All posts filed under “Professional development

Photo by Markus Spiske on Unsplash; toddler hand moving blocks along a wire toy.
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Teach to Dismantle?

I’m putting together a professional development workshop for my teaching librarian colleagues on creating learning outcomes. It’s part of a larger summer prof dev series on teaching and learning in libraries that really focuses on foundational aspects of teaching IL. We’re essentially walking through the process of initiating, prepping, implementing, and following up on a class. It’s really just me externalizing my internal instructional planning process, which is why I think I am struggling with learning outcomes.

I write learning outcomes when I teach. They help shape and offer a scope to my classes. That said, sometimes those learning outcomes fly out the window when I actually get to class. I write outcomes with the best information I have at the time: assignment details, course syllabus, comments from the course instructor, previous experience working with students in this course, etc. But sometimes even the best planned class doesn’t turn out as planned, and I’ve learned to just go with it. Sometimes my written outcomes become obsolete or silly once I actually meet the students I’m going to be teaching for the next 1 to 2 hours. I’ll admit that in my early teaching years I just powered through my lesson plan, not wanting to deviate from my carefully crafted script. It would have been too scary, too messy, and too out of my control.

Now, I still put a lot of effort into crafting outcomes and lesson plans, but I tend to start every class by asking students if there are things they really want to learn today, questions they want answered, or things they want to get out of our time together. I’ve been reading Learner-Centered Pedagogy by Kevin Michael Klipfel and Dani Brecher Cook and am loving their emphasis on learner motivation, narrative, connection, and meaning making in information literacy education. Their central question is “What is it like to be a person learning something?” which I just want to have printed on a giant poster and up on my office wall. That should be first and foremost on our minds as teachers. One of the first answers that came to mind when I read that question was that as a person learning something, I want to care about what I am learning, and I want my teacher to care about what I want to learn. Yes, I know that’s a terribly constructed sentence, but you get the sentiment. I want to care about what my students want to learn, and sometimes that means my predetermined learning outcomes don’t have a place in my classroom. And that’s ok.

So where does that leave me as I plan this workshop? I’m teaching the standard Zald and Gilchrist model of learning outcome construction, while acknowledging that it’s not the only way to write an outcome. I’m introducing affective outcomes, not just cognitive and behavioral ones. I’m acknowledging that sometimes classes don’t follow our carefully crafted learning outcomes and lesson plans. In short, I’m teaching learning outcomes so that people feel free to disregard, reimagine, remix, or dismantle them later. But should I teach them at all? I know they are an important framework within higher education and our culture of assessment and value. I acknowledge their connection to learner-centered teaching and their ability to help provide structure for new instructors. But I also have first hand experience with their rigidity and constraints. Does bringing this up in a workshop try to do too much? Or does it bring up conversations we should be having as teaching librarians?

Feel free to discuss as I revise my workshop lesson plan yet again…(but do I even need to do so?)

Image of paint swirls
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Acculturation, Integration, Assimilation

I’m at the end of week three in my new job and have been thinking a lot about the process of on-boarding new employees. UH Libraries has a very comprehensive on-boarding and orientation program. With 50+ librarians that’s not surprising. I’ve had one-on-one meetings with everyone in my department, other supervisors within the library, and am looking forward to meeting people outside the library in the next few weeks (summer just makes for fewer folks on campus). There is a big stress on understanding the library’s organizational culture and strong encouragement to ask questions and offer feedback on the orientation / on-boarding process, which I appreciate.

I’ve had some interesting, open conversations with my colleagues about what it means to a) come back to work after being on sabbatical for 8 months, and b) come back to an entirely new place of work. There’s a fair amount of culture shock happening, which is to be expected when moving from a small liberal arts college to an R1 university. Thankfully I feel like I can talk about this at work.

I can also talk about what it means to be a new employee at a library without simultaneously being a new librarian. This is the first job I’ve started as an established librarian. My first subject librarian position at the UH Libraries was my first job out of library school, and I was green, green, greenie-green. When I started working at St. Mary’s I was relatively early career (about 2.5 years in). But now, as I settle into this new Instruction Coordinator role, I realize I’ve been doing this for more than a hot minute. I have a much stronger sense of who I am as a person and as a librarian. I have my own values, beliefs, hopes, and goals. I have established ideas about librarianship, teaching, and scholarship. I bring my own culture. I don’t want to be so rigid that I espouse my own values and culture as the right values and culture. I always want to be open to learning and to new experiences. I also want to recognize that I have something to bring to the table and that my own identity matters.

I’ve been the latina who anglicized my name in college because I was tired of hearing my professors and fellow students stumble over it. In my early twenties I struggled to reconcile my own latinidad with the whiter world around me and just ended up feeling alone and confused. I wish I could go back and tell 20-year-old me to stop code switching and take pride in myself and my culture (and for the love of God stop tweezing your eyebrows so much). These are lessons I’ve tried to keep with me over the years (including the brow-shaping). I bring them with me as I start this new job, and think about ways I can integrate myself into this new library. I don’t want to assimilate, and I don’t feel pressure to do so. I want to continue to question, reflect, act, and practice librarianship in an intentional way that aligns with my own values. I want to learn new ways to be in this profession from my colleagues. It’s a very different approach to starting a new job for me, but it’s one I’m committed to pursuing in the months to come.

 

 

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Spring Reading

Photo of a Spring Reading List

I did not do the best job documenting my fall sabbatical reading. It’s sort of a jumble of confusing Zotero folders, hard copies of articles, bookmarks of blog posts, and screenshots of Tweets (because I am old). I’m trying to remedy that this spring and realized that best way keep track of my reading is to use the tool that’s basically taken over the running of my professional life: my bullet journal (see above).

Here’s what’s at the start of my spring 2018 reading list:

It’s just the beginning, but I’m already excited about increasing my understanding of relational theory, digging into writing about race and feminism, and learning more about the day-to-day practice of our field.

What are you excited about reading this spring? What’s at the top of your TBR list?