Add to Your Methodology Toolkit: From Reflective to Participative Action
Friday, June 7th, 2019
12:30 p.m. to 4:00 p.m.
CUNY Central | 205 East 42nd Street | Room 818/819
RSVP by June 1st. Registration is required. Security needs all visitors names for entry into building.
Session 1 (1:10-1:55pm)
- Mindful Movement and Breath Work for Everybody & Every Body – Anne Leonard
Abstract: Instruction librarians on the edge of burnout can use mindful movement and breath work to cope with classroom stresses and situations beyond their control, to bring themselves back from that edge and do their work with care, attention, and integrity. This workshop offers participants the chance to experience simple yet effective relaxation techniques in a classroom setting. Anne Leonard, who has completed a 200-hour yoga teacher training certification, will lead workshop participants (no previous experience required) through a few short movement and breath sequences they can practice for their own benefit as well as offer to students, to help everyone in the room settle in, focus their attention, and calm scattered energies in the room.
- How Can We Do All This In One Session?” The Advantages of Multi-Shot Library Instruction – Derek Stadler (Combined with Socratic Method below)
Abstract: We, as librarians, often struggle with jamming library instruction into a one-hour session, and do not have time to scaffold the Framework’s core concepts into a whole that guides students in developing an understanding of information literacy principles. This presentation will highlight a multi-shot instruction strategy used in a partnership between a librarian and a Natural Sciences professor over three instruction sessions. The session will include a discussion with attendees: How can libraries and librarians be proactive in scheduling multiple sessions? Depending on discipline, what kinds of pedagogy should go in each session?
- Socratic Method – Bill Blick
Abstract: This presentation will be on socratic questioning, active listening, and conversational instruction with students in a classroom that is free (temporarily) of the restraints of technology. Conversation can be a laid-back and tech-free way to start any session.
- Culturally Responsive Teaching through the Intersectionality of Collection Development and Information Literacy – Madeline Ruggiero (Combined with Google Forms below)
Abstract: As part of a research assignment, students were asked to choose research topics that reflected problems encountered by the protagonists of an assigned non-fiction story, who as undocumented youth confronted issues related to immigration and possible deportation. The predominantly Latino class found the story engaging and the situations and experiences relatable, and were eager to read and learn more. This session will address how the librarian sought out relevant books and incorporated them into the teaching session, pointed out bibliographies in these books as a useful tool for students’ research, and created a course libguide.
- Google Forms: Differentiating Instruction, Condensing Feedback – Danielle Apfelbaum
Abstract: Google Forms is a free tool that provides a quick and easy way for students to submit their work and for instructors to collect session feedback. This presentation will show how to use Google Forms in information literacy (IL) sessions to differentiate activities, collect and display student work for comment, and collect survey data. Attendees will learn the technical aspects of differentiating library activities and condensing survey information, and will leave this session able to create differentiated activities using Google Forms and to collect semester- or year-long survey data organized by individual IL session within a single Google Sheets workbook.
Session 2 (2:05-2:50pm)
- Active Learning in the Archives: Teaching Undergraduates about Digital Archives using Innovative Techniques – Jessica Wagner Webster
Abstract: In the course, “Digital Traces: Memory in an Online World,” undergraduates learn about digital archives, information literacy, electronic records, memory, and other challenging topics. This presentation will describe not only the course’s content and unique syllabus, but also the active learning techniques the instructor uses to help students with a variety of learning styles to comprehend how archival concepts influence and affect their day-to-day lives, and to showcase what they have learned.
- Revisiting What You Already Know – Student Reflection Assessment – Michelle Toth
Abstract: There are many benefits to having students reflect on their learning experiences: it can help them to identify their strengths and weaknesses, reflect on ways they can continue improving, and to enable students to recognize how much they have learned. This session will introduce attendees to a student reflective activity that not only taps into these benefits for students, but is also a useful tool to assess learning outcomes. This sort of reflective first day/last day activity is ideally suited for multiple-session instruction, but could be adapted for one-shots.
- All in Kahoot’s: Tools for Active Learning and Assessment – Jeffrey Delgado (Bomined with EXtending the Improving Your One-Shot below)
Abstract: In this interactive presentation, attendees will learn about Kahoot, a game-based learning educational technology, that can be used for information literacy sessions. It is freely accessible and fully customizable, and offers an innovative way to instantly engage students by using their favorite tools–cellphone and the internet! Kahoot is an ideal assessment tool, for not only the librarian but as a self-assessment tool for students. Attendees will learn how Kahoot collects data for librarians to use in assessing student learning, and discover the fun it can bring to the classroom while actively building relationships through competitive learning.
- Extending and Improving Your One-Shot with Google Forms – Neera Mohess
Abstract: Attendees will learn about how a librarian has used Google Forms as a pre- and post-session evaluation tool. In the “pre” evaluation students described their topic, what they found challenging about the research process, and what they would like to understand by the end of the session, enabling the librarian to align her teaching more closely with student needs. In the “post” evaluation, students were asked to describe what (if any) research skills they had learned, what could be done to improve the session, and one thing they still wanted to know. Results were shared with the professor and students, and enabled the librarian to understand what students found valuable in the class and what could be improved upon, and provided an effective means to answer remaining questions about research, citation, and the library.
Session 3 (3:00-3:45pm)
- MoneyBoss Workshops – Financial Literacy for Community College Students Through Interdisciplinary Collaboration – M. Anne O’Reilly
- Abstract: MoneyBoss is a series of one-hour workshops which aim to strengthen students’ financial literacy, addressing a variety of topics, including how to start a small business, protect their identity, save and spend wisely, and manage their credit and debit accounts. The library has collaborated with the Business & Technology and Social Sciences/Economics departments to create monthly workshops and additional presentations, such as an accounting professor teaching students about the latest changes in tax reform, and an art professor sharing his struggles with managing student loan debt. Faculty have been able to engage students in and beyond their own classes, and the participating departments have learned from each other.
- Using Instructional Scaffolding to Teach Scholarly and Popular Sources – Mark Aaron Polger
Abstract: This presentation discusses a study on the use of instructional scaffolding in one two-hour lesson about scholarly and popular sources, within a 7.5 week Information Literacy course. The first group (N=73) received three scaffolding activities and was student-led. The control group (N=65) did not receive any scaffolding and was instructor-led. A comparison of students’ final exam responses illustrates that the group that the scaffolded group had a better understanding than the control group.
- Baptism by Call Number – Paul Sager (Combined with Wikipedia Redux below)
Abstract: “Baptism by Call Number” is a brief exercise for freshmen as part of an introductory core course at Lehman College. Attendees will learn the rationale and basic process of this simple but valuable exercise that has students identify call numbers and then get their feet wet by using that information to find books in the stacks. The presenter will discuss practical considerations and a plan for assessing the value of this exercise both in the short term and through longitudinal observation into the future.
- Wikipedia Redux: Using Wikipedia in One-Shots and Credit Courses – Monica Berger
Abstract: Wikipedia is a powerful bridge to introduce students to the library and a natural and flexible tool to probe different information literacy concepts. Starting students at this familiar place is a smart strategy. Wikipedia can be very useful for topic development and moving towards keywords, concept mapping, and citations. By segueing from Wikipedia to library encyclopedias, students begin to see explicit connections to the library. The “talk” tab provides an opportunity to discuss how Wikipedia works and challenges to traditional concepts of authority, and conversations about controversial topics on Wikipedia are always lively. In this presentation, attendees will learn about the process of designing Wikipedia-related activities for credit courses, which may include adding citations, data and/or photographs to a Wikipedia article, or using a rubric to evaluate a given article.
LILAC Spring Training Committee:
Haruko Yamauchi, co-chair
Daisy Domínguez, co-chair