Featured Teaching Librarian: Karoline Manny

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:Karoline Manny

Karoline Manny

Institution:

Centre College

Job Title:

Reference, Instruction and Assessment Librarian

Number of Years Teaching: 

25

Why did you become a librarian?

I started out as a Professor of Spanish Literature. I taught primarily medieval and renaissance literature and I found the aspect of teaching that I liked the most was helping students to develop their research skills (as explorers of manuscripts and as creators of electronic resources to make research more broadly available). Eventually, I realized I would be happiest if I dedicated myself to helping students succeed in their research, so I went back to college and got a library degree. I’ve been an instructional librarian ever since.

What’s your favorite thing to do in your free time?

In my free time I have very eclectic tastes. I love doing any sort of art, but especially acrylic painting, mixed-media and photography. Not to say I’m good at it. I just like it! I also love doing anything in nature, like hiking, birdwatching and camping with my dogs. And I belong to a fiction writing group. We’re like the Inklings, though we haven’t given ourselves a name (and none of us are likely to ever be as famous as Tolkien or Lewis). We write, share, and discuss fantasy stories amongst ourselves.

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

My favorite activities revolve around teaching students to evaluate scholarly sources. Even once students understand how to find and when to use scholarly sources, they struggle to do so. Beginning students have little experience reading, evaluating the usefulness of, and synthesizing scholarly sources. My favorite activity to help with that is the “Literature Review Update.” For this activity, the course instructor and I locate a relevant, but older, literature review and assign the students to read it before the instruction session. They must choose one argument in the literature review that interests them and highlight it in yellow. Then they highlight the references/evidence the author used to support the argument in another color. Finally, they highlight the author’s analysis of the references/evidence in a third color. (This can be a good in-class exercise on its own. It can also be a good analysis to have students do on their own rough draft). During the instruction session, I help the students locate two newer citations to “update” the literature review. The newer sources must do two of the following: support the original argument, support the original argument but add a new point of view in some manner, or oppose the original argument. By the end of class, the students must rewrite the paragraph of the literature review that they highlighted to include a synthesis of the new references/evidence. This activity definitely takes an entire class, but students tell me it really helps them understand what sorts of evidence to use in their papers and how to incorporate it.

Tell us how you assess your classes (e.g. mud cards, clickers, reflections).

Instruction assessment is formally one of my responsibilities in my current job and I have always enjoyed developing authentic assessment methods. At my college, the library has defined Information Literacy student learning outcomes and we are interested in assessing students’ progress towards meeting those outcomes. When planning classes, we keep in mind what SLO the instruction supports and we design an activity the students must complete to demonstrate their learning. For example, students might need to answer journalistic questions to narrow their topic, or find and properly cite two scholarly articles, or answer questions to evaluate a source, or write a paragraph to incorporate sources, etc. We can either spot check the students’ success completing the activity as we help them, collect the worksheet and evaluate it or, if the professor is willing, have the students upload the worksheet to Moodle so we can see it there. We have rubrics for each SLO that we use to rate the students’ work. We are just beginning a trial of this type of in-class assessment, but it has worked well in the classes where we’ve used it so far.

Describe your experience with instructional technologies (e.g. Kaltura, Captivate, Articulate Storyline, CMS).

Because I feel that digital literacy is crucial, I regularly incorporate instructional technology into my classes. One of my favorite tools is Padlet, which allows students to enter “notes” on a virtual board. It can be used on a phone without downloading an app and accessed easily via QR code. I use it at the beginning of class to get students thinking on a topic and throughout class to solicit thoughts. Students like it because it can be anonymous, and it gives them time to think before answering, so it works for different learning preferences. I like it because I can keep the boards the students create as learning artifacts. I also love Concept Mapping tools like Coggle. I like this tool for helping students brainstorm to narrow down their topics. Again, it’s great because the students can keep and easily edit/share their results. I also often use student response software, like Socrative, for quick assessment of key terminology and concepts. Finally, I think it is valuable to produce instructional videos that students can watch for extra help. Camtasia is my tool-of-choice for that, but I also find Adobe Spark Video, a free Adobe product, to be very useful and easy to use for this purpose.

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2020 Rockman Award Winner Interview: Amanda L. Folk

Amanda L. Folk won the 2020 Ilene F. Rockman Award for her article, “Reframing Information Literacy as Academic Cultural Capital: A Critical and Equity-Based Foundation for Practice, Assessment, and Scholarship,” published in 2019 by College & Research Libraries. 2019/2020 Rockman Award Committee member, Thomas Weeks, conducted an interview with Amanda after she received her award.

You talk about how librarianship has lacked a critical approach to student success rooted in an equity framework. Why do you think this has been the case?

Although we still have a lot of work to do as a profession, we’ve seen a lot more interest in discussing issues related to diversity, inclusivity, equity, and social justice over the past decade or two. I think that’s especially been true since critical librarianship has gained momentum and visibility. Having said that, I think there is somewhat of a scholar-practitioner divide in librarianship, which is understandable. I think this has resulted in a lack of a theoretical or conceptual component that provides a foundation for our practice, particularly related to student success. The Value of Academic Libraries report (VAL) and the subsequent Academic Library Impact report (which brought LIS scholars and practitioners together) really challenged academic librarians to think about our role in student learning and success. We’re only one decade out from the publication of VAL, and I think we’re starting to gain our footing in that area…both thinking about what our roles are, could be, or should be and then thinking about how we give librarians the basic skills to embark on research related to student success. As we’re maturing in this space, I think it’s important to look at the theories and conceptual frameworks that undergird research about student success more generally and bring those into conversation with our work and values. Higher education researchers have been grappling with issues of diversity, inclusion, equity, and social justice, both in scholarship and in practice, for decades. I think that work has remained invisible to many librarians who are focusing primarily on LIS literature, which, again, is understandable.  I think engaging with theoretical and conceptual frameworks that are commonly used in higher education research will really enrich the student success research that we’re developing, deepen our work with students at our institutions, and appeal to our institutional colleagues (because we’re approaching matters of student success from perspectives with which they are familiar).

In addition, I think it’s important to point out that our profession is overwhelmingly white and our professional context primarily operates in white-collar paradigm. While I do believe that many librarians (of all racial and social class backgrounds) have a true to commitment to equity and social justice. For those of us who are not minoritized in the profession, even though we may have positive intentions, we might not give thought to these issues on a regular basis. We may even think that it’s someone else’s responsibility to address these issues, despite being supportive of the goal of achieving equity. I think, in some ways, it’s easier to address diversity and inclusivity in our collections, in our displays, than in our teaching or interactions with our communities. We can often celebrate diversity on a superficial level (though these celebrations are important and have a role in creating a sense of belonging). It’s much harder to interrogate our own (individual) potential contributions to persistent achievement gaps and acknowledge that our own practices might be problematic for particular student populations.

You connect information literacy as a form of cultural capital. What led you to this connection?

This connection is a personal one. I went to a wealthy liberal arts college. Despite being the salutatorian of my high school graduating class (and I went to the “good” high school in my hometown), I felt somewhat adrift academically when I got to college. Although I ultimately did well enough to be competitive for graduate school, my grades were much lower than I was used to and that took a toll on my academic self-esteem. It was like there was something I was missing. I wasn’t a first-generation student; my father graduated from college when I was about 5 (so he was roughly the age I am now as I am typing this). My mother was the office manager in the admissions office at college in my hometown. My family had a lot of college knowledge, but it was more procedural (still very important!). I was really lacking information related to the hidden curriculum, despite my parents’ unwavering commitment to and support for my educational attainment.

Fast forward almost 10 years, and my partner and I were both back in school. He was studying mechanical engineering at the local community college after having been out of school for almost 10 years, and I was in the social and comparative analysis in education track of a PhD program. I noticed that he, like I did, lacked a lot of critical information related to the hidden curriculum. We had a particularly brutal evening when he had finished writing his first research assignment. He had worked so hard on it, and it was a really good paper. He didn’t have any citations in it though. Despite completing the writing course, he didn’t know that he had to cite his sources. This wasn’t his fault; this was an instructional failure. It was assumed that he was taught that somewhere else. At the same time, I was learning about social and cultural capital in my classes, and it all started to click. I realized that a lot of what librarians were attempting to do in our instruction and consultations with students was impart critical academic cultural capital to help students navigate instructors’ expectations for performance that was, at least in part, hidden to many students. I wondered if we could be even more effective if we explicitly acknowledged this goal.

You mention a few implications for practice with the equity framework, including asset-based approaches and models such as Decoding the Disciplines and Transparency in Learning and Teaching Higher Education. How would you recommend a librarian new to thinking in terms of an equity approach get started?

First, I recommend reading works outside of librarianship that are related to equity work in education, including works that talk about how to dismantle white supremacy, classism, colonization, ableism, homophobia, transphobia, xenophobia, etc. This can be overwhelming (there are so many unjust systems and structures that need to be dismantled), so perhaps choose an area that you are particularly interested in learning more about to get started. For me, it was learning more about antiracist and anticlassist practices, which I believe prepares me to learn more about the other kinds of marginalization that happens in educational spaces. As mentioned in my article, Dr. Estela Mara Bensimon has been foundational for how I think about infusing equity values into my work. I highly recommend her works that I cited in the article as good starting points, but she also recently co-authored a book with Dr. Tia McNair and Dr. Lindsey Malcolm-Piqueux that I think provides a nice distillation of her previous with concrete, practical examples – From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education. It was helpful for me to think about activities, programs, services, or curricula that were in place in my institution that may have fallen into Bensimon’s deficit or diversity frames, despite positive intent on the part of the institution. Then I moved to the practices of my library and then to my own practice (specifically classroom teaching and reference interactions). Using Bensimon’s work, I reflected on what it would mean or look like to approach this work from an equity standpoint, and what changes I would need to make. Thinking about how I could model that behavior and talk about it with my colleagues. I really feel that I am just at the beginning stages of this work – I still have A LOT more to learn and to do to make change – but I feel that I have to start somewhere, no matter how small.

Another work that I find myself referring to quite frequently right now as I think about how to infuse Bensimon’s equity frame into the work of my department is Michelle Reale’s Inquiry and Research: A Relational Approach in the Classroom. In my opinion, this book is aligned well with librarians serving as discourse mediators…helping to uncover the potentially tacit expectations of instructors for research- and inquiry-based assignments that have implications for student performance (and grades). She encourages librarians to help students develop a thinking strategy and provides practical examples of what that could look like in a one-shot session. We’re using this approach to rethink our former reference service model at my own library.

Finally, I found it helpful to reflect upon and apply the Decoding the Disciplines model to my own interactions with students, especially at the reference desk or in research consultations. Asking myself where students seem to be getting stuck in the research process. This allowed me to think about what kinds of mental tasks (which we could equate with knowledge practices and dispositions in the Framework) students would need to know how to do to move past these sticking points (AKA bottlenecks to learning) and how I could help them to get practice with these mental tasks in a non-threatening, low-stakes way. TILT offers a lot of examples and resources, and we’ve found that it can be helpful to apply the transparent assignment checklist to assignment instruction sheets that we already have, just to get a feel for TILT. They also have great examples assignment instruction sheets, as well as a template for writing transparent assignment instructions. If you have formed a good working relationship with an instructor, one who is open to experimenting with you, you could have conversation about working together on this as a way to pilot this kind of work.

What’s next for you and your research?

Hopefully walking the walk! My colleagues (Katie Blocksidge, Jane Hammons, Chris Manion, and Hanna Primeau) and I have implemented an instructor development workshop series called “Meaningful Inquiry” based on this article, and we’ve offered it twice now to about 23 participants. We have plans to offer it twice in May 2020. We’ve also been given funding from The Ohio State University Libraries to offer a competitive course or assignment-transformation grant for workshop participants, in which they use what they’ve learned about equity work, information literacy, student learning and motivation, Decoding the Disciplines, and TILT to make real changes to their assignments. We have research studies planned for both the workshop and the grant program to investigate the effectiveness of this work.

I’ve also been working with my colleague, Tracey Overbey, on a research study that explores the library experiences of Black and African-American students before and during college. We wrote a paper with preliminary findings that we presented at ACRL 2019, but we’re continuing to do more analysis and hope to have more publications in the next couple of years.

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Management & Leadership Committee Spring Webinars Beginning Next Week

Emotions in the Workplace

Wednesday, February 26, 1:00 – 2:00 p.m. CST

Register: https://ala-events.zoom.us/webinar/register/WN_Zdzg4HkUTF-So1HUxL3_Nw

After registering, you will receive a confirmation email containing information about joining the meeting.

Many different forms of work contain a requirement, often unspoken, for employees to “put on a happy face,” and careers like librarianship, with high customer-service interactions requiring emotional labor, often tax employees’ physical and emotional health. This work can be even more draining for employees who are marginalized by virtue of their race, religion, sexual orientation, gender identity, or disability. Leaders are influential in setting the stage for how emotion work is viewed in an organization and can thus play a role in creating conditions that encourage emotionally healthy work environments for everyone. In this session, we’ll discuss the science behind emotional labor, emotional intelligence, and emotional regulation. We’ll also offer suggestions for leaders to implement practices that lessen the negative impacts such work can bring and enhance emotional understanding and management.

Presenter: Miriam L. Matteson

Associate Professor at the Kent State University School of Information and Interim Associate Dean in the College of Communication and Information

Miriam’s research broadly explores emotion in the workplace, including emotional labor, dispositional affect, as well as interpersonal and emotional soft skills in a variety of library settings. She is also engaged in research and program development on continuing management education for librarians. She has published in College and Research Libraries, Library and Information Science Research, Library Management, Library Quarterly, and portal: Libraries and the Academy. She is the editor of the Future Voices in Public Services column in Public Services Quarterly. Before earning her PhD in Library Science from the University of Maryland she worked as a reference and instruction librarian at the University of Maryland University College. She has also worked as a music cataloger at Indiana University, and a project manager at Universidad Simon Bolivar in Caracas, Venezuela.

 

Management & Leadership: The Practical Application of the Theories Behind Team Building

Thursday, March 19, 1:00 – 2:00 p.m. CST

Register: https://ala-events.zoom.us/webinar/register/WN_YHUq8CRXQ1urPY2Lz_bAQw

After registering, you will receive a confirmation email containing information about joining the meeting.

Working in teams can be a productive method of completing complex tasks while also engaging in participatory learning. Team-based work combines the skills, knowledge, and experience of individuals to work and create with innovation and efficiency. However, team building is an ongoing process, and those in leadership should be thoughtfully intentional when it comes to team building. This webinar will look at team development models, their practical application, and use by managers and leaders.

Presenter: Nikhat J. Ghouse (pronounced: Nick-Khath Goss)

Associate Librarian for the Social Sciences and the Coordinator of the Diversity Alliance Residency Program at American University

In addition, to her day job, Nikhat works at an Organization Development Consultant within libraries and academia. Her area of expertise includes change management, strategic planning, diversity & inclusion, and facilitation. Additionally, Nikhat is the incoming Chair of the ACRL Instruction Section. She completed her Master of Science in Organization Development at the School of Public Affairs at American University,  a Master of Library and Information Science at the University of Pittsburgh, and a Bachelor of Arts in History at Cleveland State University.

 

Managing Up with EDI in Mind: Collaborations to Strengthen a Community

Thursday, April 2, 1:00 – 2:00 p.m. CST

Register: https://ala-events.zoom.us/webinar/register/WN_BGOh5svUQEaz3JWV5GA8XA

After registering, you will receive a confirmation email containing information about joining the meeting.

Librarians who lead teaching programs often face challenges such as lack of formal authority, uneven participation in teaching initiatives, and lack of shared language and priorities surrounding diverse instructional services offered within an institution. At the University of Delaware Library, Museums, and Press, we recently discovered that these challenges, while familiar to longstanding instructional programs, are also true for a fledgling leadership development effort, and that collaborations between these two programs has powerful potential for cultural and structural change. In this session, the presenters will share how their partnership strengthened their individual programs and their ability to center Equity, Diversity and Inclusion (EDI) in their practice. Participants will reflect on how you engage EDI concepts in your instructional program and practice and where there is room for improvement; discuss the intersection of instruction skills and leadership and management skills and brainstorm ways to link these conversations on your own campus; and understand the value of strategic partnerships to get by-in and support program goals.

Presenters:

Maisha Carey, Organizational Development and Learning Librarian, Senior Assistant Librarian, University of Delaware

In this newly developed role of Organizational Development and Learning Librarian, Maisha is part of the Human Resources team and works closely with Library administration to design and implement initiatives that support the organization’s strategic directions with particular attention to its foundational principles of organizational effectiveness and inclusive excellence. Maisha represents the Library on the collegewide Chief Diversity Advocate group and is a member of the inaugural class of Diversity Engagement Fellows. Maisha is also program coordinator for the Pauline A. Young Residency Program, one of the oldest diversity librarian residency programs in the country.

Meg Grotti, Assistant Head of Instructional Services, University of Delaware

Meg is an associate librarian at the University of Delaware, where she serves as Assistant Head of Instructional Services in the reference and instructional services department. She facilitates the community of practice surrounding teaching and learning services across departments and leads programmatic planning for these services as chair of the Teaching and Learning Committee. Meg supervises two librarians who are focused upon information literacy, outreach and undergraduate student success, and serves as liaison to the College of Education and Human Development. Meg is also the leader of UD’s campus open textbook initiative.

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ACRL IS Membership Office Hour: Orientation to the Instruction Section

Are you new to academic librarianship, ACRL, or the Instruction Section (IS) and wondering where your professional home might be — or how to navigate and be involved in IS? Please mark your calendars for 4p EST/3p CST/1p PST Wed., Feb. 5, for a webinar focused on orienting you to the ACRL IS. Representatives of the IS Membership Committee with special guests Susanna Eng-Ziskin, IS chair, and Nikhat Ghouse, IS vice chair, will discuss the ins-and-outs of the IS along with how you can get involved through volunteering and various communication channels.

Register for this webinar. After registering, you will receive a confirmation email from Zoom containing your specific link to join the live meeting. Please do not join earlier than 15 minutes prior to the meeting time. A dial-in option is available upon login.

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Accepted PRIMO Projects – Fall 2019

The Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL is pleased to announce that the following projects were accepted into the PRIMO database during its fall review cycle:

  1. Library Research Tutorials (Marley Killgore, Nate Beyerink, Anthony Rodgers, Jess Williams, Dani Wellemeyer, Courtney Strimel, Julie Hartwell, Sean McCue – UMKC University Libraries)
  2. Writing a Literature Review (Kian Ravaei, Taylor Harper – UCLA)

Look for interviews with some of the creators of these projects at the PRIMO Site of the Month website during the spring.

If you would like to nominate a project to be considered for inclusion in the PRIMO database, the spring deadline is April 24, 2020. Submit your own project for consideration no later than May 8, 2020.

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Tips and Trends: New Issue on Video Tutorials

The ACRL Instruction Section, Instructional Technologies Committee, has published their latest Tips and Trends article about Video Tutorials. This issue explores how video tutorials are used to inform researchers about general and advanced research techniques, demonstrate how to use specific electronic resources, and highlight access service policies.

Published by the Instructional Technologies Committee of the ACRL Instruction Section, Tips & Trends introduces and discusses new, emerging or even familiar technologies that can be used in library instruction. To see this and previous Tips & Trends, visit the Instructional Technologies Committee webpage.

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Call for Proposals: 2020 ACRL Current Issues Virtual Discussion Forum

Is there an instruction issue you wish more folks were talking about?

The IS Current Issues Virtual Discussion Forum is an opportunity for library workers to explore and discuss pressing topics related to library instruction and information literacy. The IS Discussion Group Steering Committee welcomes topic proposals from individuals who are interested in facilitating the discussion. We strongly encourage proposals that promote participant reflection and discussion.

Proposals will be reviewed based on the following criteria:

  • clarity of focus
  • how well the topic lends itself to a meaningful discussion
  • observed significance of the proposed issue for library workers and learners

The Steering Committee will support the selected facilitator by issuing a second call for panelists, and hosting and publicizing the forum.

Application Deadline: February 27, 2020
To submit a proposal, please use the online submission form.
Applicants will be notified by March 31, 2020.

To see examples of past discussion topics, view the digests of past discussions online.

Questions?
Contact the ACRL IS Discussion Group Steering Committee Chair, Melissa Harden (mharden@nd.edu) or Vice-Chair, Kristine Nowak (kristy.nowak@colostate.edu).

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Call for Nominations: ACRL Instruction Section Featured Teaching Librarian

Do you know someone who is an amazing teaching librarian? 

If yes, consider nominating them as a Featured Teaching Librarian!  
If you’re an amazing teaching librarian, consider nominating yourself.  

The ACRL Instruction Section Teaching Methods Committee wants to highlight excellent teaching librarians.  Several times during the year, the committee selects and interviews a librarian who demonstrates a passion for teaching, innovation, and student learning.  This feature provides a way to showcase amazing teaching librarians on the ACRL Instruction Section website and share their best teaching practices with others in the field. 

Consider nominating yourself or someone you think is amazing! 
Nominations are due by January 25th, 2019.

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Featured Teaching Librarian: Elise Nacca

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:

Elise NaccaElise Nacca

Institution:

The University of Texas at Austin

Job Title:

Head of Information Literacy Services

Number of Years Teaching: 

10

What are you reading right now?

The Warmth of Other Suns: The Epic Story of America’s Great Migration by Isabel Wilkerson. The book was exhaustively researched over decades, but it’s her clever storytelling device of weaving interviews with Southern blacks who migrated over the course of six decades that makes this tome a compelling read.

What’s your favorite thing to do in your free time?

I honestly like doing nothing. I enjoy wrestling with boredom. I like the moments upon waking when my brain is still adrift, and the moments before I fall asleep when my brain and body part ways for the night. I get my best thinking done in those moments. Thinking half formed thoughts on my own feels luxurious nowadays when we are expected to have pocket computers on our person at all times. I like to pretend it’s 1994 and no, I cannot just look it up right now.

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

The best interactions with students that I have had are the ones where I facilitate a source analysis activity in hands-on sessions with primary sources. Students don’t always lead with curiosity because school tends to be very goal-driven. Moments when we can prioritize inquiry-based learning and give students the permission to explore is one of my favorite teaching moments, even if I’m not really teaching anything. The worksheet I use prompts them to ask questions about the artifacts they are handling. Who produced it and for what purpose? Who is the audience? Where do you detect bias? Beyond that, I think this is also a space where we can teach curiosity by asking, What is surprising about this artifact? What do you want to know more about? Where are you going to look? Having students report out their questions and findings gives them the opportunity to showcase what they find valuable and exciting and to pass on new knowledge to their classmates.

How do you avoid teaching burnout?

I can’t imagine being burned out from teaching. I occupy a position of great privilege. In my role I engage with an array of disciplines and collaborate with faculty to teach freshmen research skills in a world class collection. Every year a new batch of students presents new perspectives on the shifting grounds where we teach information literacy skills. My job is to, in whatever small way I can, support undergraduates to become better citizens, to be curious, to be tenacious, and to contribute to research that will change the world.

So, my advice for those who are feeling burned out—remember what drew you to your work in the first place. Talk to a colleague about how you’re feeling. Or, explain your job to someone outside of our profession—I’ll bet they say, ‘Wow, that’s so cool.’

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

1) Teaching is a bad place for a perfectionist. You will mess up, you will explain something horribly, you will muck up a demo, you will tell a lousy joke. Everyone else will always seem like a better teacher than you. Often they are. But that’s not the point. The point is to continually reflect upon and rethink your practice to become a better teacher. And remember that when you hold yourself up to impossible standards, you are holding others up to those standards as well. That does not breed a community of trust, curiosity, and risk-taking.

2) College is hard. Lead with compassion when you teach and share with your students the times you stumbled, the times you had no clue. And share with them the passions that kept you going when you almost gave up—so they can find theirs.

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Diversity & Inclusion Task Force Survey

The Diversity & Inclusion Task Force has produced a survey to identify needed diversity & inclusion resources related to information literacy and instruction, and gather recommendations for the future of the Instruction Section regarding supporting diversity and inclusion within instruction programs, as well as making the Instruction Section more inclusive and diverse. The results of this survey will be used by the Task Force to compile a report of recommendations for the ACRL IS Executive Board.

We would appreciate your anonymous participation in the survey – regardless of whether or not you are a member of ACRL and/or the Instruction Section. Respondents will have the opportunity to sign up for a follow-up interview and/or focus group to expand on their responses. Any identifying information will be removed from the full survey responses to ensure anonymity.

The survey will be available until December 20, 2019.

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