nov06b.indd


Ethan
Pullman



Experiencing ACRL’s Immersion 
Program 
Learning outcomes for future participants 

Each year since 1999, ACRL’s Institute for Information Literacy Immersion Program 
has been selecting 90 participants to join a team 
of nationally recognized faculty librarians at its 
annual program, which offers a teacher and 
program track and is held at a different location 
each year. This year, Immersion took place in 
Boston at Simmons College. The experience 
was much more than I had expected, even after 
reading the information on ACRL’s Web site and 
e­mails from pro­
fessional lists and 
talking to col­
leagues who pre­
viously attended 
the “four­and­
one­half days of 
active learning 
and intensive in­
teraction among 
academic librar­
ians.”1 

The tips were 
plentiful. So to 
avoid repeating 
the mistake of 
squeezing them all in a 50 minute session (or 
in this case, this short article), I’ll apply what 
I learned at Immersion: Choose two or three 
outcomes! So here are my “learning outcomes” 
for the future participants of Immersion. 

Disclaimer: Before any of the past par­
ticipants, or Deb Gilchrist—our cohort 
leader—start flooding my e­mail or phone 
line for not including an ‘in order to’ state­
ment in each of the following, making them 

Immersion
 students
 engaged
 in
 some
 active
 learning.
 Photo

by
Jason
Griff
 ey,
www.jasongriffey.net,
reference
and
instructional
technology


librarian,
University
of
Texas­Chattanooga.


true “outcomes,” and in the interest of saving 
space, please insert the following clause at 
the end of each of the outcomes given: “in 
order to maximize your learning experience 
at ACRL’s Immersion.” 

Outcome 1: Go a day or two early, or 
stay a day or two late (both, if  your wallet 
allows it). Since this was my fi rst experience 
with an “immersion” program, I was not pre­
pared for the impact of a full­day of activities 

on the mind. If 
this is your fi rst 
time at an inten­
sive workshop, 
at ACRL’s Im­
mersion or else­
where, this les­
son might just be 
your life line, so 
don’t waste it. 

A r r i v i n g  a  
day or two be­
fore will give 
you a chance to 
check out those 
local restaurants 

and stores that were recommended by the 
program coordinators. That way, you’ll have 
an idea of how long you have between ses­
sions to make a run for an off­site lunch, or 
how late you can grab that last dessert you 
suddenly crave. 

Ethan Pullman is an Immersion alum and reference and 
instruction librarian at the University of Pittsburgh’s 
Hillman Library, e-mail: epullman@pitt.edu 
© 2006 Ethan Pullman 

November 2006 
631
 C&RL News 

mailto:epullman@pitt.edu
http:www.jasongriffey.net


Even if you arrive on the day of registra­
tion, be sure to participate in the planned 
activities. For us, a scheduled tour of Bos­
ton, and the neighboring Salem and its fa­
mous “House of the Seven Gables” and the 
“Witch cemetery,” was a great way to get 
to know our surroundings. The tour guide 
was quite informed, and the walking and 
bus combination was wonderful (many of 
us stopped to taste the wonderful pastries 
at Mike’s Pastry). 

On the other hand, staying two days after 
will allow you to reflect and, more impor­

Faculty
recapping
the
program
in
the
style
of
the
Wizard of Oz.

Photo
by
Jason
Griff
 ey,
www.jasongriffey.net,
reference
and
instructional
technol­

ogy
librarian,
University
of
Texas­Chattanooga.


tantly, decompress. Trust me, you won’t feel 
like answering the inevitable, and innocent, 
question from a curious colleague: “So how 
did Immersion go?” You simply won’t have 
absorbed that experience, much less found 
words to adequately and truthfully answer 
such a question. “It went well” can’t possibly 
describe it. The truth, most likely, is that you 
did well most of the time, and quite possibly 
had a mental shut down other times (thank 
goodness for re­boot activities, like a recep­
tion and bowling at Milky Way). 

Outcome 2: Do your home work and 
be ready for some active learning. There’s 
so much to cover in a short period of time, 
so be prepared to minimize information 
overload to help you participate. 

Yep, I said participate. You’ll learn about 
teaching, and you’ll be asked to teach. 

You’ll learn about learning styles and you’ll 
be asked to think about your own (be pre­
pared to be surprised with the results). 

Immersion is about active learning. 
Activities are participant centered; they 
are driven by their input and interest. 
While there’s definitely a curriculum and 
a plan, the participants think about issues 
and work on solving the issues at hand 
as a team. 

In short, expect to present. Expect to 
critique. Expect to change your perception. 
Expect, most of all, to have a great time 

doing it. 
Outcome 3: Network! So 

it’s not all about work (while 
there’s plenty of it). It’s a great 
opportunity to network. First 
there’s the opening reception, 
where you’ll meet your cohort 
leaders and other participants. 
The games were great ice 
breakers. 

Then breakfast, lunch, and 
dinner. Not only is it arranged 
so that all participants share 
their eating space, but they 
have to meet with their cohort 
leaders and group. Even when 
you want to eat outside, there’s 

more than one willing participant who’d 
love to share your love for that special 
place you found on your tour. 

There’s also the mid­program break. 
Ours was at a dinner banquet at an old 
fashion style bowling alley with the heavy 
pins and small wooden balls with no holes 
for your fingers. Of course there were also 
pool tables, if one preferred. Not to men­
tion the beer mugs with fl ashing bottoms 
that were quite the conversation piece 
(they still are when I serve my guests). 

Finally, there’s the closing reception. 
Who new that our faculty was so talented 
theatrically? Watching them recap our pro­
gram in the style of the Wizard of Oz was 
quite entertaining. 

In closing, saying goodbye was diffi ­
cult, but knowing that I had gained future 

C&RL News November 2006 
632


http:www.jasongriffey.net


friends and colleagues was all worth it. 
I’d like to leave you with a quote from a 
colleague’s blog: 

Well, I got home from ACRL’s Institute 
for Information Literacy Immersion 
’06 in Boston a few days ago and I am 
dripping wet after being thoroughly 
immersed in information literacy for 
nearly a full week. It was an intense, 
but great experience. Not only did 
I learn a lot, but my perception of 

information literacy has changed and 
I’ve gotten so many ideas I want to 
try out.—Amy Ferguson, Instructional 
Services Librarian, Richland College, 
Texas2 

Notes
1. Where to find the information? ACRL’s 

Institute for Information Literacy Immersion 
Program at www.acrl.org/immersion. 

2. infolitlibrarian.blogspot.com/2006/08/ 
immersion­06.html. 

December 1 is the deadline to apply for Immersion ’07 
ACRL’s Institute for Information Literacy 
invites you to apply for its 2007 Immersion 
Program. Whether your institution is just 
beginning to think about implementing an 
information literacy component or whether 
you have a program well underway, Immer­
sion ’07 will provide you with the intellectual 
tools and practical techniques to help your 
institution build or enhance its instruction 
program. 

The institute is proud to offer its fi rst 
international Immersion program at the Uni­
versity of Manitoba in Winnipeg, Manitoba, 
Canada, August 5–10, 2007. The University 
of Manitoba, the University of Winnipeg, 
and Brandon University are cohosting Im­
mersion ’07. 

Winnipeg is located in the heart of Cana­
da, and is the capital city of the province of 
Manitoba. It is described as the cultural cradle 
of Canada, and its central location makes it 
easily accessible with direct fl ights available 
from many major U.S. cities. 

A faculty of nationally recognized librar­
ians will offer the program. Program sessions 
fall into two separate tracks. 

Teacher Track 
This track focuses on individual development 
for those who are interested in enhancing, 
refreshing, or extending their individual 
instruction skills. Curriculum includes class­
room techniques, learning theory, leadership, 
and assessment framed in the context of 
information literacy. 

Participants selected for the Teacher Track 
will prepare a description of an instructional 
situation and a related presentation in ad­
vance of the Immersion program. 

Program Track 
This track focuses on developing, integrating, 
and managing institutional and programmatic 
information literacy programs. Participants 
selected for the Program Track will develop 
individual case studies in advance of the Im­
mersion program. 

Change dynamics, systems thinking, in­
stitutional outcomes assessment, scalability, 
and the integration of teaching, learning, and 
technology will be brought to bear on ana­
lyzing the various programmatic challenges 
presented in the case studies. Immersion 
participants will be expected to develop the 
case studies into an action plan for implemen­
tation at the home institution. 

How to apply 
Complete details about Immersion ’07, as 
well as the online application form and 
instructions, are online at www.ala.org/acrl 
/events (click “Immersion 07”). 

Acceptance to the Immersion Program 
is competitive; participation is limited to 90 
individuals. 

The application deadline is Friday, De­
cember 1, 2006. A limited number of par­
tial scholarships are available for Teacher 
Track applicants only. Details are available 
online. 

November 2006 
633
 C&RL News 

www.ala.org/acrl
www.acrl.org/immersion