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.
Name: Dr. Jessica Szempruch
Institution: University of South Florida
Job Title: Associate University Librarian, Assistant Director of USF Libraries Sarasota-Manatee campus
Number of Years Teaching: 10
Tell us 1-2 interesting things about yourself.
I love live theatre! Before I was a librarian, I worked as a professional stage manager and theatre technician. I use so much of what I learned in that work (critical and creative thinking, time management, conflict resolution, etc.) to my teaching and librarianship.
Describe a favorite activity that you use with students (this could be for a face-to-face class, online, or hybrid class).
One of my favorite activities to use with undergraduate students in a longer-format class (where I am either instructor of record or embedded throughout the course) is an “un-research assignment”. I was inspired to do this assignment by Allison Hoiser’s 2015 article ‘Teaching Information Literacy Through Un-Research’ . Basically, students begin by writing a very short essay on a topic of their choice using no outside sources. Then, they are asked to revise the essay, this time conducting research to add information that advances their argument, enriches their understanding, or maybe even corrects a misconception they have held. I have found this assignment to be a fun and practical way to teach many information literacy skills such as database searching, critical thinking, and citation skills. It is always fascinating to me to see how students explain topics they feel they know a lot about, and then to witness as they discover for themselves how research can fill in the gaps in that knowledge.
What are you doing to make your instruction more inclusive? (This could include particular strategies you’re using, trainings you’ve attended, or articles you’ve read.)
I approach all my teaching from a place of authenticity and empathy. I work to create educational spaces where learners can see themselves reflected in the sources I share, the topics we explore, and the discussions we have together. This work starts in my planning stages. When designing for the course, I adhere to universal design principles, taking time to check everything for ease of accessibility (font, colors, sizes, screen-reader friendliness, captions and alt-text, etc.). I use plain language and/or define jargon I feel may be difficult to understand. I often use student suggestions to guide my teaching examples; however, when I select the topics, I plan for examples that highlight lesser-heard voices.
Through it all, I try to keep top of my mind that everyone is coming to research work with different backgrounds, experiences, and levels of understanding. Each learner may need different supports to succeed, so I remain open to reacting to those needs in the moment.
How has your teaching practice changed over time?
My teaching practice has changed quite a lot over the past ten years! When I started as an academic librarian, most of my teaching work was done for undergraduate students in face-to-face classroom sessions across a vast array of departments. I remember weeks where I taught up to ten sessions that way and followed those up with many one-on-one consultations! Around 2020, my teaching shifted to focusing more on in-depth, research heavy upper-level undergraduate and graduate courses. Like many people, my teaching practice shifted entirely online around this time, and the demand for synchronous online instruction and consultations has remained high. At present, my teaching is largely focused on advanced research topics for students and faculty specifically in the social/behavioral sciences and education. Recently I have been expanding my teaching to include more workshop and individual sessions about evidence synthesis geared towards social science researchers.
Tell us about the library instruction at your institution. How many librarians at your institution teach?
Technically, the Research and Instruction (R&I) department at USF Libraries has 15 faculty librarians. All of us are assigned subject liaison areas, and then we have disciplinary subject teams to support each other. The question of “how many librarians at [my] library teach”, however, is much more nuanced in my mind. I feel strongly that all library work can and often does include teaching either informally or formally. One does not need to be an R&I librarian, or even a librarian, to teach within libraries; teaching/training/instruction is being conducted in every department, by individuals at every rank and level. To the end, we welcome all members of our USF Libraries community who self-identify as engaging in teaching work to participate in our Instruction Community of Practice (which I chair). The community of practice has met monthly for over 3 years, and at times has had nearly 30 people join into the conversations.
Name two things you would share with a librarian who is new to teaching.
- It’s okay to be nervous! Classroom teaching is very under-discussed in library graduate programs and many of us enter this work with no previous teaching experience. Some ways you may find help you get more comfortable may include observing others teaching, connecting with a more experienced mentor (formal or informal), co-teaching with another colleague, or even creating your own small group of peers to discuss teaching together. No matter what, it’s okay to take your time to get your bearings and give yourself grace as you gain teaching confidence.
- Never stop learning! All the most satisfied, successful, and longest-tenured teacher librarians I know have one thing in common – a passionate spirit of inquiry. Teaching is an evolving practice, and there is always as much more to learn as there is to impart.
Please share with us any links to LibGuides, presentations, social media accounts, etc.
