Webcast: Emotional Labor of Teaching Information Literacy

Hi, everyone–

On Monday, my friend and colleague Lorrie Evans and I had the pleasure of presenting to the Association for Learning Development in Higher Education (ALDinHE). The group, based in the UK, was new to me. The members work in a wide range of roles in higher education. I’m interested & plan to stay in touch with ALDinHE. They run great webcasts, many of which are free. The webcast series is called “LD@3,” since it takes place at 3pm, UK time.

ALDinHE has posted Lorrie’s and my webcast, titled “Emotional Labor of Teaching Information Literacy: Impact, Struggle, and Strategies.” You can watch a recording or view the slides. Enjoy! I’m quite interested in your feedback.

Credentials & Academic Librarian Positions

Hi, everyone–

Hey, look, it’s a library posting that has absolutely nothing to do with covid-19! That’s a novelty today. 🙂

While you’re home working or studying, this could be a great time to step back and think about your professional goals for the future. And on that note, I wanted to share a post that I wrote for ACRLog. It follows up on a number of questions that listeners shared during my Nov. 12, 2019 ACRL webinar. The post discusses credentials for academic librarians: what’s expected and how to show the credentials that you have in the very best light. The full post is here:

https://acrlog.org/2020/03/03/credentials-credentials-demonstrating-your-potential-value-in-academic-libraries/

Please share your thoughts: I’d be happy to talk about additional questions that you have. Best of luck to you!

Digital Pedagogy Lab 2020

Hi, friends–

In July 2020, I will teach a 20-hour course titled “Information Literacy” for the Digital Pedagogy Lab. Exciting! The Information Literacy course focuses on supporting diverse student populations in higher education through creative, thoughtful integration of information literacy in the curriculum. See the full course description on the Digital Pedagogy Lab’s site. Please feel free to contact me for more information.

Many more details & excited thoughts to come.

Making Yourself Marketable for Academic Librarian Positions (slides included!)

Hello, everyone–

Thanks to all of you who attended the ACRL Membership Committee webcast that I presented this afternoon, “Making Yourself Marketable for Academic Librarian Positions.” If you’re interested, please feel free to download the presentation slides. makingyourselfmarketable

You’re also welcome to download the full text of the original book chapter, “Making Yourself Marketable for Academic Librarian Positions.” Thanks again, ACRL, for that Creative Commons license.

Our hosts at ACRL tell me that about 175 people participated in the webcast. Even better, they tell me that many participants were pointing each other toward solutions, options, and resources. (I have yet to see the full transcript from the “chat box” — I had minimized it during the presentation & am waiting for ACRL to download it for me. Once I have it, I will go through the transcript line by line as promised.)

We talked through some challenging issues during the webcast! I’m glad to hear that a number of you gathered useful advice from it. I also gathered that plenty of participants were feeling frustrated with the job search — and understandably so!

Here’s a plan for what I’m going to work on in terms of further information:

  • Tomorrow, I’ll start by sharing selected resources on interviewing and salary negotiation.

After that, I’ll begin responding to themes among the questions & comments. Some that our ACRL colleagues Rachel and Ed noted from the chat box were:

  • Building relationships with your professors and classmates when you’re in an online MLS program
  • Planning your work experiences when you’re in an online MLS program
  • Moving from public to academic libraries
  • Starting out as an information literacy instructor if you haven’t had experience teaching in an academic library
  • Using online teaching materials that you’ve created to highlight your teaching skills & potential
  • Planning your transition from paraprofessional to librarian positions in academic libraries

Lots to work with! Please feel free to continue to get in touch with thoughts and questions. Thanks to everyone who tuned in. Come on back to this site throughout the week to keep joining in the conversation.

As always, I wish you the best in your job search!

I’m giving a webinar for ACRL: “Making Yourself Marketable for Academic Library Positions”

Hi, librarian & MLS student friends–

On November 12th, I’ll be giving a (free!) webinar for ACRL, titled “Making Yourself Marketable for Academic Library Positions.” It’s based on the chapter of the same title, which I wrote for Megan Hodge’s The Future Academic Librarian’s Toolkit.

MLS students are the target audience. And I’d love to have any interested academic librarians there as well. Here’s more information from ACRL:

Meeting Title: ACRL Membership Committee: Making Yourself Marketable for Academic Library Positions
Date: November 12, 2019
Time: 1:00-2:00PM PM Central Time
Register in advance for this meeting: https://ala-events.zoom.us/…/regi…/WN_duXkaOUMR_68S43CXWpVgQ

“When you’re working on your MLS degree, you have countless opportunities for courses and internships. Which ones increase your future marketability the most? How can you communicate the experience that you’ve gained through courses and work in order to give yourself the most options possible? Topics covered in this session include selecting educational and work opportunities, building professional relationships, communicating your experience and strengths, and beginning to build a scholarly record. The session emphasizes practical steps that you can take throughout your career as an MLS candidate. It also offers honest commentary on what to do if the job search isn’t going as planned, as well as advice on making the most of your first few months of employment once you do become an academic librarian. This presentation is adapted from the author’s chapter of the same title in The Future Academic Librarian’s Toolkit, edited by Megan Hodge.”

Thanks for considering! – Karen

 

Critical Thinking: Maybe Today Isn’t the Day Your World Changes

Hi, friends– If you haven’t seen me, it’s probably because I’ve been hacking away at my dissertation data. Right now I’m working my way through writing samples that students shared with me, evaluating them in terms of critical thinking and information literacy performance, based on the AAC&U VALUE Rubrics.

Here’s something that struck me as I was working on critical thinking components: part of what interests me (as a researcher, a teacher, and a human) is identifying places where students challenged their own thinking. AND instances where you challenged your own thinking — those can be pivotal moments in your life!

On a train ride after working with the rubric, I started thinking–how likely is it that I’ll see major shifts in students’ opinions or beliefs reflected in these papers? I’ve seen a couple of instances in which students mention thoughtfully considering new viewpoints in a much more internalized way than simply responding to others’ writing. And that’s important in and of itself.

I remember one major shift in belief that I had an an undergraduate. It was the first time that I was eligible to vote and, after primary elections, a close friend told me that he was surprised at my political affiliation since it didn’t seem to align with my beliefs. I was somewhat taken aback at the time–for my teenage self, my sense of politics were still rooted in my small-town upbringing. The exchange stayed in my mind, though, and a few weeks later, I officially changed political parties. It was a massive shift in mindset.

So, here’s hoping that I may be privy to a few major changes reflected in students’ writing! I do, however, understand that, for many students, this may be the day when you thoughtfully consider a few outside sources and opinions and write a carefully crafted essay. I respect that as a teacher and a fellow student. This may not be the day your world changes. Or it might.

Teachers & librarians who teach, I’m interested in your reactions! What signs of real, powerful critical thinking can we hope to see in student writing? What are some [anonymous] examples that you’ve seen?

Tiny AOT: Actor-Oriented Transfer on a Short Timeline

What a whirlwind couple of weeks–the LILAC conference in Nottingham, UK, a few days of fun travel in Denmark, and then jumping back into my students’ preparation for finals week here in Denver. Jet lag on both sides of the “pond,” too!

A number of people have followed up with me on the subject of my presentation on the actor-oriented transfer perspective in the information literacy classroom. About half of the questions have focused on how to apply it given realistic time constraints. Let’s talk about the heart of the actor-oriented transfer perspective (“AOT”) and how we can apply it on a short timeline. The “tiny version” of AOT, so to speak. 🙂

The Foci of AOT

AOT helps us to explore the processes that students use to solve problems on their own. It helps us design strategies to learn more about (1) the step-by-step processes that students design for themselves and (2) the reasoning behind those processes. Even more specifically, it helps us to understand why students decided to follow the steps that they did when they were aware of multiple ways that they could have approached a problem.

Just a reminder, AOT is *not* a method for evaluating student work or assigning scores.

AOT and the “One-Shot” Instruction Session

Many of us library instructors have some mixed feelings toward the one-shot model (where we see students once a semester, for 60 minutes or so). To me, the positive side is that we have that time with them–let’s make the most of it. We can absolutely fit an AOT-inspired activity into that class time, and make it productive for the students and for our own learning. It can also support the relationships that we form with their professors.

My current “short” version of AOT looks like this. It’s a half-sheet of paper that I give to students five or six minutes before the end of class. I always run this by their professor ahead of time, and ask whether they would like to review some major findings a few weeks after class. When I introduce it to the students, I emphasize that this will give them a moment to think about parts of the process that have worked (or not worked) for them. That reflection can support their future success. Additionally, I explain that this will help me identify successful and less-successful aspects of the lesson that I used that day, and to refine them for future classes. Students tend to be altruistic in that way.

The items on my current sheet are:

  1. Describe a resource (article, book, website, etc.) that you found & that you will use in your research. (Tell me about it in a few words.)
  2. How did you find this resource? (2 sentences)
  3. How will this resource support the ideas you share in your research? (2 sentences)
  4. Do you have any questions for me? If so, please share them here, with your email address. (I’ll write back within 2 business days!)

Working through Students’ Responses

Students tend to respond thoughtfully. They pack quite a lot of information into the five or six sentences that typically appear on their sheets. For me as an instructor, this is incredibly beneficial to helping me understand the choices that they made.

Also, good news–working through 25 or 30 AOT-based sheets does not have to take ages. If I’m in data-gathering mode, I can gather meaningful information from a class’s worth of sheets in 60-90 minutes.

Much like researchers who use AOT on the larger scale, I employ emergent coding. Basically, I make notes on the steps that students mentioned (in question 2 on the sheet) and aspects of reasoning that they mentioned (in question 3 on the sheet). I keep track of the frequency of those responses and allow the list to grow as students identify new steps or aspects of reasoning.

As a person with a lot on my plate, I’ll also note: unlike many other classroom tools, I can get a LOT of useful information just by giving these forms a quick read. I can save more in-depth exploration for the summer, when I have more flexible time.

The Beauty of Imperfect Responses

How many of us have met students who learn about a new source of information in class, then turn to JSTOR (or Google) because that’s where they always go? Or those who try to get every piece of information from peer-reviewed articles because those are always the “best” resources? That’s all of us, right? These areas of confusion come through when you use AOT-based tools in the classroom. AOT helps us to identify points at which students made less-effective choices in their processes. It also gives us information on *why* students made those choices. All of this helps to continually improve teaching.

Focusing Phenomena

Last thing–at the presentation, I talked quite a bit about the idea of focusing phenomena (See Lobato 2003 for more information). Focusing phenomena are all the tools and techniques that we use to reinforce what students should focus on in their decision-making. For me, that might mean (a) a section of a lesson plan that helps students with a certain information literacy concept, (b) an activity we use in the classroom to practice that concept, and (c) information on a course guide that they can refer to later.

As a teacher, I can use this idea to communicate with a class’s professor about how they may reinforce a concept later in the semester. I can offer examples of how they may reinforce information literacy skills in lessons or assignments. I can also offer to create or share ideas and materials that they may use.

As a researcher, I investigate the focusing phenomena that have been used to support a particular aspect of students’ information literacy practice. I explore (a) what the students have been told to focus on  and (b) how that has been reinforced. I look for evidence of those messages appearing in students’ performance.

The Good News

You can probably share an AOT-based tool in your classroom in less time than it’s taken you to read this post! Taking this approach can help you to better understand your students’ processes and reasoning, and to redefine your teaching.

AOT is flexible, and you can use its principles to shape many other tools as well. I’ll be interested to see what you come up with! Please feel free to get in touch to share your tools and ideas, and to talk them through as you’re planning.

Thanks for reading. Best wishes for joyful teaching– Karen

Work Cited

Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32(1), 17–20.

Conferences & the Environment: High Five to LILAC!

This afternoon I returned from the LILAC 2019 library conference in Nottingham, England. I need some time (and sleep) before I put together major information literacy messages that I took away–and there are many! In the meantime, I wanted to praise LILAC and its organizer, CILIP’s Information Literacy Group, for the subtle yet noticeable efforts they took to make LILAC more environmentally sustainable. Here are a few that stood out to me. Any readers who attended, please feel free to comment and highlight more!

  1. Give only one piece of swag–and make it the best swag EVER. Case in point, this gorgeous notebook with rainbows on the sides! Quality alilac-notebooknd pragmatism. I also noticed that one vendor was giving away Cadbury eggs; those are useful, too.
  2. Speaking of vendors, focusing on sharing product information verbally, with additional material online. I chatted with a vendor for Hublet. He carefully explained that he only had one flier to give me; the bulk of the information was online. You know what? Perfect!
  3. Speaking of fliers and presenting information, many speakers either skipped using paper handouts and offered links to their information online, or provided fairly minimalist handouts. Additionally, the conference organizers asked attendees to sign up for sessions in advance (pros and cons), which allowed those who did create handouts to estimate numbers accurately.
  4. Hot beverages were served by waitstaff instead of through self-serve methods. This was subtle, but I imagine that it saved quite a lot of coffee and tea that otherwise might have been over-consumed.
  5. Holding the conference on an impressively sustainable campus, the University of Nottingham. Besides saving energy, water, and more while we were there, the various buildings on campus shared information on aspects of their sustainability through signage.

As I’m writing this, I do feel a good deal of tension over the fact that I flew to attend the conference–quite a long way, in fact. That’s something that I need to reconcile: my carbon footprint….with the fresh ideas, new contexts, and joy that I get from conference opportunities like this. I am heartened, though, at several working relationships that I formed through the conference that can be developed over Zoom.

Fellow attendees, what else stood out to you? I’d love to hear your observations, as well as ways you’ve worked balancing all the benefits of travel with a minimal carbon footprint.

Whispered questions: Is active learning ever *not quite* the answer?

A couple of weeks ago, one of my favorite faculty members and I were talking on the phone. She began telling me a story about a recent situation in which her students had completely failed to construct knowledge together during an active learning exercise. Everyone was frustrated. The hour was wasted. It’s okay, I told her–we all [platitudes about how the very best teachers learn through experimentation and occasional flops. I’ve flopped; you’ve flopped; it happens]. Do you think…maybe just TELLING them some of these things would have helped? she asked. Was active learning the WRONG tactic? At that point, I realized that we were whispering–and it wasn’t just the thin walls. We felt that we were speaking the unspeakable.

This conversation clearly stuck with me, and several days ago, I was thrilled to connect with David Goobar’s recent article in Chronicle Vitae, “Is it Ever OK to Lecture?” This good-natured and pragmatic article begins with the story of one of Goobar’s graduate teaching assistants: a young man, deeply dedicated to active learning, who brings this question to the author.

The article has several major points that are of use to academic librarians: (1) The article provides several specific strategies for overlaying brief lectures with tools or activities for actively gathering information. (2) When we tell graduate assistants and other new teachers (or teachers who are revising their methods) to use active learning strategies, we need to coach them. Active learning strategies need to be selected and used well. (3) Sometimes *telling* students about areas of knowledge that you know in depth gets them off to an efficient start in their learning, which supports & accelerates the active part of your class time. I appreciated the article’s brief mention of types of knowledge that students may struggle to develop through active learning.

Goobar’s thoughts are particularly helpful to me as I work to make my own information literacy instruction more and more active. I appreciate learning more about when & how to strategically supplement active learning with straight-up information.

I may report back as I experiment with some of the tools mentioned in the study — such as the “quiz on the go.” Please let me know if you try them! Here’s to honest questions. May we never hesitate to ask them!