As library instructors we all have a natural tendency to rely on methods, content and activities that are comfortable and familiar to us. Backward design helps counter this tendency and ensures that we think of the students first. The main question driving instruction becomes: what do students need to learn and be able to do by the end of the session? On Friday January 13 Breanna Hamm and Alexandra Stark gave an excellent presentation, sponsored by Instructor College about backward design in...
Posts tagged "Library Instruction"
from Insights on Library Instruction
What is critical pedagogy and how can librarians use it as a tool for instruction? By teaching students to question the hierarchies implicit in the materials they encounter, librarians can motivate the next wave of information activists.
This fall, the Chronicle of Higher Education ran a special report, “Diversity in Academe: Transgender on Campus.” Touching on topics from pronouns to restrooms, the report issued a call to provide equal access to transgender students on college campuses with an emphasis on creating safe environments in which all students may thrive. Student interviews captured in a powerful video can prompt us to think about providing safe and inclusive classroom environments for library instruction as well.
Library instructional spaces are often difficult to characterize, given the unique challenges that are inherent to the work. You usually have one shot, one chance to simultaneously orient learners to the library system, successfully root them within the context of the lesson, and (by way of delivering a great session) convince them to come back to the space another time.
What should we focus on when we only have limited time to meet with students? Which concepts must students master, and what must master to best prepare students for academic research and responsible citizenship? The Threshold Concepts, according to Kate Langan, are presented here with thoughts on how to incorporate these into our own instruction.
Instructor College hosted an Active Learning Panel on May 24, 2013. Thirty librarians attended and heard from five colleagues, each of whom demonstrated an active learning exercise used in instruction. Colleagues presented on various tools and techniques they use to more actively engage their students.
On December 17, 2012, the Instructor College hosted a program in which University of Michigan library instructors could reflect on the past semester. The Instructor College Steering Committee (ICSC) also reported on the activities that it coordinated over the last semester. Fifteen library instructors attended.