Featured Teaching Librarian: Amanda Hornby

Several times a year, the ACRL Instruction Section Teaching Methods Committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning. Nominate yourself or someone great!

Amanda Hornby of the University of Washington

Amanda Hornby of the University of Washington

Name: Amanda Hornby

Institution: University of Washington

Job Title: Teaching & Learning Program Librarian

Number of Years Teaching: 12

What are you reading right now? Set the Boy Free by Johnny Marr

What’s your favorite vacation place you have traveled to or where would you like to visit? Lopez Island, Washington

Describe your favorite teaching method:

The flipped classroom method, which I implemented in my undergraduate teaching about 3 years ago thanks to the UW Libraries’ creative graduate student instructors, is my favorite. Wherever possible, I like to flip the classroom by creating a short quiz and links to relevant library videos/resources and embedding the module in a course’s Canvas LMS a week before the library instruction session. By eliciting student responses in advance, I have a good sense of students’ research topics, key library-related questions, and where confusion may exist. Plus, I don’t have to do long database demos (and can often skip a demo!), which are really my pet peeve. I also think it strikes a nice tone in advance of a library session, so students have already seen me posting in their course’s Canvas page in a friendly way.

Describe a favorite activity that you use with students:

I love to use concept mapping as a way to start most of my undergraduate library teaching sessions. Depending on the size of the class, students will work individually or in small groups and go to town on whiteboards. They start with their central research topic or question and then branch out, creating interconnected bubbles of related issues, people/stakeholders, geographic locations, theories, policies, and much more. After the concept maps are created and students share out with the class their topics, I find that students are much more engaged and energized to dive into hands-on research related to their own research. I take photos of each concept map (which are really detailed and usually quite creative), pop the photos into the shared class Google slideshow, and post it in the students’ course Canvas LMS so that they have it for use in their research that day and beyond.

How do you avoid teaching burnout?

I am very lucky to be able to co-supervise and co-train our graduate student library instructors. Every year we hire new grad students, and their questions about library teaching and learning, and their innovative approaches to being more inclusive in their teaching and using technology, always, always inspire me.

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May 2017 Site of the Month

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that a new Site of the Month interview has been posted to our committee website.

May 2017 Site of the Month: Y Search
Interview With: Elise Silva, Leanna Fry-Balci
Interviewer: Gabriel Duque

Project Description: Y Search is a website produced by library instructors at Brigham Young University for use in blended learning instruction with First-Year Writing (FYW) classes. Our FYW classes come in for one week’s worth of instruction (two to three class periods), and the Y Search modules help students learn content outside of class so instructors have more time to problem-solve in class. Y Search currently has four modules: background research, topic development, search strategies, and source evaluation. As the need for more instruction increases, librarians hope to expand Y Search to include other modules like critical reading strategies and synthesizing information.

Each module includes two embedded videos. Librarians wanted these videos to be as brief as possible, so each video is limited to two minutes. The videos are followed by a suggested homework assignment students complete before coming to class, an interactive learning tool where students can practice concepts taught in the video tutorials, and extra links to more video tutorials (not produced by BYU) that provide more instruction on a given topic.

The full interview is available at: http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/may-2017-site-of-the-month/

To see the archive of previous Site of the Month interviews, please see http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/

Look for more interviews next month!

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ACRL IS Preconference at the 2017 ALA Annual Conference in Chicago

Interested in developing strategies and approaches for teaching with the Framework that incorporate a social justice lens? Register for the ACRL IS Preconference at the 2017 ALA Annual Conference in Chicago.

Going with (and Growing with) the Framework: Teaching Information Literacy with a Social Justice Lens

Date and Time: Friday, June 23, 2017 from 9:00am-4:00pm

Location: McCormick Place, Room W178a

Registration: http://2017.alaannual.org/register-now

Participants in this preconference will learn approaches that focus on social justice in teaching with the Framework for Information Literacy for Higher Education. Presentations will focus on specific frames, such as Information Has Value and Research as Inquiry, using contexts that range from one-shots to credit-bearing courses to curriculum design at a variety of university and college settings. Examples from presentations will include a lesson that engages student using popular culture and a classroom exercise that incorporates religious primary sources. A hands-on workshop will walk participants through all the frames and, through a reflective method, help them connect their personal vision of social justice to at least one frame. Finally, the Framework Advisory Board will present information about and share tools from the Framework Sandbox, a database of tools and lesson plans for teaching the Framework.

Questions? Contact the ACRL IS Preconference Committee Chair for the 2017 ALA Annual Conference in Chicago, Robin Ewing (rlewing@stcloudstate.edu). 

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ACRL IS/DLS/CJCLS Program at ALA Annual: “To Teach or Not To Teach Discovery Tools: Balancing Practical Instruction with the ACRL Information Literacy Framework”

Please join us at ALA Annual in Chicago on Saturday, June 24, 2017, 1:00-2:30 at MCP W179a for our panel discussion program on using discovery tools (Summon, Primo, EDS, etc.) in instruction utilizing the ACRL Information Literacy Framework.

Description:

As academic libraries began using discovery tools, a debate arose regarding when, where, and how to teach students to use discovery tools and incorporate the ACRL Information Literacy Framework. Depending on the type of institution (2-year vs. 4-year+), mode of instruction (online vs. in-person), and learning outcomes (practical skills vs. theoretical modeling), librarians face challenges when teaching a discovery tool. This panel discussion will explore these challenges and discuss potential best practices.
Speakers:

Joe Brewer (Pima County Community College), Elyssa Stern Cahoy (Pennsylvania State University), Sarah Clark (Rogers State University), and Nancy Fawley (University of Vermont)

Program on the ALA Conference Scheduler

For information, contact David Oberhelman, d.oberhelman@okstate.edu

 

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ACRL ISTM Virtual Event Recording and Materials

On April 25, 2017 the ACRL IS Teaching Methods committee hosted a conversation with Melissa Bowles-Terry and Cassandra Kvenild, authors of Classroom Assessment Techniques for Librarians (ALA 2015). Melissa and Cassandra discussed how they integrate assessment into their instruction and gave practical tips on how to adjust and customize assessment for specific situations.

You can view the recording of Improve Your Instruction with Classroom Assessment Techniques: A Conversation with Melissa Bowles-Terry and Cassandra Kvenild below. Slides and chat transcript are also available.

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Winter 2017 Tips and Trends: Accessibility and Universal Design

The ACRL Instruction Section, Instructional Technologies Committee, has published their latest Tips and Trends article, “Accessibility and Universal Design,” written by Bonnie L. Fong, Elizabeth M. Johns, and Becka Rich. Tips and Trends introduces and discusses new, emerging or even familiar technologies that can be used in library instruction.“Accessibility and Universal Design” is freely available at bit.ly/tipsandtrendswi17,

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Featured Teaching Librarian: Christina Holm

Several times a year, the ACRL Instruction Section Teaching Methods Committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning. Nominate yourself or someone great!

Christina Holm of Kennesaw State University

Name: Christina Holm

Institution: Kennesaw State University

Job Title: Instruction Coordinator

Number of Years Teaching: 2

What are you reading right now?
Shifting Shadows by Patricia Briggs

Who’s your favorite fictional villain?
Alice Morgan from Luther

Describe a favorite activity that you use with students (this could be for a face-to-face class, online, or hybrid class).

I have two favorite teaching activities, and I can’t really choose one over the other as my favorite! One of these activities is a Research “Mad-Libs” handout that I use to help students understand the importance of developing thorough research questions. This worksheet states “I want to research [what] and [who/what] in [place] during [time] because [why]. I then ask students to fill in the blanks. If a class is at the beginning of their research process, I can take volunteers and ask different students to supply each part of the Research “Mad-Lib,” and if they are further along in their processes, I can have them complete the activity individually. This worksheet usually gets students away from overly vague statements and also gets students used to entering just their search terms as opposed to a whole sentence. My other favorite activity is human modeling. For this activity, I instruct students that they are to think of themselves as books in a database, and at my instructions they are to stand or sit. As I provide my instructions, the ways that a database works to narrow search results based upon search terms becomes really obvious. This activity also demonstrates Boolean operators very well. I find that most students enjoy this activity, and they generally identify that it helps them better understand why they need to be specific with regards to their research questions! It also makes them laugh when I visually demonstrate why it can be a bad idea to search for something as broad as college students (in this case the whole class stands up).

Name two things you would share with a librarian who is new to teaching.

1) It’s not always about you., What goes on in the class can depend more on the class dynamics and the day you attend than on anything to do with you. This can mean that the class will go really smoothly right from the get-go, and it can also mean that the class will do poorly no matter what you do. I think that it’s important to acknowledge that as the teacher you are not all-powerful—students bring their own circumstances to every class.

2) Expect the unexpected. Because classes involve real people, you cannot plan for everything. Instead, you need to prepare yourself ahead of time that the unexpected is kind of normal in a classroom setting. I feel that it takes some pressure off of new instructors to know that the unexpected will always occur.

What’s your teaching philosophy?

Briefly put, my teaching philosophy is to meet students where they are, and also that no one gets left behind. In practice, this means that no question is too basic and that most of my classes are designed with multiple feedback mechanisms so that a quiet student can get just as much out of my sessions as a talkative student. Most recently I have been influenced by the principles of Universal Design for Learning. In the past I was very much influenced by Donald Finkel’s Teaching with Your Mouth Shut. For me, the student’s ability to walk away from my sessions with a new set of skills, or more basically an improved research process, is really important.

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April 2017 Site of the Month

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that a new Site of the Month interview has been posted to our committee website.

April 2017 Site of the Month: Scholarship is a Conversation
Interview With: Joelle Pitts
Interviewer: Marcia Rapchak

Project Description: The New Literacies Alliance is an inter-institutional consortium of academic libraries aimed at building ACRL Framework-based online information literacy lessons. The lessons can be embedded in websites and LibGuides, synced with most learning management systems, or hosted in the cloud for students to review. All lessons are institution-, vendor-, and technology-agnostic—meaning that they can be used by any institution. The lessons are also licensed through Creative Commons, so individual branding and other modifications can be made. This lesson is mapped to the Scholarship as Conversation Frame and introduces the concept of scholarly conversations developing over time, and how to follow a scholarly conversation.

The full interview is available at: http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/april-2017-site-of-the-month/

To see the archive of previous Site of the Month interviews, please see http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/

Look for more interviews soon!

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Call for Proposals: 2017 ALA Annual Current Issues Discussion Forum

The IS Current Issues Discussion Forum is an excellent opportunity for instruction librarians to explore and discuss topics related to library instruction and information literacy. The steering committee welcomes proposals from individuals who are interested in convening this discussion at the 2017 ALA Annual Meeting. The discussion will take place on Saturday, June 24, 4:30-5:30. (Room TBA)

If you would like to share your knowledge, help your peers learn from one another, and spark a lively conversation, submit a proposal to lead the IS Current Issues Discussion Forum today!

Application Deadline: May 19, 2017
To submit a proposal, please use the online submission form.
Applicants will be notified by May 24, 2017.
To see examples of past discussion topics, view the digests of past discussions online.

Questions?
Contact the ACRL IS Discussion Group Steering Committee Chair, Kathy Magarrell (kathy-magarrell@uiowa.edu) or Vice-Chair, Patrick Wohlmut (pwohlmut@linfield.edu).

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ACRL IS Teaching Methods Virtual Event

Improve your instruction with classroom assessment techniques: a conversation with Melissa Bowles-Terry and Cassandra Kvenild

Join the ACRL IS Teaching Methods committee for a conversation with Melissa Bowles-Terry and Cassandra Kvenild, authors of Classroom Assessment Techniques for Librarians (ALA 2015). Melissa and Cassandra will discuss how they integrate assessment into their instruction and give practical tips on how to adjust and customize assessment for specific situations. Bring your questions! Time for Q&A will follow the presentation.

Date and Time: Tuesday, April 25 from 2:00-3:00 PM Eastern Time

Please register athttps://acrl.webex.com/acrl/onstage/g.php?MTID=e9643d1b4f87a21f508b3aa55a3a210d2

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