User Services. Beth Filar Williams and Ian Scofield (Oregon State University)
Service blueprints focus on a user’s steps of their journey for a need/a service, by adding in the service provider and behind the scenes steps. A service blueprint is a foundational document that outlines the underlying dependencies and requirements for a service – current or future state. This single document is a very powerful tool in service design because it outlines both the onstage, or what is visible to the patron, and the offstage, what happens behind the scenes to perform or deliver a service. This session will provide an overview of blueprinting as part of service design that any library can apply. The presenters will share examples of blueprinting in their library, including how and why someone might consider applying this method to review their library’s user services. During this session, attendees will be walked through a sample blueprinting using an online tool to act as a whiteboard, as they generally do this in person. This session is specifically about reviewing or unpacking the “unwritten” aspects of our work – why (& how!) we do what we do – but also can help with navigating change visually through blueprinting service processes.
Recording: This session will be recorded.

1:00pm-1:45pm

DEIA Share-Out Like Nobody is Watching. Diversity, Equity, and Inclusion Standing Group (Janet Calderon, Reed College; Steven Bingo, Eastern Washington University; Erica England, Washington State University; and Justyne Triest, Pacific University).
This year, difficult. You have a need to scream. What we can provide, no scream but share-out space instead. Inspired by a poem? Motivated by a song or a short video? Is there a piece of art that made you feel angry in a good way? Did a paragraph from a book change your worldview?
Cite what you’ve shared or share what you’ve created yourself! Come and join us at the Share Out Like Nobody is Watching! Participants will have 3-4 minutes, including comment time from other group members if they wish, to share out anything that has kept them going or has had them feeling something this year. We only ask whatever is shared be from a DEIA perspective.
We highly encourage folks to also sign up via this Google Form so we can have a “virtual line-up” of participants.
Recording: This session will not be recorded.

1:45pm-2:00pm

Break

2:00pm-3:00pm

Working from the Periphery: A Conversation about Temporary Labor in Libraries. Amanda Pirog and Megan Watson (University of Washington Tacoma).
Libraries have long relied on temporary employees to cover gaps in core library services, with little consideration for the longer-term impacts of these roles on both the staff who hold them and the organization as a whole. As limited budgets and a reduction in permanent funding tighten hiring in higher education, it is more important than ever to discuss how temporary positions could both map to emerging needs on campus and provide career-sustaining work for employees. This session will be a conversation about the impacts of temporary labor and how managers, team members, temporary employees, and the systems at large can mitigate potential harms and make the creation of temporary roles, when necessary, beneficial and meaningful for all involved.
Recording: This session will not be recorded.

3:00pm-3:15pm

Break

3:15pm-3:30pm

Student Employee Supervision Community Discussion. Ren Thomas (The Evergreen State College).
Do you supervise or direct the work of student employees? Do you want to talk about it? Me too! In this session, we’ll discuss and gather information to support a potential proposal for a Student Employee Supervision Community of Practice.
Recording: This session will not be recorded.
Registration for this session is combined with the session immediately following (Profane Library Instruction).

3:30pm-4:00pm

Profane Library Instruction. Pamela Martin (University of Idaho).
At University of Idaho, freshmen composition students are required to choose and attend one workshop among several library offerings each semester. Workshops are taught by faculty librarians, and the instructors are encouraged to select different topics to explore the information landscape and appeal to first year students. These workshops must also incorporate active elements and revisit lateral reading techniques to evaluate sources, which students were introduced to in classroom sessions earlier in the semester. To create a library workshop that is enticing, engaging, and informative, a veteran (and normally non-profane) library instructor reached outside her comfort zone and created a workshop centered on swear words. This 50-minute workshop asks composition students to question authority and censorship surrounding taboo language. While the lesson plan touches on social context, power imbalances, and the reclamation of swear words by marginalized groups, students are directly challenged to evaluate etymological sources using lateral reading and contextual clues. The presenter will share her lesson outline and strategies, as well as how she models vulnerability and discomfort in front of classes. While the topic of the workshop has proven popular, the instructor will also share assessment on the effectiveness of the workshop and student takeaways in their own words. The ultimate goal of the workshop is to introduce first year composition students, however briefly, to complex information literacy issues (in addition to lateral reading techniques), while addressing touchy subjects in an entertaining and unexpected way.
Recording: This session will not be recorded.

1:00pm-2:00pm

When Searching Is No Longer Strategic: How AI Disrupts the Framework. Katie Townsend and Sarah Ralston (Eastern Oregon University)
The proliferation of semantic search, natural language processing and AI enhanced search is making us rethink how we teach students how to search in library classes and one-shot sessions. Younger generations of students are showing up with more AI experience than search engine experience. Primo NDE features an “Ask Anything” AI-powered search that we think students will increasingly gravitate towards. What does this mean for teaching and learning? What may be lost (critical thinking, metacognition, and other transferable skills) if searching is no longer strategic exploration? In this session we will briefly describe the traditional approach to teaching search and the ACRL Frame Searching As Strategic Exploration, and lay out concerns about new searching technologies. We will then invite conversation about the implications of this paradigm shift.
Recording: This session will not be recorded.

2:00pm-2:15pm

Break

2:15pm-2:45pm

Lessons Learned: Teaching Digital Humanities and Accessibility to Undergraduates. Holly Gabriel and Jan Juliani (Southern Oregon University)
Digital Humanities (DH) often feels too overwhelming to complete without advanced computer coding skills, yet the foundation of any digital project is accessibility. This session describes demystifying the DH landscape for college students and demonstrates how the library can lead accessibility efforts. We will discuss our experiences in teaching digital humanities and Optical Character Recognition (OCR) in a credit-bearing general education course. We will cover students’ responses to making documents accessible and searchable, including students’ frustrations when digital tools don’t produce easy results. This session will give tips on how to integrate conversations about document accessibility into library instruction. This class is giving students a better understanding of how this work is done and showing them that there are real people doing this accessibility work behind the scenes, it is not an automatic process. We will also touch on how we presented our university’s institutional repository to students and encouraged them to submit their scholarship.
Recording: This session will be recorded.

2:45pm-3:00pm

Break

3:00pm-3:30pm

How and Why Does Encouraging Students to Use AI Translate into Actual Usage? Heidi Senior (University of Portland)
Since Fall of 2023, first-year business students have been told that of their three minimum sources in a research paper assignment, one source could be AI and that they needed to cite their usage. After several semesters of looking at student citations, and teaching students about AI, I realized that my future instruction would be improved if I knew more about how the students decided to use AI tools. In early Spring 2026 I interviewed eight students from the Fall 2025 course, and later in the semester two students from the Spring 2026 course, to gather their knowledge, opinions, and utilization of AI tools. In this presentation I’ll share what I’ve learned from the citation data and the interview transcripts so far.
Recording: This session will be recorded.