R E F R A M I N GL I B R A R YINSTRUCTION:
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
@ 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
I   N       P   R   A   I   S   E       O   FT   H   E       H   A   R   D       W   A   Y
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
I   N       P   R   A   I   S   E       O   FT   H   E       H   A   R   D       W   A   Y
I   N       P   R   A   I   S   E       O   FT   H   E       H   A   R   D       W   A   Y
I   N       P   R   A   I   S   E       O   FT   H   E       H   A   R   D       W   A   Y
*   I   D   E   A   L
R   E   A   L   I   T   Y
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...
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   D   E   A   L
R   E   A   L   I   T   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   ...
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   ...
*   I   D   E   A   L
R   E   A   L   I   T   Y
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  ...
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  ...
{   }
{   }
{                                               }    S   K   I       L   L   S   H   A   R   E    M   E       N       T   ...
{   }
{   }
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
1    C O N C E P T U A L
1    C O N C E P T U A L       A D V O C A C Y
2    R E F L E X I V E
2    R E F L E X I V E      I N S I G H T
3    STRUCTURAL
3    STRUCTURAL     L E A R N E R     EXPERIENCE
C O N C E P T U A L
C   O   N   T   E   N   T
C       O       N       T   E   N       TC       O       N       T   A   I   N   E       R
C       O       N       T   E       N       TC       O       N       T   A   I       N   E       RC       O           N   ...
a c c e s s
a c c e s s              f r e e d o m
a c c e s s                  f r e e d o ma d v o c a c y
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
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
t h e   c l a r e m o n t   c o l l e g e s
{   }
{   }
{   }
{                                     }    “ M O B I L E   L I B R A R Y ”
{                                     }    “ M O B I L E   L I B R A R Y ”
{                                     }    “ M O B I L E   L I B R A R Y ”
{                                       }    PERSONALITY   C U LT I V AT I O N
{                                       }    PERSONALITY   C U LT I V AT I O N
{                                       }    PERSONALITY   C U LT I V AT I O N
{                                       }    PERSONALITY   C U LT I V AT I O N
{                                     }    LIBRARY   AS   MAKER   S PA C E
{                                     }    LIBRARY   AS   MAKER   S PA C E
{                                     }    LIBRARY   AS   MAKER   S PA C E
{                                  }    C R E AT I V E   REPURPOSING
{                                  }    C R E AT I V E   REPURPOSING
1    C O N C E P T U A L       A D V O C A C Y
R E F L E X I V E
I N F O R M A T I O NL I T E R A C Y
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
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
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                         ...
U S E R   M E T H O DINSTRUCTIONAL             LITERACY
{                                       }    C R I T I C A L   P E D A G O G Y
{                                       }    C R I T I C A L   P E D A G O G Y
{                                                 }    C R I T I C A L             P E D A G O G Y      p a u l o   f r e ...
{                                             }    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
{                                             }    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
{                                        }    C R I T I C A L    P E D A G O G Y      jack   mezirow
{                              }    VOICE   &   AUTHENTICITY
{                                       }    VOICE   &   AUTHENTICITY                  t y p o   a l e r t
{                              }    VOICE   &   AUTHENTICITY
{                              }    VOICE   &   AUTHENTICITY            water                vitamin
{                                       }    C O - O P T   C H A L L E N G E S
{                                       }    C O - O P T   C H A L L E N G E S
{                                       }    C O - O P T   C H A L L E N G E S
{                                   }    REEXAMINE   “ FA I LU R E S ”
{                                   }    REEXAMINE   “ FA I LU R E S ”
{                                   }    REEXAMINE   “ FA I LU R E S ”
{                                       }    E N C O U R A G E   I N Q U I R Y
{                                       }    E N C O U R A G E   I N Q U I R Y
{                                       }    E N C O U R A G E   I N Q U I R Y
{                                       }    E N C O U R A G E   I N Q U I R Y
2    R E F L E X I V E      I N S I G H T
STRUCTURAL
{   }
{                                  }I N S T R U C T O R   P O R T F O L I O S
{                                      }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...
I N S T R U C T O R   P O R T F O L I O S
I N S T R U C T O R   P O R T F O L I O S
I N S T R U C T O R   P O R T F O L I O S
I N S T R U C T O R   P O R T F O L I O S
I N S T R U C T O R   P O R T F O L I O S
C U R R I C U L U M   V I S U A L I Z A T I O N
{                                   }    C O N C E P T   M A P P I N G         mindomo.com
A S S E S S M E N T   &   P L A N N I N G
D   I   S   C   U   S   S   I   O   N   C   A   P   T   U   R   E
C O M M M U N I T Y   B U I L D I N G
C U R R I C U L U M   V I S U A L I Z A T I O N
I M M E R S I V E   E X P LO R AT I O N
C O M M U N I T Y   V I S U A L I Z A T I O N
C U L T U R A L   V I S U A L I Z A T I O N
M A P P I N G   G / W S : S T R A T E G Y
CAMPUS
PROGRAM
REQUIREMENTS
O B J E C T I V E SO U TC O M E S
A N N O TAT I O N S
S T R AT E G Y
C U R R I C U L U MM   A       P   P   I       N   GP       I       L       O       Ttinyurl.com/claremont-eamap
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
INSTRUCTION   I N T E G R AT I O N   RUBRIC
O P E N   A C C E S S   T H E S I S   U P L O A D S
T R A C K I N G O U T C O M E Stinyurl.com/claremont-eamap
3    STRUCTURAL     L E A R N E R     EXPERIENCE
THE POINT OF   ALL   OF   THIS
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
{                                       }    RELEASE   YOUR   A L B AT R O S S
{                                       }    RELEASE   YOUR   A L B AT R O S S
CHAR                    BOOTHinstruction                     servicesM  A  N   A                      G  E  R             ...
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 inst...
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 ....
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...
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
Reframing Library Instruction: Advocacy, Insight, and the Learner Experience
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Reframing Library Instruction: Advocacy, Insight, and the Learner Experience

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

  1. 1. R E F R A M I N GL I B R A R YINSTRUCTION:
  2. 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. 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. 4. I N P R A I S E O FT H E H A R D W A Y
  5. 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. 6. I N P R A I S E O FT H E H A R D W A Y
  7. 7. I N P R A I S E O FT H E H A R D W A Y
  8. 8. I N P R A I S E O FT H E H A R D W A Y
  9. 9. * I D E A L
  10. 10. R E A L I T Y
  11. 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. 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. 13. * I D E A L
  14. 14. R E A L I T Y
  15. 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. 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. 17. * I D E A L
  18. 18. R E A L I T Y
  19. 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. 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. 21. { }
  22. 22. { }
  23. 23. { } S K I L L S H A R E M E N T A L I T Y
  24. 24. { }
  25. 25. { }
  26. 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. 27. 1 C O N C E P T U A L
  28. 28. 1 C O N C E P T U A L A D V O C A C Y
  29. 29. 2 R E F L E X I V E
  30. 30. 2 R E F L E X I V E I N S I G H T
  31. 31. 3 STRUCTURAL
  32. 32. 3 STRUCTURAL L E A R N E R EXPERIENCE
  33. 33. C O N C E P T U A L
  34. 34. C O N T E N T
  35. 35. C O N T E N TC O N T A I N E R
  36. 36. C O N T E N TC O N T A I N E RC O N C E P T
  37. 37. a c c e s s
  38. 38. a c c e s s f r e e d o m
  39. 39. a c c e s s f r e e d o ma d v o c a c y
  40. 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. 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. 42. t h e c l a r e m o n t c o l l e g e s
  43. 43. { }
  44. 44. { }
  45. 45. { }
  46. 46. { } “ M O B I L E L I B R A R Y ”
  47. 47. { } “ M O B I L E L I B R A R Y ”
  48. 48. { } “ M O B I L E L I B R A R Y ”
  49. 49. { } PERSONALITY C U LT I V AT I O N
  50. 50. { } PERSONALITY C U LT I V AT I O N
  51. 51. { } PERSONALITY C U LT I V AT I O N
  52. 52. { } PERSONALITY C U LT I V AT I O N
  53. 53. { } LIBRARY AS MAKER S PA C E
  54. 54. { } LIBRARY AS MAKER S PA C E
  55. 55. { } LIBRARY AS MAKER S PA C E
  56. 56. { } C R E AT I V E REPURPOSING
  57. 57. { } C R E AT I V E REPURPOSING
  58. 58. 1 C O N C E P T U A L A D V O C A C Y
  59. 59. R E F L E X I V E
  60. 60. I N F O R M A T I O NL I T E R A C Y
  61. 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. 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. 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. 64. U S E R M E T H O DINSTRUCTIONAL LITERACY
  65. 65. { } C R I T I C A L P E D A G O G Y
  66. 66. { } C R I T I C A L P E D A G O G Y
  67. 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. 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. 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. 70. { } C R I T I C A L P E D A G O G Y jack mezirow
  71. 71. { } VOICE & AUTHENTICITY
  72. 72. { } VOICE & AUTHENTICITY t y p o a l e r t
  73. 73. { } VOICE & AUTHENTICITY
  74. 74. { } VOICE & AUTHENTICITY water vitamin
  75. 75. { } C O - O P T C H A L L E N G E S
  76. 76. { } C O - O P T C H A L L E N G E S
  77. 77. { } C O - O P T C H A L L E N G E S
  78. 78. { } REEXAMINE “ FA I LU R E S ”
  79. 79. { } REEXAMINE “ FA I LU R E S ”
  80. 80. { } REEXAMINE “ FA I LU R E S ”
  81. 81. { } E N C O U R A G E I N Q U I R Y
  82. 82. { } E N C O U R A G E I N Q U I R Y
  83. 83. { } E N C O U R A G E I N Q U I R Y
  84. 84. { } E N C O U R A G E I N Q U I R Y
  85. 85. 2 R E F L E X I V E I N S I G H T
  86. 86. STRUCTURAL
  87. 87. { }
  88. 88. { }I N S T R U C T O R P O R T F O L I O S
  89. 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. 90. I N S T R U C T O R P O R T F O L I O S
  91. 91. I N S T R U C T O R P O R T F O L I O S
  92. 92. I N S T R U C T O R P O R T F O L I O S
  93. 93. I N S T R U C T O R P O R T F O L I O S
  94. 94. I N S T R U C T O R P O R T F O L I O S
  95. 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. 96. { } C O N C E P T M A P P I N G mindomo.com
  97. 97. A S S E S S M E N T & P L A N N I N G
  98. 98. D I S C U S S I O N C A P T U R E
  99. 99. C O M M M U N I T Y B U I L D I N G
  100. 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. 101. I M M E R S I V E E X P LO R AT I O N
  102. 102. C O M M U N I T Y V I S U A L I Z A T I O N
  103. 103. C U L T U R A L V I S U A L I Z A T I O N
  104. 104. M A P P I N G G / W S : S T R A T E G Y
  105. 105. CAMPUS
  106. 106. PROGRAM
  107. 107. REQUIREMENTS
  108. 108. O B J E C T I V E SO U TC O M E S
  109. 109. A N N O TAT I O N S
  110. 110. S T R AT E G Y
  111. 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. 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. 113. INSTRUCTION I N T E G R AT I O N RUBRIC
  114. 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. 115. T R A C K I N G O U T C O M E Stinyurl.com/claremont-eamap
  116. 116. 3 STRUCTURAL L E A R N E R EXPERIENCE
  117. 117. THE POINT OF ALL OF THIS
  118. 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. 119. { } RELEASE YOUR A L B AT R O S S
  120. 120. { } RELEASE YOUR A L B AT R O S S
  121. 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. 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. 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. 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
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