LILAC Spring Workshop: One Shot Wellness Exam
LILAC’s Spring Workshop is on Friday, June 9th, 1pm-4pm at Guttman Community College [goo.gl] in Manhattan. Our theme is “The One Shot Wellness Exam” and we are taking as inspiration a recent issue of College & Research Libraries [crl.acrl.org] dedicated to one shot library instruction. Although it remains the core of library instruction programs, many librarians feel ambivalence toward the one shot. A variety of perspectives is represented in C&RL and LILAC’s Spring Workshop will feature an introductory panel discussion, facilitated conversations about specific articles (no advance reading required!), and an opportunity to socialize and enjoy refreshments with colleagues. The event will feature three facilitated discussions on the following articles:
- Library Tautology: A Reenactment of the One-Shot by Nora Almeida; facilitated by Julie Turley, Kingsborough Community College (in person breakout room)
- It Doesn’t Matter How Many “Doses”: One-Shots Aren’t Cures by Michele Santamaria and Jessica Schomberg; facilitated by Emma Antobam-Ntedukzi, Bronx Community College (Hybrid break out room)
- The power of presence: One-shots, relational teaching, and Instruction Librarianship by Veronica Arellano Douglas, Joanna Gadsby; facilitated by Letitia Hazell, Baruch College (Online break out room)
Don’t miss this exciting event! Please register in advance. We may even walk across the street to Bryant Park afterward and hang out! We hope to see you on June 9 and please feel free to reach out with any questions.
CUNY LILAC is proud to once again sponsor the Critical Pedagogy Symposium (CPS). CPS is a working symposium that is focused on creating space for library workers to learn, collaborate, and engage with the critical theoretical issues that underpin our profession.
CPS understands Critical Pedagogy as a praxis that interrogates power structures, distributions of labor, histories, queer, racial inequities, environmental and social justices, and other forms of anti-oppression frameworks.
In 2023, the Symposium is devoted entirely to exploring critical race theory within Library and Information Science (LIS).
To learn more about the theoretical framing and practical approach to the Symposium, listen to the CRTCollective’s podcast episode featuring CPS organizers Shawn(ta) Smith-Cruz, Symphony Bruce, and Hebah Emara here:
The Symposium will feature an Opening Keynote from David James Hudson (University of Guelph) and Closing Keynote with Emily Drabinski (City University of New York Graduate Center) in conversation with David James Hudson and Baharak Yousefi (Simon Fraser University), moderated by Shawn(ta) Smith-Cruz (New York University).
A mid symposium Plenary titled, Critical Race Theory and Critical Pedagogy Librarianship: Intersections, Explorations, and Practice with Critical Pedagogy Librarians Jamillah R. Gabriel (Harvard University), Robin Gee (Cornell University), Tova Johnson (Oregon Health & Science University), and Symphony Bruce (New York University) will also place us into context with the practical applications of this work on the ground in our libraries.
The entire three-day symposium will include presentations, peer review, discussions, and lightning talks, some of which are listed below:
Wednesday, May 17th:
- All Skinfolk Ain’t Kinfolk”: A Discussion on Racial Monolith Myths, and Counterstories in LIS through the Lens of Critical Race Theory
- Intersectional Methods: Conversations on Archives and Practice with a Queer and CRT Lens
- Using Critical Race Theory as a Framework for Teaching Mis/Dis Information
- Planning for Disability Utilizing Intersectionality to Change Libraries for Good
Thursday, May 18th:
- The Radical Formations of (UCLA’s) Ethnic Studies Libraries
- FL around and find out: What information professionals can learn from Florida’s empty bookshelves
- Let’s Talk About CRT, Let’s Talk About Literacy: Modifying The Framework For Anti-Racist Library Instruction
- The Library as Carceral Geography: How LIS Professionals Can Engage in the Work of Liberatory Placemaking
Friday, May 19th:
- Is Metadata Also Ignorance? Agnotology, Race, and Description*
- How Can Critical Race Theory and Intersectionality Promote Critical Thinking and Empathy?*
- Ua lawa mākou i ka pōhaku: Native Hawaiian Experiences in Librarianship
The Critical Pedagogy Symposium is a collaborative project sponsored by ACRL/NY, CUNY LILAC, Barnard College, METRO, Library Juice Press and Library Juice Academy and NYU Libraries. Additional sponsorship is provided by the CRTcollective, a community of international, interdisciplinary, and intersectional scholar-activists who are committed to cultivating knowledge and information across borders.
Dianne Gordon Conyers
Associate Professor & Periodicals Librarian
LaGuardia Community College, CUNY
Emma C. Antobam-Ntekudzi
Assistant Professor/Reference & Instruction Librarian
Bronx Community College, CUNY
Instruction Assessment Associate
Undergraduate & Instructional Services, NYU
Dual Degree Student MA Costume Studies, NYU Steinhardt
MLIS, LIU Palmer School of Library Science
External Engagement Intern, Division of Libraries, NYU
Librarian for Open Innovation
Bern Dibner Library, NYU
Reference and Instruction Associate
Reference Services Department, NYU
Director of Collections Strategy, Access, and Engagement
Librarian for Women’s, Gender, and Sexuality Studies (WGSS)
Barnard Library & Academic Information Services, Barnard College
Linda Miles, MLS, MA, PhD
Assistant Professor, Head of Reference
Hostos Community College, CUNY
Associate Dean, Teaching, Learning & Engagement
New York University Libraries
Visiting Asst. Prof., Pratt School of Information
Associate Professor & Instructional Design Librarian
Hunter College, CUNY
Critical Pedagogy Librarian
Undergraduate & Instructional Services, NYU
Welcome to the fall 2022 semester! LILAC meetings will continue virtually until further notice. Future meeting dates are: 9/13, 10/18, 11/15, 12/13. We look forward to chatting with you about instruction and working on our new projects.
Sharell Walker, LILAC Co-Chair
Please join us for our Spring Training on 6/1 and 6/2. You can view the schedule below and there is still time to register!
|Wednesday 6/1||Thursday 6/2|
12:00 - 12:50
|Junior Tidal & Martha Lerski- Privacy in Information Literacy Instruction - 10 Minute|
Brooke Duffy- Contemplative Instruction Coordination: Lessons from the Pandemic - 30
|Jesus Sanabria - "The Internet is Down" Ten Tips to Practice While Teaching Via Zoom. - 10 minutes
Aditi Bandyopadhyay - Teaching Library Instruction classes during COVID-19: Opportunities, Advantages and Challenges- 30 minutes
Q&A - 10
|10 minute transition||10 minute transition|
1:00 - 1:50
|Madeline Ruggiero- Incorporating UDL Theory when Designing an Interactive Tutorial - 20|
Logan Rath- TEAMing up with Students and Faculty: Using Microsoft Teams to Increase Student-Librarian Interaction in Asynchronous Learning. -20
|Romel Espinel - Black Boxes: Rituals and Performances in Online Information Literacy 20 minutes
Q&A - 10
|10 minute transition||10 minute transition|
2:00 - 2:50
|Tatiana Usova -Intro to Mentimeter - live polling and engagement tool- 20 minutes|
Lisa Czirr - Sprouting Perennials: Revisiting what's growing in the classroom after a year back in person - 20
Q&A - 10
|Megan Benson -Connect and Engage in Packback Discussion Board - 20 minutes
Nicole Williams - Teaching Students How to Learn More Efficiently Using Active Recall, Spaced Repetition, and Anki- 20 minutes
Q&A - 10
|Closing of day 1|
|Thank you and come back tomorrow!||Thank you|
LILAC Spring Training Call for Proposals
Date: Wednesday, June 1, 2022 – Thursday, June 2, 2022
Time: 12:00 pm – 4:00 pm (both days) Eastern Standard Time
Spring Training is back! We are looking forward to reflecting and reconnecting! LILAC is seeking proposals for 10, 20 and 30-minute presentations or workshops.
Topics may address but are not limited to:
-Online tools to support pedagogy
-Neither fish nor fowl: hybrid and hyflex teaching challenges and strategies.
-How do you engage actively, build community, and assess learning with a screen full of zoom boxes? Tips, tricks, best practices?
-“I never taught online until Covid” – Discoveries of people new to online teaching.
-Pedagogies of inclusion and equity
-Teaching about Covid-era misinformation
-Back to “normal”: What should we keep from teaching during lockdown?
-Any form of classroom assessment
-Using Springshare to enhance teaching
*LILAC will hold an in-person social gathering on June 3rd!
LILAC Spring Training Committee
Sharell L. Walker, co-chair
Emma Antobam-Ntekudzi, co-chair
Christine (Mi-Seon) Kim
In March of 2020, when NYC went under “stay at home” orders, and CUNY campuses closed, instruction librarians had to spontaneously reconceptualize library instruction, alongside everyone else in education. As other librarians on this blog have documented, the teaching faculty on our campus were so overwhelmed by having to move their entire lesson plans online that most of them did not take us up on our offer of zoom lessons. And so the rest of the spring semester (April and May) became instead a blur of instructional curation and creation: videos showing students how to search for articles, enhanced FAQ pages, multimedia LibGuides, free or free-for-now resources for faculty to share with students. It’s hard for me to remember exactly how many instructional videos we posted initially, but I would estimate it was around 15. It was a strange time: far-flung librarians isolated in separate homes, searching for videos we could share or quickly make ourselves.
I can’t overstate how little I wanted a global pandemic to descend on our city, but I was not sad about moving some instructional content online. The truth is, I had been thinking about how to better serve our commuter student campus already, and I was already convinced that we needed to boost up our online instruction presence. Our library instruction team had previously built a suite of tutorials using the CUNY-installed Guide on the Side software, and while they technically perform the duties of online instruction (information, side-by-side searching, assessment) for me those modules lacked something that would make them truly effective. For instance, when I was a kid, I learned that I was an audio/visual learner. I never did well on tests or worksheets, I think because I found the work too dull to captivate my mind. However, any time our assignment allowed us to be creative, I would overachieve and create elaborate home movies (I taught myself claymation as a kid and rendered the themes of The Lord of Flies through moving clay figurines, for instance). In high school I figured out that if I had to memorize huge sets of facts for a test, I could not retain the information by ordinary studying. However, if I set up my microphone and pretended to be a radio DJ, I could recount the information aloud and play it back, which further cemented the information in my mind. This is not because I think I’m an excellent radio DJ, just that audio and visual learning styles work better for me. So I had been thinking we needed a more dynamic audio/visual online learning software for library instruction, but a few obstacles existed. The most obvious one is that the most popular video editing packages (Captivate and Camtasia) cost money, and I was never successful at getting CSI to pay for it. (CUNY finally got a license this year during the pandemic, but by then I was at home, using my apple laptop for work, and it has imovie installed on it already). But the other obstacle, for me, is the expectation that these videos be scripted and directed, using animation and images, the campus logo, maybe a clever catch phrase. I know I just bragged about making claymation clips in middle school, but now that I work in a full-time academic position that mostly encompasses professional committee meetings, conference appearances, publications, and on-the-ground librarianship, flexing the amateur directing skills I honed in middle school felt at best ambitious and at worst dreadfully embarrassing.
This is where this blog post gets a tad controversial, but I’m just going to say it: I find many amateur librarian videos clunky and slow. There are also some out there that are very slick and impressively professional, but I’m not sure how libraries make truly professional videos without hiring filmmakers on their teams. I’ll just speak for myself: every time I have tried to stage direct a movie on iMovie or Camtasia, I find the experience frustrating and the end result is cringy to watch. The conventional wisdom in our media services unit on campus and in librarian literature generally is that you have to write up strategic goals, align them to specific learning outcomes, and make a script. When I read from a script, however, my voice is stilted and robotic–I need spontaneity to keep my voice light and energetic. I can’t successfully read a script and be interesting at the same time. A lesson plan, yes. A verbatim script, no.
Meanwhile, back in my office which was also my apartment, my wife had lost her job at a high-end restaurant that closed its doors forever on March 13th. She was stressed out, walking in circles in the apartment, and doom scrolling the news, so she decided to lean in to her Poshmark side hustle. It turns out, she’s really good at locating high ticket items in old thrift stores and marking them up 30-40 times what she paid for them. She also found solace in watching “thrift haul” videos on YouTube. Young [mostly] women commune with their fellow poshers and shoppers by sharing videos of themselves describing their recent purchases, what they like about the clothes, and how they plan to price them. Because my office is right next to my wife’s now, I overheard a lot of these videos and developed my own favorites. “Ooooh, is that Becky talking? I love her!” is a statement I said frequently. Becky may have a ring light and a charming style of discourse, but there is nothing professional about her videos. She just sits in front of the camera and talks about her thrift haul. Another example: during the pandemic I started sewing cloth masks, and because sewing is new for me, I learned how to do it by watching YouTube videos. Would I have watched a video if the sewer pulled up a powerpoint screen and read the words verbatim from the screen “I am going to show you how to sew a cloth face mask…”? I WOULD NOT! In these videos, I just wanted to watch people sewing, live, right there on the screen, while talking off-hand about the process so I could hit pause and bust a move on sewing my own masks. This video style is refreshing to me, and tells me a few things: 1. one can be interesting and engaging off the cuff, and 2. Gen Y and Z are used to watching videos made in this casual style. Why would we need to create corny powerpoints and script videos for students at the end of the generational alphabet, whose own styles are the opposite of scripted?
At a LILAC meeting, a fellow librarian Meagan Lacey showed us her videos using a screencasting software called Loom, and it clicked for me. My favorite thing about her videos is that the screencast captures a video of her, as well as her screen, so the viewer can experience a taste of what it’s like to be in a classroom with her. I felt pulled in to the videos, like she was literally telling me how to locate an article directly, and not like I was watching a poorly directed amateur powerpoint film. I downloaded the software and made a quick video of myself describing the instruction webpage and how I hoped to change it for my chief librarian, and then emailed it to her. She wrote me back and said [paraphrasing], “Wow, that video made me feel like you were right here in the room, showing me the website. I could right away see the issues.” The combination of video/audio worked better than describing the issue in written form, and better than telling her on the phone via disembodied voice (that’s what I call phone-calls, by the way. “Shall I email, or call you with my disembodied voice?”) This is the other thing about my teaching style, which I hadn’t thought of before the pandemic: I teach with my whole body. I gesture wildly while speaking, I move around the room to emphasize the concept of internet space. When describing Boolean operators, I put my arms up one on top of the other and then move them around like they are search terms telling the database secrets. Sometimes, when the students seem to be losing interest, I do a little dance. I’ll say something like, does anyone know the answer when I do this [insert dance]? And so for me, the physical body is an instructional tool, something one loses when the video shows the screen but not the person talking.
Since then, I’ve been using Loom to make casual, direct videos that show students how to use databases and locate articles. I’ve also used it to make quick videos showing faculty things, like how to link to an article using the permalink, or how to get your free NYT Academic Pass. A colleague of mine started using Loom internally, to make a video for colleagues when they have questions about creating a LibGuide, or whatever. My videos are probably still a bit embarrassing, but guess what: I didn’t have to apply to film school to make them! There is a lot more I would like to do to amplify this unstructured style of video-making, like embed internal responsive quizzes to make sure the student is following along, and insert final quizzes to inspire faculty to use our videos in their lessons (faculty love assessments).
Anyway, if you have tips you’d like to share, please do so in the comments! All I ask: don’t tell me to write a script! I’m never going back!
Full Schedule: https://mnylc.org/cps/?page_id=325
LILAC is among the co-sponsors of a Symposium on Critical Pedagogy and Librarianship on May 17th – May 19th, each day, 11am – 4pm EST (add time). The event will be held virtually and is open to everyone. The Symposium’s goal is to explore a pedagogy that interrogates and explores structures of power, is designed to address frameworks of anti-oppression, and articulate a vision of justice within the field of library professionals. The symposium was organized by a Committee (see below) and includes workshops, panels, posters, presentations, and lightning talks.
A critical pedagogy focused on Race
A critical lens can provide us with tools to understand and dismantle the structures of power and oppression within the library and baked into the positionality of the library itself. In particular, a critical pedagogy that draws in Critical Race Theory (CRT) demands that we understand the centrality of race, racism, and the complexities of intersectional marginalities. CRT understands racism as a phenomenon that is both ordinary and aberrational. Though CRT stemmed from legal studies. It interoperates with multiple fields, including education, and has expanded to communities that center race alongside political identities (TribalCrit, QueerCrit, etc.) to deepen intersectional modes of criticality, furthering the combat of white supremacy.
Critical Pedagogy has been woven into theoretical spaces within LIS for years now, from the Library Juice’s 2010 publication of Critical Library Instruction (Accardi, Drabinski, Kumbier Eds. Library Juice Press) to MIT press’s 2021’s, Knowledge Justice edited by Sofia Leung and Jorge R. López-McKnight, the first collection to directly focus on CRT in LIS. The theoretical frameworks in these texts and many others are now the spine of faculty librarian positions opening at academic libraries. For instance, Critical Pedagogy Librarian roles are being integrated into traditional library teams. What impact might this have on the profession and on institutions? This conference will be a place to think about how we might truly actualize the aspirations of this moment.
How did the Symposium come to fruition?
Initially, the idea was to explore methods of teaching in a remote environment. Co-sponsored with New York based groups such as the Reference and Instruction Special Interest Group (SIG) by the Metropolitan Library Council, ACRL/NY’s Information Literacy/Instruction Discussion Group, the Symposium’s groundwork was laid by two previous Case Studies in Critical Pedagogies forums held in November 2020 and February 2021.
The coordinating Committee has 50% BIPOC representation and 50% queer representation. We bring a variety of experience and positionalities to this work, all as providers of public services in libraries. As symposium organizers, an underlying goal is to hold ourselves to a deeper accounting, and to think more rigorously and clearly [by inviting] critiques along the lines of race/ethnicity, indigenous and decolonial perspectives, issues of labor and class, and inclusive of gender/sexuality.
What will the Symposium offer?
The Symposium features more than 50 presenters, showcasing over 30 panels, presentations, workshops, posters, and lightning talks, with two amazing keynotes. Some subjects range from critical analysis to practical applications in: reference by mail to prisons, diversity, equity, inclusion (DEI), LGBTQ+ cataloguing, MLIS interrogations, race-centered services, indigenous studies, silos, echo chambers, COVID implications, public libraries, zines, and womanism.
The Opening Keynote will be presented by Jamillah R. Gabriel, the founder of Call Number, a book subscription box specializing in Black literature and authors. Gabriel also co-hosts LibVoices, a podcast that interviews BIPOC librarians and information professionals about their experiences in LIS. Gabriel’s research focuses on issues at the nexus of information and race via a critical theorist lens, and interrogates how hegemonic information systems and institutions impact Black people and communities will get us started. Our closing Keynote is a conversation between the co-founder of Cite Black Women, Christen A. Smith and the co-founder of Black Women Radicals, Jaimee A. Swift. Shawn(ta) Smith-Cruz, Associate Dean for Teaching, Learning, and Engagement at NYU, and co-organizer of the Symposium, will moderate.
Registration & More Information
Registration is open and is first-come, first serve. The Symposium will be held on Zoom with closed captioning and recording for both keynotes (other events will not be recorded). Interested library folks and anyone interested in criticalities in libraries can register here.
Symposium Committee members:
Emma C. Antobam-Ntekudzi
Instructor/Librarian, Bronx Community College, CUNY
Vikki C. Terrile
Assistant Professor, Public Services and Assessment Librarian & Co-Coordinator of Information Literacy, Queensborough Community College, CUNY
Dianne Gordon Conyers
Associate Professor & Periodicals Librarian, LaGuardia Community College, CUNY
Director of Library Services, Metropolitan College of New York
Assistant Professor, Head of Reference & OER Librarian, Hostos Community College, CUNY
Associate Dean, Teaching, Learning & Engagement, New York University Libraries & Visiting Assistant Professor, Pratt School of Information
Interim Head of Reference, The Graduate Center, CUNY
Associate Professor & Instructional Design Librarian, Hunter College, CUNY
Every semester, I teach two sets of information literacy sessions for one of the Speech Communication faculty, one session to work with the students on their informative speeches, and one for their persuasive speeches. These include one marathon day of back-to-back-to-back classes and then one lone class on another day.
Way back in the other lifetime that was pre-COVID, in the fall of 2019, the marathon sessions for the persuasive speech happened to fall on Halloween. Another QCC librarian and I had been talking for weeks about dressing as Tina and Louise Belcher from the animated show Bob’s Burgers and even though this fell through (she had to go to a conference–not sure if she took the bunny ears), I decided to stick with it and dress as Tina.
I was a children’s librarian for a long time so thematic programming is ingrained in me and I knew that if I were dressing as Tina while teaching three SP211 classes, it needed to connect with something. I am a big fan of the show and wracked my brain until I finally rewatched the “Ain’t Miss Debatin'” episode (S07E15) and found the perfect fit. I prepped a clip from the episode where the characters discuss how everything can be debated, laced up my black knock-off Chuck Taylors, fastened my yellow barrette, and went to class.
I’m at the age where I feel completely out of touch with popular culture, so it was immensely gratifying that the students immediately knew I was Tina Belcher. For the rest of the day, walking around the library, I would hear “Oh my God, she’s TINA!” in excited hushed voices and then I’d be called upon to dance (I declined) or groan.
In the SP211 classes, the students laughed at the clip from the show, enjoyed a piece of Halloween candy, and seemed to make the connection that while everything can be debated, it’s important to have good supporting evidence for those debates. I’m not sure that there were any additional impact on their learning (I am the assessment librarian, so I probably should have looked into that) but I am pretty sure they remember the librarian who dressed up like Tina Belcher that time, and that’s not a bad thing to be remembered for.
It has been just over a year that CUNY instructors made a swift pivot into online teaching and learning. Having taught Blackboard-based English classes and a hybrid research-and-library instruction class on Canvas for other colleges, I volunteered to be the ersatz library liaison to my CUNY campus’s teaching faculty during the rather surreal pivot week from in person to distance learning: in other words, the final week on campus, when all classes were abruptly cancelled and teaching faculty got daily, breathtaking crash courses in radically rethinking their jobs. Every day of that pivot week, I’d sit in our library instruction room with teaching faculty, who represented a range of comfort levels with online teaching. I found myself assisting those who had never logged into their respective Blackboard course shells to offering vague assurances to other colleagues that all would be just fine. One adjunct instructor, in particular, was so overwhelmed by the pivot–she owned no computer–that she ended up leaving the class and the job, I found out later. Just. Quitting.
The week after pivot, we were off campus, alone, siloed–working from our respective living spaces, trying not to quit, attempting to replicate what we were used to doing. I emailed my “regulars:” teaching faculty I’d occupied classrooms with semester after semester. As a self-appointed cheerleader for online teaching and learning all during pivot week, the outreach emails I composed were the same, teeming with robust paragraphs, layered with frenetic tones, exuberant abandon: “Let’s do this! We have synchronous and asynchronous versions of library instruction! We want to be in your Blackboard!”
The vocabulary was fresh; the conditions were new. How could teaching faculty resist? Resist they did. I got very little response. If the instructors did respond (and many did not), they were polite, but sounded a bit rattled. Overwhelmed. One wrote back, “I’ve decided to excise the research component from my syllabus this semester. It feels like too much.” Taking quick stock, I gathered that the practical, even compassionate thing to do was to just calm down and pare down. Simplify. Nonetheless, we kept reaching out. We got some bites. We did some Zooms. Asynchronous and synchronous! We learned together, not just about this new model of teaching, not just about this new iteration of “campus” in an early epicenter of the pandemic–but we learned about lowering expectations and that that was not only fine, but ideal.
For this post, I went back into the Google doc I kept during spring semester 2020: What I found was that I’d succeeded in showing up for Web Ex meetings, that I’d managed to download Zoom for the first time. But among the work-related notes, there were others: “Today I feel feverish?” “Do I have enough food?” “I am emotionally exhausted and want to be silent.” “Today was rough. I sobbed.”
A year into this pandemic, I have been rethinking outreach and the value remote librarians provide. I am trying to keep what I can offer simple, not just for my teaching colleagues but for myself: and most importantly, with an exuberance that’s deeply, optimally empathetic.
This Lesson Plans sheet is a collection of instruction material from contributing CUNY libraries, organized by LILAC. Our collection includes lesson plans, tutorials, handouts, and libguides focusing on library instruction, both one-shots and credit courses. For each lesson/learning object, we include the college that created the material, the teaching topic(s) covered, format, and relevant links.
Our goal is to provide a space that brings together instructional content from CUNY libraries that can be viewed, shared and and adapted by those doing synchronous and asynchronous teaching.
The document will be periodically updated. If you have questions or would like to submit instruction material please contact LILAC co-chairs Stephanie Margolin (firstname.lastname@example.org) and Emma Antobam-Ntekudzi (email@example.com).