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Shake Up the Sediment
- 1. Shaking Up the Sediment: Re-energizing Pedagogical Practice while Avoiding Bottle Shock The Innovative Library Classroom Radford, Virginia May 12, 2015
- 3. Keynote Have-Nots • Best Practices • Solutions • Truths
- 4. Tensions With all these big ideas floating around, I’m starting to feel conflicted.
- 6. ACRL Framework for Information Literacy for Higher Education The document that launched a thousand discussions, debates, and revisions until it was finally filed alongside the ACRL Information Literacy Competency Standards as one of a “constellation” of documents guiding Information Literacy. “Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.”
- 7. Beilin, Ian (2015). Beyond the Threshold: Conformity, Resistance, and the ACRL Information Literacy Framework for Higher Education. In the Library with the Lead Pipe. Upholds Limited Perspective Accepts Existing Power Structures Threshold Concepts Empowers Students Inspires Resistance among Librarians Social Justice
- 8. “When we limit its potentials to outcomes and standards, we run the risk of minimizing the complex situatedness of information literacy and diminishing – if not negating – its inherent political nature.” Jacobs, H. M. (2008). Information Literacy and Reflective Pedagogical Praxis. Journal Of Academic Librarianship, 34(3), 256-262.
- 10. Would peer review be more valid if it allowed the power to shift from the privileged few to the masses, including us? Why are scholarly journals required for this assignment, if they are fraught with errors and lies, just like other types of sources? Without access to these fancy databases, how would you gather data and info to analyze and synthesize in response to your research question? Whose voices are we missing if we only pay attention to sources that come to us through established scholarly communication channels? Authority is Constructed & Contextual or things I encourage students to consider that might conflict with the way their assignments are worded, what instructors have told them, or what they already believe to be true.
- 12. The System flickr: Steven Depolo – Stand Out from the Crowd
- 13. No Backsies The struggle is real.
- 14. Transition If I’m not teaching in a classroom, am I still a teacher?
- 15. Realities: Local Context • Data & Evidence • National Trends • Local Studies • Post-Renovation • More Partners in the Library • Fewer Library Classrooms • Fewer First-Year Courses & Requests for One-Shot Sessions • Prioritizing Student Workers as Front-Line Staff • Increase in Incentives for Faculty/Librarian Collaborations
- 16. Cowan, S. M. (2013). Information Literacy: The Battle We Won That We Lost?. Portal: Libraries And The Academy, (1), 23. “And yet, despite the social-cultural-technological currents that took information literacy and made it a concept and practice that applies to twenty- first century life writ large, information literacy is still written about, presented, and practiced within libraries and higher education institutions as if it still naturally falls within the purview of libraries and as if librarians are still, somehow, best positioned to create and implement it.”
- 17. Transitions Instruction • Direct student contact • Everyday interactions with learners • Limited involvement • In the classroom • Library service provider Consulting • Instructional design • Librarians’ expertise • Influence assignment design • Engagement in course design • Partner with Faculty
- 18. Teaching The work of the heart: personal…vulnerable… artistic… reflective…
- 19. Here’s to trying not to box ourselves into one perspective, approach, or lens when it comes to teaching. Cheers! flickr: Maria Morri – espiritu de argentina
- 20. Instruction As We Knew It • Situated within a structured context/timeline • Credit hours • Semesters • Reward systems beyond our control • Students’ grades • Course evaluations • At the request of others • With little prior knowledge of students, situation • Pitfall of “library day”
- 21. “If you don’t like what people are saying, change the conversation.” –Don Draper
- 23. Information Literacy @ IU Incentives for Faculty & Librarians Integration & Assessment Professional Development Grant Opportunities Research Consultations Instructional Consultations Assignment Design Consultations Information Literacy in the Disciplines Library Services & Support
- 28. Instructional Consultation • Drop-in office hours in the library • Scheduled in response to requests for library instruction • Intended to support faculty and librarians in building information literacy into course assignments and assessments • Focus on Backward Design principles • Resources: internal and public • Preparation, Consultation, Follow-up
- 30. E x p e r t i s e Elevate Expectations Experiment Evidence
- 31. What Would You Need In Order to Fulfill Your Information Literacy Instructional Dreams? Dream Think Say Make Change
- 32. Relax: There is Room Here Fail, Forgive, Repeat.
- 33. Toolkit Doing the work of un-doing.
- 34. My Greatest Fear: Sediment We may not notice sediment until it’s too late. flickr: Toshiyuki IMAI – Sediment
- 35. Professional Renewal • Find new meaning • Challenge Yourself • Challenge Your Thinking • Begin again • Seek Out New Professional Opportunities • Take on new expertise/role • Rekindle your own Learning • Find another area of focus • Research • Creative Activity
- 36. Self-Care Burnout • Loss of control • Overwhelming sense of stress • Work begins to feel meaningless • Inability to say “no” • Feeling all of the feelings Renewal Larrivee, B. (2012). Cultivating teacher renewal: guarding against stress and burnout. • Acknowledge your contribution • Take time for yourself and your priorities • Engage in daily rituals • Begin the day with a wish for something positive • Recap the day by remembering a kindness
- 38. Takeaways Let’s remember not to forget.
- 39. Instructional Consultation Library Instruction Rethinking how we “do” information literacy, with regard to our local context.
- 41. Indirectly Influencing Student Learning Teaching Students In-Person or Online In What Ways are Librarians Enacting an Education Role?
- 42. Librarians as Educators Teaching Designing Instruction & Assessments Building Online Learning Experiences Partnering with Faculty Mentoring Student Workers Supporting Other Librarians’ Teaching ?
- 43. Librarian Teacher Instructional Designer Facilitator Mentor Instructor Writer Researcher Information Expert Collaborator How do we balance these multiple professional identities?
- 44. Focus, Find, Follow-Through Yourself • Authentic • Personal • Flexible • Self-Care • Student-Focused • Meaning • Renew Your Institution • Mission & Goals • Students • Learning Needs • Stakeholders • Accreditation • Support & Trust • Openings & Opportunities