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Reconsidering Professional Learning

Written by Craig Gibson, Professor and Professional Development Coordinator at The Ohio State University Libraries, Drake Institute Faculty Fellow for Mentoring

 

“In a time of drastic change it is the learners who inherit the future, while the learned find themselves equipped to live in a world that no longer exists.” – Eric Hoffer

 

In the midst of the myriad of specialized seminars, webcasts, webinars, short courses, institutes, and other venues and formats for advanced, continual learning, it is, almost certainly, an unusual circumstance to write about professional learning as a separate topic. The overwhelming abundance—especially in this pandemic-inflected and teleworking year—of face-to-face events—conferences, workshops, and institutes—have converted to virtual formats and occasionally gained traction with their intended audiences. Despite the shift to online or hybrid formats, the hyper specialization within our library profession continues: the opportunities advertised on listservs, websites, twitter feeds, and in organizational forums abound for continued learning in archival work, intellectual access and description, data visualization, geospatial projects, digital scholarship projects, information literacy and virtual instruction, and reference and research support. Leadership training offers appear regularly as well, in addition to engagements of various types on issues of diversity, equity, inclusion, and belonging. The offerings are legion.

How to engage in sense-making as professionals, among this welter of opportunities? Do we construct tracks or thematic threads among these opportunities? How do we make the best choices among them? Can we learn from them in an ideal way that benefits ourselves, and also our organization? Do these professional development opportunities create real value, or are they just “check boxes” to note on an annual report or a resume? Can they be organized collectively to augment organizational learning? These are questions many are reflecting on across higher education, as we ponder our current pandemic work lives, and consider possibilities for returning to whatever “normal” looks like in the future.

These questions are compelling ones, but I am stepping back from them here to offer a broader view of professional learning in our organization, and more generally, in the library profession. I take for inspiration some readings of several key texts outside the library field altogether, because I have found our own LIS literature offers only rare examples of what we need to think about collectively about this ever-more-important topic. In doing so, I relate this particular topic of “professional learning” to the separate but related one of “organizational learning.” I also relate here some highlights from conversations with colleagues, who have informed my own thinking in this arena.

At the outset, I want to point out an important distinction between “professional development” and “professional learning.” For many years, the former term was used, to convey a continuing focus on gaining competencies, knowledge, skills, and awareness of new trends, technologies, and areas of practice, through a series of discrete “updates”: one-off events designed to offer the professional continuing education credits (CEUs), certifications, or other external signs of completion of a particular series of events signifying new knowledge or skills gained. This “professional development” model is familiar across all professions, and certainly in the library field we’ve used the term frequently and have sought to incentivize colleagues to participate in it. However, over time, a newer term “professional learning” has begun to supplant the previous one. The reasons are complex, but underpinning it are theories of adult learning and ideas about professional growth spanning a career, through developing the self individually but also in community with others. The shift from “development” to “learning” also suggests a change from a deficit model—where the individual lacks expertise or is deficient in some way—to an empowerment model—where the individual brings pre-existing knowledge to a new learning opportunity and engages in more complex learning and self-development with others. Learning in community and building shared knowledge together is now the new aspiration. Cohorts, learning communities, reading circles, communities of practice, and other learning-focused groups honor the expertise and knowledge of each group member amplifying that expertise and knowledge communally, building new understandings and opening up new questions for the group to investigate together.

The shift from “professional development” to “professional learning” is more than a semantic one: it signifies the important principle of “self-authorship,” drawn from adult learning theory (Kegan & Lahey; Baxter-Magolda). Individual professionals create their own meanings and are responsible for their own identity formation over time, whether working with a mentor, with colleagues in a cohort, through attending formal training, or through multiple work-placed based conversations and informal learning opportunities as part of their daily practice. It is the learning, and continuous learning that matters, not the externally mandated “development” requirement for CEUs, certifications, or other formal requirements. Professionals control their own destiny, not through pure autonomy, but through their own choices over time that inform their practice and their professional growth with others. They reconstruct their mental universes in concert with colleagues and continue to ask questions about what they don’t know and need to learn to become better in their professional lives.

In our library field, we are very adept at providing multiple learning opportunities through conferences, webinars, institutes, and workshops, but we don’t provide often enough those opportunities for self-reflection and a visioning of self-authoring according to the theory of Kegan and Lahey. However, we also do not amplify grassroots knowledge and practice sufficiently (though the recently developed Library Collective conference is an exception), and we don’t provide enough interdisciplinary professional learning opportunities. Too often, we remain locked within functional silos that impede real learning across our organizations and across our profession. We need to take note of other models developed by Student Life organizations (like communities of practice focused on a particular aspect of student life) and by Centers for Teaching and Learning where professional learning communities—sometimes called faculty learning communities—are a well-known venue for faculty learning and interdisciplinary conversations about teaching improvement.

Ann Webster-Wright investigated professional learning across professions in depth and found that the most effective professional learning is not accomplished through externally imposed “add on” events or through didactic workshops or lectures. Instead, based on interviews with professionals in a variety of fields, she found that authentic professional learning occurs through both informal and formal learning opportunities, and is situated, contextual, social, and sustained over time. Real professional learning occurs through a seamless blend of conversation, questioning, training, mentorship, reading, listening within the context of the work environment, though formal training opportunities may augment those ongoing learning opportunities that are “moment to moment” and ongoing. Webster-Wright’s investigations suggest that asking about the lived experiences of professionals—what works best for them, where have they learned most deeply in the past—should inform ongoing plans for professional learning. Such an approach calls for commitment around genuinely engaging learning where individuals or cohorts themselves are empowered to investigate and learn together—as opposed to compliance mandates for training.

Webster-Wright provides several approaches to professional learning focused on authentic learning. She suggests that one specific method for professional learning is “action research,” which amplifies both individual and collective learning, and involves a kind of practical investigation into one’s practice, one’s work, based on a gap, a hypothesis, some informal data collection, an inquiry into an improvement process, or a change in practice. She places this kind of activity within a larger array of “professional practice knowledge.” This is a repertoire of personal traits, ethical codes, technical skills, situational and propositional knowledge, and professional judgment that develops within the context of professional growth. Beyond the individual, “professional knowledge landscapes” convey the organic complexity of the fields of activity that can be integrative based on interests of individuals that also amplify strategic goals of the organization. Such profession-wide landscapes are important for managers and leaders to ponder, to understand, and to cultivate for the greater good.

What are the implications for this perspective on professional learning (as individuals) for organizational learning? How can the “professional knowledge landscapes” described in Webster-Wright’s research be turned into specific programs for organizational learning? The second part of this post (forthcoming in May) will present some options for change based on other scholarship and thinking beyond libraries, and further afield from higher education itself.

 

Sources

Baxter Magolda, M. B.. Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus, 2001.

Baxter Magolda, M.B.  Authoring your life: Developing an internal voice to navigate life’s challenges. Sterling, VA: Stylus, 2009.

Kegan, Robert, and Lisa Lahey.   An Everyone Culture: Becoming a Deliberately Developmental Organization.   Cambridge: Harvard Business School Publishing Corporation, 2016.

Kegan, Robert, and Lisa Lahey.  Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization.   Cambridge: Harvard Business School Publishing Corporation, 2009.

Webster-Wright, Ann.   “Reframing Professional Development Through

Understanding Authentic Professional Learning,” Review of Educational Research, vol. 79, no. 2 (June 2009), pp. 702-739.  DOI: 10.3102/0034654308330970

Living in Liminality

Written by Craig Gibson, Professor & Professional Development Coordinator and Drake Institute Faculty Fellow for Mentoring

 

During this pandemic-inflicted year (or more), all of us have experienced a range of experiences, emotions, interactions, hopes, and fears as we’ve thought about our work—our practice as professionals and as members of the university community. Time itself has become an uncertain and radically more subjective space, with the markers of days and weeks and signposts of events blurring, with some recognizable features but with more uncertainty and searching for stable milestones in our work and in our personal lives. Commentary on this uncertainty appears often in major media outlets, in blog posts, and in articles and books. We are living in an unmoored space, seeing each other across virtual meetings in Zoom rectangles, through phone calls, in emails, and occasionally in person, but the reality of teleworking for many of us has lessened connection and also presented opportunities for reflection on the uncertainties enveloping us.   We are living, in effect, in a “liminal space.”

I am pointing to the idea of “liminality” here to raise some important issues about our work with our students and faculty. I first learned about this notion of “liminality” while co-chairing an ACRL Task Force, the one that created the Framework for Information Literacy, the generative and often controversial document that continues to cause interest, some disagreement, and productive discussions among teaching librarians. The theory behind the Framework, Threshold Concepts theory, posits that students or novices must learn the foundational and often counterintuitive ideas in any discipline by traversing a “liminal” space with uncertain markers and guideposts, with many questions, with unsettling ideas, that may upend students’ comfortable, unquestioned, and previously naïve conceptions about the discipline. The student must live with uncertainty for an extended period, the theory goes, in order to emerge with greater understanding of that field, its ways of thinking, the way its scholars and experts talk and write, their habits and signaling and the accepted norms of professional communication within the field. Only in moving through that emotionally challenging and difficult space of liminality can the student emerge as an expert, or at least more expert-like in habits of mind, and in understanding the big ideas of the discipline that organize the mental universe of the field. The student may oscillate between more expert-like thinking and revert to earlier naïve notions while in the liminal space, and that traversing through the fog of uncertainty is necessary for the pain of learning to occur.

I well recall, during one of the rich conversations in our ACRL Task Force, that one of the early adopters of Threshold Concepts theory in our profession observed that “threshold concepts themselves are a threshold concept for our profession.” She remarked on the collective “liminal space” that teaching librarians were living through in even considering this theory and adapting it to their teaching practices. Questions abounded during those years during virtual open hearings and at ALA conferences, and at other events, about our teaching role: how can these very complex ideas possibly be taught in our one-shot instruction sessions, which are our bread-and-butter approach to instruction?  How can we possibly assess learning outcomes for these messy, complicated ideas?  Shouldn’t we be focusing on the specifics of teaching databases and style guides and the immediately useful information students need for assignments given by faculty? How can our limited opportunities for teaching possibly reach for programmatic development if we tie ourselves to a theory developed outside the library profession, that many faculty hadn’t even heard of? These questions, among many others, challenged me and others, but we grappled with them, and understood that we were in our own liminal space in effecting change at scale across the profession. We made changes in multiple versions of the Framework through listening, responding, respecting a wide range of perspective offered by colleagues, while keeping our core principles about the emerging Framework before us. It was, as we often say, a learning experience.

I reflect now on the liminal space we’ve been traveling as a profession since the idea for the Framework first emerged from our Task Force’s discussion eight years ago, and see greater understanding of shifts in our teaching role because the Framework has provoked so much discussion, debate, and reflection. Some institutions have adopted it readily and have created structured curricula, partnering with Writing Programs, based on its elements of threshold concepts, knowledge practices, and dispositions. Others have taken parts of the Framework and created assignments or specific courses based on its elements. Some have adhered to an older—and in my view, outdated– set of Information Literacy Standards created over twenty years ago, which do not address the information challenges of this time. Among these are the authority/expertise problem, the reproducibility and data fraud problem in many science and social science fields, the misinformation/trust problem in media environments, the ideology/truth claim problem occasioned by Critical Theory in some humanities, the algorithmic mysteries of search engines and social media, and a general attention problem because of the bursts of information coming at us in our professional and personal lives. Sense-making as professionals about our teaching role as librarians is more challenging than ever in these times.

However, the liminal space we continue to traverse together offers opportunities for learning together. I have learned, through conversations and discussions with colleagues here and elsewhere, that our teaching role, whether based on the Framework or not, needs to be reimagined. We will need to navigate a difficult space of teaching in more traditional ways, face-to-face, in single instruction sessions, while planning for, and reaching toward, larger and deeper partnerships that build larger communities of practice for pedagogical innovation. We need architectures for deeper learning, multiple pathways that produce integrative learning, across longer trajectories of learning, in order to effect deeper educational change. The lesson from liminality here, for our profession, is that the uncertainty created by myriad disconnected one-shot sessions that don’t build toward something larger, leaves us in instructional limbo, in a service provider role, that of the occasional lecturer or guest presenter. Such a role matters, but what can be imagined based on it matters more: that of educational partner—in designing assignments and curricula, in joining communities of practice related to teaching development such as those sponsored by the Drake Institute at Ohio State, or in joining groups sponsored by academic departments reorganizing General Education courses, or in creating new ones founded on partnerships. The educational partnership role is vital for our continued success.

Another lesson learned from the liminal space opened up by the Framework is that the technocratic perfectionism of lesson plans and learning outcomes clearly specified, based on the previous Information Literacy Standards (or any other set of Standards), do not achieve the deepest learning possible, and don’t support the wide variability among students. We have learned much about assessment in our profession in the past decade, with proliferating presentations and articles about it, but learning outcomes that eliminate the spontaneous, the charged luminous moment in the classroom, the too-carefully managed activity, often remove the possibility for learning. Our students need to learn the vagaries and uncertainties of the research process, and too often our presentations and lessons are too “packaged” to give them that reality—the challenges of living with liminality themselves in working with disciplinary ideas in concert with information literacy concepts. A good example is teaching how to formulate a research question that is “researchable”: this is the reality that scholars and researchers grapple with all the time, but their expertise allows them to move quickly to another line of investigation, a reframed question, a new population, another perspective.   Students need to be taught in depth that “Research is Inquiry” (one of the Framework’s big ideas), and to modify questions and develop better ones as they work through dead ends and uncertain lines of investigation. Only the extended experience of liminality disciplines their minds and their habits to develop better questions worthy of inquiry. That extended experience of productive liminality can only be provided by thematic connections provided by the Framework, or other uber-concepts, across time, as students grapple with those ideas together and with faculty working with them—not necessarily always as unquestioned experts, but as co-learners.

Another lesson from liminality in working on the Framework, and in reconsidering our teaching role in working with disciplinary faculty, is that faculty themselves are often the most neglected learners on campus (Rossing and Lavitt). Surely this is a counterintuitive “threshold concept” in itself! After all, faculty are highly educated, are experts in their field, have published extensively, conducted multi-year scholarly projects, have presented at conferences, and have sustained professional conversations with colleagues worldwide about the leading-edge questions in their fields. However, most faculty learn about teaching, if at all, episodically, and they are neglected learners in the sense that they often teach in solitude and may lack the time and commitment to make their expertise and knowledge more accessible to students and to a wider public.    Professional learning programs offered through Centers for Teaching and Learning on many campuses, and through the Drake Institute at Ohio State, provide opportunities and venues to create community and collective learning to make that knowledge come alive for more students, with more diverse students, and to a wider community, and enliven interdisciplinary conversations that create a more vibrant intellectual climate. How can librarians become part of those interdisciplinary conversations? We need to learn, more deeply than before, how scholarly conversations and influence work, how faculty are incentivized, and learn the language of complexity within disciplines, but also across them. Our teaching role in communities of practice, in research partnerships such as those offered by the Office of Research at Ohio State, and in many “small significant conversations” on campus (Roxa and Martensson), can coalesce to help us, with our partners, move through our collective liminal space toward a reinvigorated community—beyond this pandemic time, but more importantly, toward a revitalized time of real community where all contribute and make learning more sustained and vibrant for all who teach and learn together.

Sources for further reading

Rossing, Jonathan P., and Melissa A. Lavitt. “The Neglected Learner: A Call to Support Integrative Learning for Faculty.” Liberal Education 102, no. 2 (Spring 2016): 1–10.

Roxå, Torgny, and Katarina Mårtensson. “Significant Conversations and Significant Networks—Exploring the Backstage of the Teaching Arena.” Studies in Higher Education 34, no. 5 (2009): 547–59. https://doi.org/10.1080/03075070802597200

Setting Teaching Goals for 2021

Written by Abigail Morgan, Social Sciences Librarian at Miami University

 

January is traditionally a time to pause, reflect, and set intentions for the next year. While 2020 and the early days of 2021 have taught me that our world can be upended in an instant and flexibility and openness to change is more important than ever, I still believe that goal-setting is an important practice. I also find that it helps bring stability and routine, even when working in less than ideal circumstances. Setting goals for learning is an inherent part of the instruction process, so it seems natural that now is the time to think about what I want to achieve in my teaching practice in the next calendar year. Here are the goals I’m setting:

Goal 1: Redesign lessons to incorporate critical pedagogy from the ground up

While I have been an enthusiastic proponent of critical pedagogy methods for several years, I have only been able to make small changes into my class sessions – such as using more diverse examples. In 2021, I’d like to move from proponent to active practitioner. This will entail overhauling several lessons I have taught many times in the past. My first priority is redesigning our mandatory first-year business student information literacy module to add more activities about authority and inclusion into the coursework, as well as more opportunities for discussion. I hope this will have a high impact since it reaches over 1,000 students. For the one-shot sessions I usually teach, I also plan on using less time in class on lecture, demonstrations, and individual activity and more time on group work and discussion. These practices will give students more voice and help them actively engage with the material.

Goal 2: Add more assessment from students

I confess I’m not the best at allotting time for student assessment of my teaching. That’s not because I think my teaching is perfect – in fact I suspect I’m my own worst critic. While I always include some sort of meaningful activity for students so they can demonstrate their learning, this is not the same as getting direct feedback. Incorporating more regular assessment of my instruction will make me see my teaching more clearly. One advantage of remote instruction is that it is easier to make assessment flow naturally into the pace of the lesson. I plan to make the most of remote instruction this spring to get more in the habit of assessing my sessions so by fall it will be easier to include in all instructional situations, online, hybrid, or face to face.

Goal 3: Preparing for in-person instruction in Fall 2021

I have been lucky enough to be able to work and teach from home throughout the pandemic.  When we resume classes for fall semester 2021, I will have been out of practice teaching in front of a class for over a year. Of course, conducting instruction via Zoom or Canvas modules is real teaching, but it requires a different approach than in-person instruction. Just as it took time to get used to the feeling of teaching through the barrier of technology, I think it will take another adjustment to adapt back into teaching face to face. My skills are rusty: my ‘teacher voice’ is unexercised and my ability to stand comfortably for 50 minutes in work appropriate shoes is non-existent! At the same time, I’m eager to teach in person again and I believe that students and faculty will share the same sense of delight returning to the classroom.

I’d love to hear from others about what they are planning to work on in 2021. What are your 2021 goals for teaching and learning?

 

 

Being Flexible in a Pandemic: Learning to Edit On-the-Fly

Written by Kay Clopton, the Mary P. Key Resident of Cultural Diversity for the University Libraries.

I work for the Billy Ireland Cartoon Library and Museum and I was supposed to give a tour to a Comparative Studies class this Spring. Those plans were thwarted by the current pandemic, but I offered to create a video for the class so that they could get a virtual tour. What I did not anticipate was having to film the tour in a hurry because of the notification that people were being told to leave campus immediately, so I ran up to our galleries, filmed at least six versions of an impromptu introduction, and toured our galleries while describing the materials as if I were giving the tour. Having filmed this on my phone gave me the ability to use the cloud storage to later access the raw data.

However, there was one other issue: I wasn’t exactly trained on editing video outside of trimming videos I would film for church. So I also had to learn how to become an editor and find software that would allow me to take all of the raw data and turn it into something watchable. I researched and found a free editing program, OpenShot Video Editor, that allowed me to learn as I went while putting the video together, and I also found some free music to add to the video to keep it from being just me and my footfalls in the galleries. The video was sent to the instructor for the class and turned out to be very useful and well received (I also passed the video along to my colleagues at the Billy Ireland who also thought it was pretty good). Ultimately, it was an interesting experience where I learned more about my capabilities as an instructor by adapting a tour to a virtual experience. I was able to give the students an experience of visiting the gallery and giving information as if they were there, and by being available afterwards for questions via email, I feel the students were given the best experience possible under the circumstances.

The Undergraduate Libraries Research Fellowship: Centering Student Scholarship

Written by Jennifer Schnabel, English Librarian at The Ohio State University

On Monday, October 26 at 2:30 p.m., University Libraries will host our annual Undergraduate Library Research Symposium. This year’s event will be virtual, but the celebratory spirit will remain as we highlight research conducted by six students over the summer. This year’s projects include a digital exhibit on anti-sexual violence activism (Mia Carello, Women’s, Gender, & Sexuality Studies); an oral history archive focused on women faculty and staff at OSU Lima (Hannah Stoll, English); an analysis of the enemies to lovers trope appearing in popular novels (Katherine Watson, English); a study of female refugees’ experiences in central Ohio (Dani Wollerman, International Studies); a repository of readings of poetry written by undergraduate students (June Beavers, Creative Writing); and a literature review comparing Hellenic systems of thought and those of indigenous populations (Shawn Walls, Classics/Political Science). All are welcome to attend the symposium. To register, please click here.

The Undergraduate Research Library Fellowship (ULRF) is a partnership between OSU Libraries and the Office of Undergraduate Research and Creative Inquiry. Students from across disciplines are invited to contact a mentor from the Libraries and discuss a potential summer research project, the proposal writing process, and their individual academic and professional goals. Submissions are reviewed by the Teaching and Learning Committee and awarded based on the project’s feasibility and funding availability.

As a subject librarian at a large research institution, it is often difficult for me to get to know individual students and encourage their research interests beyond a group instruction session or one 45-minute consultation. The fellowship program has given me the opportunity to advise an undergraduate scholar throughout the research lifecycle, from developing a research proposal to creating a presentation. I have mentored four students since I joined the OSU Libraries in 2015, and all have successfully completed projects that they have presented in the library and at research forums and festivals on campus.

As part of building my faculty dossier, I am required to report on ways I have impacted student success. However, I am the one who has benefitted the most from serving as a mentor in this program. I have been inspired and energized by the students before, during, and even after the fellowship period, when I have had the privilege of supervising an honors thesis and an independent study, write recommendation letters for graduate school, and provide references on job applications. I admire their creativity and curiosity when they propose projects, their eagerness to explore primary source material and the existing scholarship on the topic, their interest in learning new research tools and methods, and their willingness to revise original ideas as their research skills evolve and discoveries increase over the ten weeks. I often think about their enthusiasm and insightful reflections on the research process when I return to my own projects.

The 2020 fellowship students will be especially remembered for their flexibility during the COVID-19 pandemic. Several fellows had to rethink their projects to accommodate a remote working environment and adapt their timelines to changes in summer schedules. For example, Katherine Watson’s initial plan was to consult popular romance literature in the Rare Books & Manuscripts Library and the Billy Ireland Cartoon Library & Museum. Instead, she focused on using digital research methods and tools to create a StoryMap that illustrates how Elizabeth Bennet and Mr. Darcy fell in love from a distance in Jane Austen’s Pride and Prejudice. Dani Wollerman planned to conduct face-to-face interviews with area refugees for her project; she quickly revised her methodology in response to limitations from the pandemic, and the results of her research are presented here. Other students made similar adjustments to their proposed projects.

The fellows were also able to meet one another and share their research experiences. Instead of having an in-person session, we hosted an informal meeting on Zoom midway through the fellowship period. They also submitted a progress report and a final report to Craig Gibson, the URLF program organizer. The symposium on October 26 is an opportunity for the fellows to showcase their projects to the public and marks the end of a successful and unusual fellowship cycle. The event will be the highlight of my semester, and I know my colleagues feel the same way.

 

Librarians, what have you learned from mentoring undergraduate students? Please write your answers below in the comment section.

How to Keep One-Shots Fresh

By Janell Verdream, Instruction Librarian at Ohio State Newark and Central Ohio Technical College

 

At the Newark campus, we’ve become familiar with a number of classes that we visit regularly: mainly introductory English, History, and Biology courses. We’ve answered countless questions about the same research projects assigned in these classes semester after semester. Essentially, we could probably teach these one-shots in our sleep, but how can we keep these sessions fresh and engaging so as to not put our students to sleep?

Make a new presentation each time

It may seem tedious, but I’ve found that making a new PowerPoint presentation for each class keeps me from going on autopilot while I’m presenting. I switch up the order of topics, the example search terms I use, and the GIFs I include (did you know you can put GIFs in a PowerPoint?! It’s a game changer!). These little changes help to keep me in the moment during each presentation.

Break up your time wisely

One-shots are never as long as we’d like them to be, so it’s important to use our time wisely. Whether I have 30 minutes or 55 minutes, I never plan on lecturing for that entire time. Personally, I try not to lecture for more than 10 or 15 minutes at a time. The students like to talk with their peers and play games, so I like to do partner activities and review games. In pairs or groups of three, I sometimes have the students help each other come up with search terms for their individual research questions. Another small group activity could be asking each group to find one or two articles about an assigned topic.

Use apps

Along the same lines of group activities and review games, education apps are a great way to keep students engaged. I always try to leave room at the end of my one-shots for a short Kahoot! review game that goes over topics I discussed. The students get competitive with each other, and they always come up with funny usernames!

Another app I use often is Mentimeter, where students can vote in polls, post questions during my lectures that I can address later, or submit permalinks to articles they found during group activities. There are tons of different tools on Mentimeter, so explore it and get inspired to create new one-shot activities!

Constantly learn and experiment

If you come up with a new activity for one-shots, share that idea with your colleagues! Ask them what they’ve tried during one-shots. What worked? What definitely didn’t? Talking to your peers is a great way to discover best practices.

Don’t be afraid to experiment either. I keep a spreadsheet listing each class I visit, the activities we did, what worked well, and what didn’t work so well. Then, I can look back at my notes for ideas when I’m feeling stuck, or to remember why an idea I had failed.

Have fun!

If you’re not engaged and having fun, you cannot expect your students to be engaged and have fun. Like I said, I like to throw GIFs into my PowerPoints, and I’m sure there are tons of other ways to add personality to your presentations. My main goal for a one-shot is not for each student to remember every single thing I said. Instead, it’s to show each student that I’m a resource on campus (or online) that they should feel comfortable approaching for help. The best way to do that, I’ve found, is to have fun together during the one-shot.

Reflective Teaching in the Time of COVID-19

by Mandi Goodsett, Performing Arts and Humanities Librarian at Cleveland State University

 

Many instruction librarians have seen their teaching activities significantly change in the past few months, and keeping up with shifting sands of our communities’ priorities and needs can be challenging. But we’re also seeing more than ever how important it is to demonstrate our value and maintain a high level of quality in our services, as difficult as it may be in this changing landscape.

While the formats and delivery of library instruction may be changing significantly as institutions deal with the COVID-19 pandemic, one simple and inexpensive action that we can still take is to engage in reflective teaching. When teachers reflect, they recall their past instruction experience, ask questions about its effectiveness, and make plans for future instruction based on the answers they give. Taking the time to reflect about instruction when we’re all so busy and, in many cases, dealing with less-than-ideal working situations might not seem worthwhile. However, reflective teaching doesn’t require a lot of resources or time to be effective, and even a short reflection about your teaching can improve the quality of your instruction. And the current situation, in which many of us are recording our instruction by default, provides a new opportunity to engage in reflective teaching.

Video-recording your teaching — something you may already be doing to serve a growing number of online courses — allows you to compare your own impressions of your instruction with how it may be perceived by your students, which is a great opportunity for reflection. If you have the time, choose one or two recorded library instruction sessions to review. See if you can take on the perspective of a student as you view the recording and take some notes. Is everything clear? Are there any major gaps in the instruction that might confuse the listener? Is the instruction engaging and informative? Does the delivery of the content provide opportunities for students to ask questions and test their learning? Did you meet your learning outcomes? How do you know?

In your notes, make sure to provide enough detail to make your reflection findable the next time you teach this class or a similar one. If you record your reflections in a digital document that’s searchable, you may even want to provide some tags, such as the course name, instructor name, course topic/content, etc. 

This exercise does involve taking the time to re-watch your entire instruction session, but it can be extremely valuable. When this or a similar class rolls around in a future semester, you can take a moment during your preparation to review your reflection notes and make changes. I have found that this measurably improves my teaching.

While you may find reviewing a recording of your teaching to be helpful, reflection can be even more effective with the help of a peer observer. Since you already have recordings of your teaching at your fingertips, now may be a good opportunity to experiment with peer feedback. Work with librarian colleagues at your own institution (or elsewhere!) to exchange recordings of instruction with the goal of sharing constructive feedback. Doing this kind of activity can be scary! No one really likes to hear criticism about their teaching, and, especially for those who have taught for years, the thought of changing a tried-and-true teaching strategy can be daunting. However, with some ground rules, a willingness to change, and a foundation of trust, peer feedback can be a very valuable form of reflective teaching.

Start with a meeting between the instructor and the peer observer. The instructor should explain what they’re hoping to receive feedback about, and what their goals for the session are. After the peer observer watches the recording, the two should meet again. The peer observer can then ask questions about the instructor’s decisions and share their perceptions of the instructor’s success in meeting their goals for the session. This should be done in a supportive, tactful way — it should include some positive details about how the class went. Then, both instructor and peer observer can engage in some reflective writing about how they might change their instructional approaches going forward. 

As you rethink your library instruction in the coming months, regularly assessing your own teaching can help you improve your approach, especially given the fact that you may now have easy access to recordings of your teaching. Reflecting on your own teaching can be intimidating, but when you approach the task with openness and a willingness to change, it can facilitate a resilient approach to your library instruction in a time of change. Even as the sands continue to shift beneath our feet, reflective teaching helps us find our footing as we continue to show our value as teacher-librarians.


For more details about reflective teaching, see Mandi’s article, “Reflective Teaching: Improving Library Instruction Through Self-Reflection“, published in The Southeastern Librarian in 2014.

Celebrating One Year of Blog Posts

As I’m writing this month’s post in the office space I’ve set up at home, I’m blown away by how far this blog has come, and reminded of the resilience of our statewide colleagues in an incredibly challenging and confusing time. The Teaching & Learning Committee began working on this blog in 2018, and in early 2019 we launched it. The goal was to not only provide links to resources that we on the committee have found incredibly helpful in our own teaching practices, but to offer an advice column for our colleagues, both new to teaching and experienced in teaching, in order to provide guidance and confront challenges faced in the classroom. Since launching, we’ve had some incredible posts made to the blog from some incredibly talented librarians. To those writers who have contributed to the blog, or are planning to write an entry to this blog, thank you again for all of your time and effort in providing instructional guidance to all of our colleagues, not only within The Ohio State University, but across the state. And most of all, thank you for continuing to read the Teaching & Learning Blog.

As I mentioned earlier, I’m amazed at the resilience I’ve observed among librarians across the state. As the stay-at-home order was announced, I’ve seen librarians accomplish Herculean feats. From setting up websites dedicated to providing advice to those teaching online for the first time, to the creative work of committees and task forces working on transitioning events to an online format, librarians have met these challenges head on, and bounced back when circumstances looked troubling. There are many questions I’m sure you have during this time, and if you’d like our guest bloggers to tackle these questions and provide their instructional advice, please leave your questions in the comments section below. Similarly, if you have any stories of resilience you’d like to share, feel free to share them in the comments section as well.

Please know that any teaching librarian is welcome to contribute to the blog. If you’d like to add your own entry, address new teaching opportunities and challenges you perceive in the upcoming Fall semester, or just pose questions for others to answer, please get in touch with us via email (walton.485@osu.edu).

Advice for Teaching at a Distance

Considering current events, our guest bloggers for the month of April agreed that offering advice on designing instruction at a distance might be helpful. In this post, Stacey McKenna, Reference and Instruction Librarian at The Ohio State Newark campus, and Jane Hammons, the Teaching and Learning Engagement Librarian with University Libraries Teaching and Learning Department, provide their advice to librarians providing virtual one-shots and other forms of instruction, as well as fun tips for being quarantined. Please ask any questions, or leave any comments below!

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Stacey McKenna:

Creating instructional videos to assist professors and students has gone from being a cool extra service we offer, to being completely necessary. However, creating these videos can be tricky, especially if you’ve never tried your hand at it before. The following are some of my tried and true tips for creating a successful video or screencast.

1.) Make sure you are on the same page as the professor about the research requirements

To help me better understand tricky assignment prompts I will ask the professor to send me the list of students’ topics to make sure I’m on the right track.

2.) Make your videos short and concise

There’s nothing worse than having to slog through an hour long recorded lecture from a professor, and since we can’t do our normal in class activities, there’s not as much to break up our talking time. Create videos that are around ten minutes or less to keep students’ attention, and so they can easily go back and review a research concept that is tricky for them. Make sure your titles clearly label what concept you are discussing in that video.

3.) Ask if you can create a supplemental quiz or assignment to go along with your video

There should always be some sort of assignment attached to any instruction you ever do, be it virtual or in-person. If the professor is worried that students will skip over your instructional videos, request adding a short supplemental assignment.

4.) Demonstrate the reference chat feature

Always, always, always demonstrate the chat feature if your library has one. This is a tool that many students have never used before and can be a grade saver. Before doing this, make sure a colleague is currently on chat and can respond right away so that your video flows seamlessly.

5.) Practice your searches ahead of time

I have heard both sides of the argument on pre-planned searches, and both sides have merit. However, I find it best when recording, to have my search terms and showcased articles planned out in advance since there isn’t the interaction there is in an in-person class.

6.) Use your resources

What’s my favorite part of being a librarian? The fact that each of us has a wealth of knowledge on specific topics that we can’t wait to share! If you’re having trouble recording, reach out to one of your more techy colleagues! Having trouble choosing the right search terms or database for a specific query? Hit up your incredibly knowledgeable and friendly subject librarians!

Recording instructional videos is a lot like doing research. It takes several tries and several failed attempts before it really starts to take shape.

 

Fun tip for being quarantined:

Movie Bracket: Draw out a basketball bracket on a piece of paper with as many head to head matches as you wish. Choose movies to go head to head that you can watch and argue about which is superior. Make sure you don’t include more movies than you think you can watch during the quarantine! You can do this with anything. If you like having enthusiastic debates, do this with anything! Most instrumental character in Star Wars (baby Yoda, obvi), tv show that had the worst finale, most delicious beer, most annoying family member. Be creative!

 

Jane Hammons:

Some other ways you can support course instructors, other librarians, and students during this crazy period:

1.) Keep accessibility in mind

If you create videos, make sure that your videos have captions or transcripts, or both. If you provide a PPT or slides, be sure that the contrast is good and the font size is readable. Some resources that can help include:

2.) Provide alternatives, if possible

This is more important than ever, since most students have lost the ability to use campus computers. They now may be using an older computer or sharing a single computer with family members. They may not have broadband access or may be watching everything on their phones. Think about alternative ways that they can get the same information or complete the assignment. For example, you could create a narrated PPT as a video, and make the PPT (with notes) available to students who are unable to watch the video. Or, you could provide an annotated bibliography or a Word document with screenshots to go along with a video. Some resources that could help include:

3.) If you have time, offer to serve as a practice audience for instructors or other librarians as they try out new technologies

Some instructors or librarians may be feeling nervous about using Zoom or some other technology, especially for a live session. It can be helpful to have a chance to practice first without the pressure of a student audience.

 

Fun tip for being quarantined:

Go back to your childhood or teen years. Spend some time watching those movies or tv shows that you haven’t watched in years (or decades, perhaps?). Have a themed movie day—best movies starring the first actor or actress you had a crush on. Or, listen to music by that band that you absolutely loved when you were 13. Play older video games (I have made it my goal for this period to once again be able to make it all the way through the original Super Mario Bros. If I could do it when I was a kid, I can do it now, right?) Pull out the old board games. Have fun!