mla 2010: reinvigorating the experienced instruction librarian
DESCRIPTION
Presented at the MLA Annual Conference, November 10, 2010. Elizabeth Bucciarelli and Sara Memmott.TRANSCRIPT
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Reinvigorating the Experienced Instruction LibrarianElizabeth BucciarelliSara MemmottEastern Michigan University
Michigan Library Association Annual ConferenceNovember 10, 2010Traverse City, MI
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Why do we need to reinvigorate ourselves?
http://www.flickr.com/photos/scragz/91147636/
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Why do we need to reinvigorate ourselves?•Combat instruction librarian burnout•Keep up with:
• New knowledge in teaching and learning• Changes in student populations• Shifting expectations of institutions and accrediting agencies
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ACRL Immersion Program - Background•Why we attended
• Family responsibilities• Funding• Desire for change• Intensity of program• Practical impact
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ACRL Immersion Program Experience
http://www.flickr.com/photos/donnagrayson/213849446/
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ACRL Immersion Program Experience
•Faculty•Other attendees•Expectations•Schedule•Settings
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Lessons Learned & Changes Made•Student-centered teaching•Less is more•Creativity, research and writing are messy•Greater participative role for the students•See yourself as a teacher and peer to the classroom faculty
•Student learning outcomes
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Student Learning Outcomes
Original learning outcomes for this session:
1) Develop a plan for refreshing teaching skills in order to generate enthusiasm for teaching
2) Design student learning outcomes in order to create more focused lesson plans
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Learning Outcomes FormulaWhat do you want the student to be able to do?
Verb or Action Phrase
+ In order to = Great Outcome!
Debra Gilchrist, ACRL Immersion 2009
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Examples of Learning Outcomes• Distinguish between general and specialized
databases in order to select the most appropriate database and maximize relevancy.
• Distinguish between scholarly journals and popular magazines in order to select appropriate research sources.
• Revise a search strategy using descriptors or subject terms in order to discover more relevant search results.
• Identify the parts of a citation in order to locate a cited reference.
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Impact of Renewing Your Research Instruction
•Students•Other faculty•Personal
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What keeps your teaching fresh? Discussion:•What is one thing you have changed about your teaching in the last few years?
•What gave you the idea to make that change?
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What keeps your teaching fresh?• Less time talking and more engagement, chunking: In reaction to seeing
students’ faces, getting bored• Teaching in subject areas wasn’t familiar with – need to learn in order to
teach • Students have a conversation before turning on the computer, let students
drive the computer• Teaching databases – let students coach each other, let them learn from their
mistakes• Changing tools • Teaching a credit class with only a small library component• Teaching over an entire semester• Getting to know students outside of instruction• Team teaching – gain a different perspective, it’s liberating, can give attention
to individual students without throwing off the entire class, keep students on their toes, teach with graduate students
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Refreshing Your Teaching • Continuing education
• Conferences• Local workshops• Taking classes in LS and in other subject areas
• Learning communities - e.g. faculty development centers, communities of practice
• Talking with other teachers• Librarians and others, in person or online
• Observe other instructors• Have a colleague observe your instruction
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Refreshing Your Teaching – cont. • Carve out time to reflect on your teaching• “If I had time, I would _________ with my teaching”.. then make it happen!
• Read literature (journals, blogs) in librarianship and also teaching and learning
• Create student evaluations of your classes & make some changes they suggest
• Present at conferences • Teach in other contexts - credit courses, other subjects, online
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Selected Bibliography• Association of College and Research Libraries. (2010). Immersion Program. Retrieved from
http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/immersion/programs.cfm• Huston, T., & Weaver, C. L. (2008). Peer coaching: Professional development for experienced
faculty. Innovative Higher Education, 1, 5-20. doi:10.1007/s10755-007-9061-9 • Romano, J. L., Hoesing, R., O'Donovan, K., & Weinsheimer, J. (2004). Faculty at mid-career: A
program to enhance teaching and learning. Innovative Higher Education, 29(1), 21-48. doi:10.1023/B:IHIE.0000035365.92454.a5
• Sheesley, D. F. (2001) Burnout and the academic teaching librarian: an examination of the problem and suggested solutions. The Journal of Academic Librarianship, 27(6), 447-451. doi:10.1016/S0099-1333(01)00264-6.
• Walter, S. (2006). Instructional improvement: Building capacity for the professional development of librarians as teachers. Reference & User Services Quarterly, 45 (3), 213-218.
• University of Texas at Austin. (2010). Bloom’s taxonomy. Retrieved from http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/objectives/bloom.php
• University of Texas at Austin. (2010). Writing learning objectives. Retrieved from http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/objectives/