Reframing Library Instruction: Advocacy, Insight, and the Learner Experience

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Opening Plenary, LOEX 2012. …

Opening Plenary, LOEX 2012.

Abstract: Increasingly, teaching librarians face the challenge of integrating into the learning communities that comprise our institutions, a process that requires a new depth of understanding and unparalleled instructional customization. At the same time, reorganization and resource depletion are the norm in our workplaces, stretching our support for existing programs and curtailing our ability to develop new approaches. In this environment of mixed opportunity and anxiety, it is critical that we understand that our effectiveness as mentors and educators is impacted by the role and value of libraries in the academy and society. It is equally important that we cultivate innovative methods of understanding our own communities with the goal of teaching more strategically and with greater curricular flexibility.

"Reframing" is a process of acknowledging that libraries and the academy are (and should be) changing, and that teaching librarians are at the forefront of a personal, local, and collective redefinition. Despite decades of effort, the evolution of librarian-as-teacher remains a departure from traditional understanding among some in higher education, requiring an ongoing perceptual shift on the part of ourselves, our users, and our collaborators. When we cultivate strategies for effective, creative instructional advocacy while critically examining our existing content and approaches, we are better positioned to meaningfully support the learner experience and develop a unique perspective on our own practice.

In short, this talk will examine how we understand what we do and who we do it for, and why this matters in the first place.

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  • 1. R E F R A M I N GL I B R A R YINSTRUCTION:
  • 2. A D V O C A C Y , I N S I G H T , and theL E A R N E RE X P E R I E N C E
  • 3. @ c h a r b o o t h# l o e x 2 0 1 2slideshare.net/c h a r b o o t h
  • 4. I N P R A I S E O FT H E H A R D W A Y
  • 5. I N P R A I S E O FL E A R N I N GT H E H A R D W A Y
  • 6. I N P R A I S E O FT H E H A R D W A Y
  • 7. I N P R A I S E O FT H E H A R D W A Y
  • 8. I N P R A I S E O FT H E H A R D W A Y
  • 9. * I D E A L
  • 10. R E A L I T Y
  • 11. R E A L I T Yi m p a t i e n c e d i s c o m f o r t c o n f u s i o n t u r m o i l
  • 12. R E A L I T Yi m p a t i e n c e d i s c o m f o r t c o n f u s i o n t u r m o i l I N S I G H T
  • 13. * I D E A L
  • 14. R E A L I T Y
  • 15. p a i n h u m i l i t yf r u s t r a t i o nw e a r i n e s sR E A L I T Y
  • 16. J O Y p a i n h u m i l i t yf r u s t r a t i o nw e a r i n e s sR E A L I T Y
  • 17. * I D E A L
  • 18. R E A L I T Y
  • 19. R E A L I T Yn e r v o u s n e s so v e r w h e l m f a t i g u e s t r e s s
  • 20. R E A L I T Yn e r v o u s n e s so v e r w h e l m f a t i g u e s t r e s s{ W O R T H I T }
  • 21. { }
  • 22. { }
  • 23. { } S K I L L S H A R E M E N T A L I T Y
  • 24. { }
  • 25. { }
  • 26. R E F R A M I N GL I B R A R YI N S T R U C T I O N
  • 27. 1 C O N C E P T U A L
  • 28. 1 C O N C E P T U A L A D V O C A C Y
  • 29. 2 R E F L E X I V E
  • 30. 2 R E F L E X I V E I N S I G H T
  • 31. 3 STRUCTURAL
  • 32. 3 STRUCTURAL L E A R N E R EXPERIENCE
  • 33. C O N C E P T U A L
  • 34. C O N T E N T
  • 35. C O N T E N TC O N T A I N E R
  • 36. C O N T E N TC O N T A I N E RC O N C E P T
  • 37. a c c e s s
  • 38. a c c e s s f r e e d o m
  • 39. a c c e s s f r e e d o ma d v o c a c y
  • 40. a c c e s s f r e e d o ma d v o c a c y i n q u i r y
  • 41. a c c e s s f r e e d o ma d v o c a c y i n q u i r yo p e n n e s s
  • 42. t h e c l a r e m o n t c o l l e g e s
  • 43. { }
  • 44. { }
  • 45. { }
  • 46. { } “ M O B I L E L I B R A R Y ”
  • 47. { } “ M O B I L E L I B R A R Y ”
  • 48. { } “ M O B I L E L I B R A R Y ”
  • 49. { } PERSONALITY C U LT I V AT I O N
  • 50. { } PERSONALITY C U LT I V AT I O N
  • 51. { } PERSONALITY C U LT I V AT I O N
  • 52. { } PERSONALITY C U LT I V AT I O N
  • 53. { } LIBRARY AS MAKER S PA C E
  • 54. { } LIBRARY AS MAKER S PA C E
  • 55. { } LIBRARY AS MAKER S PA C E
  • 56. { } C R E AT I V E REPURPOSING
  • 57. { } C R E AT I V E REPURPOSING
  • 58. 1 C O N C E P T U A L A D V O C A C Y
  • 59. R E F L E X I V E
  • 60. I N F O R M A T I O NL I T E R A C Y
  • 61. I N F O R M A T I O NL I T E R A C YI N S T R U C T I O N A LL I T E R A C Y
  • 62. I N F O R M A T I O NL I T E R A C YI N S T R U C T I O N A LL I T E R A C Y
  • 63. REFLECTIVEP R A C T I C E E D U C AT I O N A L T H E O R Y 1 T E A C H I N G T E C H N O LO G I E S INSTRUCTIONAL 2 D E S I G N 3 4INSTRUCTIONAL LITERACY
  • 64. U S E R M E T H O DINSTRUCTIONAL LITERACY
  • 65. { } C R I T I C A L P E D A G O G Y
  • 66. { } C R I T I C A L P E D A G O G Y
  • 67. { } C R I T I C A L P E D A G O G Y p a u l o f r e i r e
  • 68. { } C R I T I C A L P E D A G O G Y b e l l h o o k s
  • 69. { } C R I T I C A L P E D A G O G Y j o h n d e w e y
  • 70. { } C R I T I C A L P E D A G O G Y jack mezirow
  • 71. { } VOICE & AUTHENTICITY
  • 72. { } VOICE & AUTHENTICITY t y p o a l e r t
  • 73. { } VOICE & AUTHENTICITY
  • 74. { } VOICE & AUTHENTICITY water vitamin
  • 75. { } C O - O P T C H A L L E N G E S
  • 76. { } C O - O P T C H A L L E N G E S
  • 77. { } C O - O P T C H A L L E N G E S
  • 78. { } REEXAMINE “ FA I LU R E S ”
  • 79. { } REEXAMINE “ FA I LU R E S ”
  • 80. { } REEXAMINE “ FA I LU R E S ”
  • 81. { } E N C O U R A G E I N Q U I R Y
  • 82. { } E N C O U R A G E I N Q U I R Y
  • 83. { } E N C O U R A G E I N Q U I R Y
  • 84. { } E N C O U R A G E I N Q U I R Y
  • 85. 2 R E F L E X I V E I N S I G H T
  • 86. STRUCTURAL
  • 87. { }
  • 88. { }I N S T R U C T O R P O R T F O L I O S
  • 89. { }I N S T R U C T O R P O R T F O L I O SC U R R I C U L U M V I S U A L I Z A T I O N
  • 90. I N S T R U C T O R P O R T F O L I O S
  • 91. I N S T R U C T O R P O R T F O L I O S
  • 92. I N S T R U C T O R P O R T F O L I O S
  • 93. I N S T R U C T O R P O R T F O L I O S
  • 94. I N S T R U C T O R P O R T F O L I O S
  • 95. C U R R I C U L U M V I S U A L I Z A T I O N
  • 96. { } C O N C E P T M A P P I N G mindomo.com
  • 97. A S S E S S M E N T & P L A N N I N G
  • 98. D I S C U S S I O N C A P T U R E
  • 99. C O M M M U N I T Y B U I L D I N G
  • 100. C U R R I C U L U M V I S U A L I Z A T I O N
  • 101. I M M E R S I V E E X P LO R AT I O N
  • 102. C O M M U N I T Y V I S U A L I Z A T I O N
  • 103. C U L T U R A L V I S U A L I Z A T I O N
  • 104. M A P P I N G G / W S : S T R A T E G Y
  • 105. CAMPUS
  • 106. PROGRAM
  • 107. REQUIREMENTS
  • 108. O B J E C T I V E SO U TC O M E S
  • 109. A N N O TAT I O N S
  • 110. S T R AT E G Y
  • 111. C U R R I C U L U MM A P P I N GP I L O Ttinyurl.com/claremont-eamap
  • 112. CC U R A LI O GU/ L U M S I T E A T R C W E B I M M E R S I O NM A P P I N GP I L O T
  • 113. INSTRUCTION I N T E G R AT I O N RUBRIC
  • 114. O P E N A C C E S S T H E S I S U P L O A D S
  • 115. T R A C K I N G O U T C O M E Stinyurl.com/claremont-eamap
  • 116. 3 STRUCTURAL L E A R N E R EXPERIENCE
  • 117. THE POINT OF ALL OF THIS
  • 118. C O N C E P T U A LR E F L E X I V ES T R U C T U R A L
  • 119. { } RELEASE YOUR A L B AT R O S S
  • 120. { } RELEASE YOUR A L B AT R O S S
  • 121. CHAR BOOTHinstruction servicesM A N A G E R &e - l e a r n i n gL I B R A R I A Nclaremont colle gesL I B R A R Yc h a r b o o t h @ g m a i li n f o m a t i o n a l . c o m@ c h a r b o o t hslideshare.net/charboothw w w . m i n d o m o . c o m
  • 122. R E S O U R C E L I N K S presentation slides tinyurl.com/loex2012-booth 2011-12 1 s t year instruction map tinyurl.com/ccl-firstyear2011 ea rubric map tinyurl.com/claremontlib-earubric ea curriculum map tinyurl.com/claremontlib-eamap ea thesis eval tinyurl.com/EAthesiseval2011 portfolio student survey tinyurl.com/ccl-id1studenteval post-instruction faculty survey tinyurl.com/ccl-id1facultyeval end-of-term faculty survey tinyurl.com/ccl-id1facultyendofterm3qreflection slideshare.net/charbooth/claremont-colleges-library-3qr portfolio checklist slideshare.net/charbooth/pomona-id1-portfolio- checklist-2011
  • 123. SUGGESTED READING a c c a r d i , d r a b i n s k i , & k u m b i e r. 2 0 1 0 . c r i t i c a l l i b r a r y i n s t r u c t i o n .bennett, scott. 2009. libraries and learning: a history ofparadigm change. portal: libraries and the academy. d e w e y, john. 1916. democracy and education. d u k e & a s h e r. 2 0 1 2 . c o l l e g e l i b r a r i e s a n d s t u d e n t c u l t u r e : W h a t w e n o w k n o w . freire, paulo. 1970. pedagogy of the oppressed. hooks, bell. 1994. teaching to transgress: e d u c a t i o n a s t h e p r a c t i c e o f f r e e d o m .l a n d , m e y e r, & s m i t h . 2 0 0 8 . t h r e s h o l d c o n c e p t swithin the disciplines. rotterdam: sense publishers.m e z i r o w, j a c k . 2 0 0 9 . t r a n s f o r m a t i v e l e a r n i n g i n p r a c t i c e :insights from community, workplace, and education.
  • 124. I M A G E C R E D I T S y o u r s t r u l y l o e x 2 0 1 2 o r g a n i z e r s an albatross around her neck too ( s l i d e 1 7 4 ) b y s t e p h c h a l m e r s g r e e n s l a d e g a l l e r y . c o . n z w i k i m e d i a c o m m o n s . o r gamerican heritage dictionary mac dashboard widget w w w. c o b b s o c i e t y. c o m / i m a g e s / t h r o w n . j p g freebestwallpaper.comwp-content/uploads/ 2 0 1 2 / 0 2 / s a l v i n - s - a l b a t r o s s . j p g