Seminary education is designed to prepare individuals for leadership and service within religious communities, providing a deep and comprehensive understanding of foundational texts, theological doctrines, church history and contemporary social contexts. To achieve this, the use of archives and primary resources is invaluable. Archives provide direct access to the materials that shaped theological thought, allowing students to engage with the voices and perspectives of religious thinkings and leaders throughout history. By engaging with original documents, students are challenged to think critically and ask questions about authorship, context, and purpose. An understanding of historical and contemporary social issues, cultural diversity, and global perspectives is important to prepare students to engage with and address the needs of a diverse and ever-changing world. By providing a comprehensive and integrated approach to these areas, seminary education using archives can effectively prepare individuals for the diverse and dynamic roles they will play in their religious communities and beyond. In this presentation, we will explore the role of archival material in the theological education classroom, emphasizing its importance in developing historical awareness and critical thinking.
Learning Outcome
The audience will leave with a deeper understanding of how primary resources are essential tools for developing theological expertise, historical awareness, and critical thinking. They will be shown examples of archives in the classroom and the projects that are produced, and special attention will be paid to how to use primary sources in distance education, as increasingly theological students are partially or fully online.
Audience Engagement
The audience will be shown examples of primary sources and encouraged to reflect on the value of these documents in their own understanding of history and theology. The presentation will incorporate a case study(s) of archival documents used as part of a seminary course, showing how material was selected, how it was digitized and dispersed for distance learners, and examples of how students interacted with and interpreted the material. Examples of the syllabus, assignments, and work produced will be displayed.
As classical philosophers debated the essence of techne—the art of making and doing—educators now grapple with the implications of generative artificial intelligence. Questions arise about student engagement with AI: Do their creations align with the ethical standards and integrity we uphold? To navigate this journey from techne to trust, transparency is paramount. It involves openly sharing how AI is used for academic work, demystifying the process by making work with AI visible. Techne and its connections to AI-like constructs in popular culture, literature, and myth provide a rich context for exploring AI's ethical and practical dimensions. This presentation engages two "architectures of visibility"—transparency (voluntary visibility that builds trust) and surveillance (imposed visibility that erodes agency). Through metaliteracy's four domains (cognitive, metacognitive, behavioral, and affective), we demonstrate how stories illuminate the difference between coercive surveillance and empowering transparency. We offer a model lesson using Black Mirror's "Nosedive" to explore how technologies of surveillance affect behavior and learning, contrasting this with approaches that build trust through voluntary transparency.
Learning Outcome
Participants will: Understand key distinctions between surveillance technologies and technologies of surveillance; Explore how storytelling can illuminate ethical approaches to AI visibility; Learn practical strategies for implementing transparent AI use that enhances learning; Develop approaches for helping students navigate AI visibility in educational contexts
Audience Engagement
As with past sessions, we plan to gamify our presentation to foster active learning; we also plan to engage participants in robust discussion about their experiences with (AI) transparency and surveillance as we co-create strategies for teaching AI visibility in theological education.
Heath Rosser is a senior at Oklahoma Christian University, pursuing studies in English Literature and Biblical Languages. His exceptional academic performance and passion for his fields of study earned him a place in the prestigious SCIO (Scholarship and Christianity in Oxford) program... Read More →
The Catholic News Archive (CNA) is a rich resource that offers valuable insight into a broad spectrum of research topics, ranging from theological and ecclesiastical studies to social, cultural, and political history. This presentation will highlight how scholars, students, and librarians can leverage Catholic newspapers to explore historical narratives, public discourse, and community dynamics. Catholic newspapers have long served as platforms for religious communities to engage with pressing societal issues, including immigration, civil rights, education, labor movements, and international relations. By examining how these newspapers frame and respond to contemporary events, researchers can gain deeper insight into the intersection of faith and public life. The CNA’s extensive digital holdings provide access to primary source materials that reflect both localized and global perspectives, making it a vital tool for interdisciplinary research. Notably, the archive includes newspapers in non-English languages, which offer unique perspectives on immigrant communities and their engagement with Catholicism and broader societal issues. This session will explore how scholars can utilize Catholic newspapers to investigate issues such as race relations, social justice movements, and Catholic perspectives on public policy. Additionally, it will provide practical guidance for navigating the CNA’s digital repository, incorporating it into coursework, and fostering critical engagement with historical media sources. Special attention will be given to the ecumenical slant of certain papers, such as the 'Catholic Worker', which engaged with broader social justice themes and interfaith dialogue.
Learning Outcome
An understanding of how the Catholic New Archive provides a unique Catholic perspective on historic events, social and cultural issues, and key community concerns. How the Catholic News Archive can serve scholarly research needs of researchers from all denominations. How the Catholic News Archive has changed and grown. What the future of the Catholic News Archive looks like and how others can engage with its growth.
Audience Engagement
Through an examination of the information that can be found in the Catholic News Archive. The panel will ask the audience to connect with the Archive so they can explore different topics. It will ask the audience to consider the ways in which their researchers have had expressed needs and how the archive could support them now and in the future. There will be a discussion of where the platform currently is, where it might go, and how we can all help to grow the resource.
The Atla Conduct Committee is comprised of Atla members who voluntarily serve to promote the Association's Code of Conduct. The presentation will provide an opportunity for the committee to discuss shared values from the code and restorative steps that are taken when incidents are reported from Atla spaces.
Learning Outcome
1. Articulate to others why would associations or organizations need a code of conduct or similar document and how they may apply in a religious context. 2. Distinguish among issues requiring the work of the conduct committee and issues handled through other channels. 3. Understand the role of a conduct committee relative to the parties involved in a complaint and organization with stakeholders (e.g. Board of Directors). 4. Apply basic principles of restorative justice to mediation and conflict resolution.
Audience Engagement
The panel will share key components of the code, how the code came into existence, and its importance to Atla. There will also be time for attendee Q&A.
As a hub for learning, the theological library facilitates the resourcing and delivery of academic material on campus. Within this setting, library staff serve at the forefront of curating content to support student objectives. The advent of Artificial Intelligence has led libraries to analyze anew the meaning of information literacy as students increasingly turn to this recent technology to research, analyze and disseminate their knowledge. Fundamental to this discussion are 1) the challenges and opportunities for information literacy in light of student AI usage and 2) library and institutional policies that will guide students to be information literate in an ethical and responsible fashion.
Learning Outcome
The audience will reflect on the theological library's responsibility to be the harbinger of information literacy as students enter into the age of Artificial Intelligence. Key questions to be discussed include 1) the challenges posed to information literacy as a result of student AI use, 2) the reconceptualization of information literacy as libraries align themselves with innovative AI usage among students, and 3) the policies needed to guide libraries as they face an uncharted future with AI.
Audience Engagement
After a brief overview of AI principles and terms, the audience will be divided into groups and provided with a series of open discussion questions focusing on the role, implementation, and policies pertaining to information literacy as students use AI for their academic pursuits. Attendees will be given the opportunity to debrief with the goal of generating key conclusions about the ramifications for information literacy in an AI-infused academic world. Participants can subsequently join a monitored listserv or blog for ongoing discussion, comments, and questions about issues raised during the conversation group.
Director of the Center for Academic Literacy, Columbia Theological Seminary
Hello! I am the Director of the Center for Academic Literacy at Columbia Theological Seminary with a particular interest in the development of academic literacy and its link to the goals of information services and instructional support in the theological setting.
The rapid popularity and adoption of generative AI tools are transforming how students learn, research, and create. Generative AI tools, such as ChatGPT, Copilot, and Gemini, are becoming ubiquitous in educational environments, yet little is known about how university students use them. This study investigates students’ use, attitudes, and beliefs surrounding these powerful technologies, aiming to identify critical gaps in understanding, perceived challenges, and necessary training interventions. Our research addresses several key questions: (1) How are students currently utilizing generative AI in their work? (2) What are their perceptions of the benefits and risks associated with these tools? (3) What misconceptions or knowledge gaps exist regarding the functionality, limitations, and ethical implications of generative AI? (4) What challenges do students face in effectively and ethically integrating these tools into their learning processes? Finally, (5) what targeted training and support structures are needed to empower students to leverage the potential of generative AI responsibly and effectively? This presentation will provide actionable insights for educators, librarians, and administrators seeking to address students’ use of AI in educational environments and explore what training opportunities would benefit students at this time.
Learning Outcome
By the end of this session, the attendees will: 1) Gain an understanding of how students perceive and use GenAI tools in their academic work; 2) Recognize students’ misconceptions, perceived risks, and challenges related to the ethical use of GenAI tools; 3) Apply the findings of the study to designing educational interventions to promote ethical and critical engagement with GenAI tools.
Audience Engagement
Our presentation will engage the participants using interactive presentation elements called Slido. This tool allows us to have anonymous online interactions with the session attendees. We will explore the attendees’ beliefs about students’ needs with regard to GenAI, and what educational interventions do the attendees provide in their respective institutions. In addition, we will have an editable document with the resources, which will be an important takeaway from the session.
Collection Development Librarian, Saint Paul University
Marta Samokishyn (she/her) is a Collection Development and Liaison Librarian at Saint Paul University and a Research Fellow at BC Campus. She has over 12 years of experience in teaching information literacy. Her research interests include instructional design in academic libraries... Read More →
Head of User Services Librarian, Saint Paul University
Victoria Tsonos (she/her) is the Head of User Services Librarian at Saint Paul University in Ottawa, Ontario. She holds a Master of Information Studies and a Master of Education with a Specialization in Teaching and Learning from the University of Ottawa. Her professional interests... Read More →
Friday June 20, 2025 8:45am - 9:30am EDT Conference A
Librarians, including theological librarians, are commonly considered to be, and generally aspire to be, neutral. Regardless of personal feelings and beliefs, we will gladly help you find a copy of Mein Kampf, The Communist Manifesto, Late Great Planet Earth, or Malleus Maleficarum. Such professional neutrality seems especially precious, and threatened, in our increasingly polarized culture. Yet, are there ever times when it may be appropriate to set aspirations to neutrality and objectivity aside, and share our convictions? When, if ever, might if be acceptable to state our opinions or express our beliefs when conducting a reference interview or providing feedback on a student’s paper? Is neutrality even possible? How does neutrality relate to equity? This session will provide an opportunity to consider, debate, and discuss these important questions.
Learning Outcome
Attendees will come away with a greater, if more nuanced, appreciation for the complexities inherent in the professional aspiration toward neutrality and objectivity. At the same time, they will come away with a deeper understanding of the reasons it may at times be necessary and appropriate to set aside this aspiration. Such insights can help guide both reference interviews with students and acquisitions decisions.
Audience Engagement
We plan to engage our audience by considering timely and urgent questions that touch on the heart of our professional identity. We will also offer an opportunity for them to share their own insights and concerns in the discussion.
This listen and learn session focuses on strategies for curating/acquiring resources for the Hispanic/Latino program at your school. Biblioteca Digital Pitts will be presented as a case-study of becoming informed about the Latino and Latin American theologies; the role of language in determining content; assessment of the needs of the program; the librarian as a reviewer of materials; incorporating resources from different traditions; and selecting systems for content delivery.
Learning Outcome
The audience will learn to develop a strategy for identifying and assessing resources for their Hispanic/Latino programs.
Audience Engagement
There will be opportunity to ask questions and share stories with other members of the audience.
Is your library prepared to lead in the rapidly evolving landscape of AI? In this cutting-edge session, we will explore our forthcoming ALA monograph, Claim the Center: Libraries, AI, and the Future of Learning and Work, to equip hearers with essential strategies that position libraries as central players in this technological transition. Drawing from our book, we'll explore how libraries can leverage AI to amplify their core values and mission, engaging at the edge of innovation while sustaining and enriching the work we have always done. Discover how the human-centered approach that has always characterized librarianship becomes even more critical in shaping an equitable and accessible future. We will examine practices that embody our five policy values of transparency, rigor, curiosity, inclusion, and play, activating the synergy of information literacy and AI implementation. This session empowers participants across library types and experience levels—from day-to-day practitioners to forward-thinking innovators and decision-makers—with the knowledge and framework needed to navigate the current AI landscape. Now is our once-in-a-lifetime opportunity for libraries and librarians to claim the center in our shared future.
Learning Outcomes
Participants will be able to: 1. Apply a framework for navigating the AI landscape that aligns libraries' core values with emerging technologies across diverse library settings. 2. Analyze the role of a human-centered approach in promoting equity and accessibility in AI integration within libraries. 3. Evaluate strategies for positioning libraries as central players in the AI-driven technological transition.
Audience Engagement
We plan to center AI-empowered research instruction, providing space for robust engagement (e.g., sharing participant experiences, tool exploration, etc.) Our program introduces an innovative approach by emphasizing the ACRL Framework for Information Literacy as foundational to AI literacy. This perspective bridges traditional library instructional values with cutting-edge technology and innovation. We present a fresh framework for navigating the AI landscape that aligns libraries' core values with emerging technologies across diverse settings. By reimagining information literacy for the AI age, we offer new methods for cultivating empathy in AI implementation and applying core policy values for ethical AI integration. Our human-centered approach to AI in libraries represents an innovative method for balancing technological advancement with human needs and values, ensuring that libraries remain central in shaping an AI-literate society. So, lots of room for discussion, debate, and sharing.
Founder of Intersections; educator, Intersections, a learning and human formation company interested in the cultivation, enhancement, and deployment of ideas and expertise that serve to construct a better world for the entire human family
Michael Hanegan is the Founder of Intersections, a learning and human formation company. His work on AI and the future of learning and work has been featured in the Oklahoma State Department of Education guidance for AI in K-12 education, policy on AI from the Oklahoma State School... Read More →
Theological education is rapidly changing, and our institutions are trying to respond to keep up. Library staff can either hunker down or become adaptive. This session will look at adaptive leadership. The presenter will also talk about identifying and developing skills within the library staff to help them to innovate and lead change instead of what some call "sabotaging change." We will also look at when resilience becomes a roadblock to change. There will be some time spent in discussion.
Learning Outcome
1. Participants will gain tips for mentoring their library staff. 2. Participants will learn to determine what changes are appropriate and how to begin to experiment. 3. Participants will brainstorm ways to keep them from becoming saboteurs of change.
Audience Engagement
There will be a discussion time when the participants will share and brainstorm ideas.
