1.
What do you find most
enjoyable & most challenging
about teaching experienced
researchers?
UPCYCLING INSTRUCTION
While we’re waiting, please answer the
following question on your notecard.

2.
UPCYCLING
INSTRUCTION
developing effective approaches for teaching experienced researchers
Veronica Arellano Douglas
St. Mary’s College of Maryland
varellano@gmail.com
April Aultman Becker
University of Texas MD Anderson Cancer Center
aprilaultmanbecker@gmail.com

3.
The Good & The Bad
Let’s Discuss
1

4.
The Good & The Bad
Teaching Approaches
Let’s Discuss
1
2

5.
The Good & The Bad
Teaching Approaches
Developing Your
Own Activity
Let’s Discuss
1
2
3

6.
So just who exactly
is an experienced
researcher?

7.
Who did we
leave out?

8.
Librarian
Survey

9.
Where do
you work?
43 %
doctoral
university
28 %
master’s
college
16 %
4 year
college
7 %
other
2 %
community
college
4 %
research
institution
164 respondents

10.
Who do
you teach?
upper-level undergraduates
faculty or researchers
grad students in professional programs
undergraduate thesis writers
grad students in research programs
research assistants
87 %
87 %
73 %
67 %
51 %
77 %
164 respondents

11.
What do you most
enjoy about teaching
experienced researchers?

12.
Aspects of Teaching
&
IL Abilities & Dispositions

13.
Aspects of Teaching

14.
Aspects of Teaching
intellectually
stimulating

15.
Aspects of Teaching
intellectually
stimulating
teaching advanced
IL concepts

16.
Aspects of Teaching
intellectually
stimulating
teaching advanced
IL concepts
empowering
students

17.
Aspects of Teaching
intellectually
stimulating
teaching advanced
IL concepts
empowering
students
building
relationships

18.
IL Abilities & Dispositions
passionate about their research
able to develop better questions
possess subject expertise & basic IL skills
want to improve their IL skills and research abilities
engaged, motivated, persistent & focused

19.
What do you find most
challenging about teaching
experienced researchers?

20.
Aspects of Teaching
teaching
students
with
varying skill
levels

21.
Aspects of Teaching
teaching
students
with
varying skill
levels
lack of
librarian
subject
expertise

22.
Aspects of Teaching
teaching
students
with
varying skill
levels
lack of
librarian
subject
expertise
time
constraints

23.
IL Weaknesses &
Dispositions
too narrowly focused
want to improve their IL skills and research abilities
over-reliance on Google
poor IL and technological abilities
passionate about their researchover-confident about research abilities
set in their ways

24.
What’s the
best way to
help them
learn?

25.
Teaching as
Conversation

26.
Teaching as Conversation in Practice
Voting for
Class Content

27.
Peer
Learning

28.
Peer Learning in Practice
Collaborative
Brainstorming

29.
Creating
Safe Spaces

30.
Creating Safe Spaces in Practice
Research
First Aid

31.
Timing &
Relevance

32.
Develop
Your Own
Learning
Activity

33.
Students & Scenario
Learning Outcome
Activity or Approach
Think. Pair. Share.

34.
Read This
Cooke, Nicole A. 2010. “Becoming an Andragogical Librarian: Using Library Instruction as a Tool to Combat Library Anxiety and
Empower Adult Learners.” New Review of Academic Librarianship 16 (2): 208–27. doi:10.1080/13614533.2010.507388.
Ganley, Barbara Jean, Amy Gilbert, and Dianne Rosario. 2013. “Faculty and Student Perceptions and Behaviours Related to Information
Literacy: A Pilot Study Using Triangulation.” Journal of Information Literacy 7 (2): 80–96. doi:10.11645/7.2.1793.
Green, Rosemary. 2010. “Information Illiteracy: Examining Our Assumptions.” Journal of Academic Librarianship 36 (4): 313–19.
Kruger, Justin, and David Dunning. 1999. “Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to
Inflated Self-Assessments.” Journal of Personality and Social Psychology 77 (6): 1121–34. doi:10.1037/0022-3514.77.6.1121.
Miller, Robin. 2014. “The Almost Experts: Capstone Students and the Research Process.” In Imagine, Innovate, Inspire: The Proceedings
of the Acrl 2013 Conference, 16–22. Indianapolis, IN: ACRL.
Monroe-Gulick, Amalia, and Julie Petr. 2012. “Incoming Graduate Students in the Social Sciences: How Much Do They Really Know
About Library Research?” Portal: Libraries and the Academy 12 (3): 315–35.
O’malley, Donna, and Frances A. Delwiche. 2012. “Aligning Library Instruction with the Needs of Basic Sciences Graduate Students: A
Case Study.” Journal of the Medical Library Association 100 (4): 284–90. doi:10.3163/1536-5050.100.4.010.
Streatfield, David, David Allen, and Tom Wilson. 2010. “Information Literacy Training for Postgraduate and Postdoctoral Researchers: A
National Survey and Its Implications.” Libri: International Journal of Libraries & Information Services 60 (3): 230–40. doi:10.1515/libr.
2010.020.

35.
Icon Attributions
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Survey designed by
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From the Duke Innovation Co-Lab. Public Domain. Available on thenounproject.com
Conversation designed by
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You Are Here designed by
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36.
What else would you
like to talk about today?