Framework-based Instruction in Art History: From the First-Year Survey to the Senior Seminar [Poster]

Poster presented at the ARLIS/NA Mid-Atlantic & Southeast 2018 Joint Chapter Meeting on November 16, 2018 at the Virginia Commonwealth University James Cabell Library

What we talk about when we talk about Wikipedia: Exploring scholarly inquiry and genre in contemporary art history through comparison [slides]

Slides from a lightning talk presented November 7, 2019 at the ARLIS Southeast Chapter meeting at Strozier Library, Florida State University in Tallahassee, FL

A New Adventure?: Collaborating with First-Time Writing Instructors on "Teaching Research" [Slides]

Slides from a presentation given at the Library Instruction West conference on July 19, 2018 at Colorado Mesa University in Grand Junction, CO. Assignment-design consultations with librarians can be an easy sell for faculty members who have struggled to get the results they want out of student research assignments. But how do you convince first-time instructors to collaborate with librarians on research-based writing assignments before they’ve tested the waters on their own? In my university’s college writing program, graduate teaching assistants develop their own syllabi and assignments rather than teaching from a standardized syllabus. However, new GTAs are typically first-time instructors of college writing with limited experience in designing, teaching, and assessing research assignments for first-year students. While some new GTAs design appropriate assignments for novice researchers, others create assignments that are inadvertently designed in a way that sets students up for failure in meeting the instructor's expectations. In these situations, it is difficult to figure out how we as librarians can help students be as successful as possible in satisfying misaligned assignment parameters while also encouraging them to engage in critical information literacy concepts, all in a single one-shot session

Let's get visual, visual! : new instructional approaches for information literacy [Slides]

In this presentation, three members of the ACRL Visual Literacy Task Force, Dana Statton Thompson, Sara Schumacher, and Maggie Murphy, will share teaching ideas and methods for instruction that utilize images or visual information. Attendees will learn more about the concept of visual literacy and how to incorporate visuals into their instruction. The presentations will introduce a technique to critically read digital images, a lesson for visual source evaluation, and an idea for interdisciplinary workshops which use memes as a framing device. Attendees will also be provided with a list of resources for incorporating visual literacy into their teaching. Time for Q & A will follow the presentation. Presented at ACRL IS Teaching Methods Virtual Event on May 1, 2020

Orientation, Transition, and Retention Annotated Bibliography

An annotated bibliography on the current professional literature related to student orientation, transition, and retention in higher education

Analogy as Pedagogy: Using What Students Already Know in Library Instruction [Slides]

Slides from a presentation given September 29, 2018 at the 2018 Georgia International Conference on Information Literacy in Savannah, GA. Research shows well-crafted analogies are powerful tools for increasing student interest, motivation, and understanding. What if instruction librarians consciously employ analogy to demystify library resources and research strategies for library instruction? This presentation will explore why analogy works in library instruction, and participants will leave with the tools to craft effective analogies to use in their own teaching

Art of the United States, 1750-2000: Primary Sources [book review]

Art of the United States, 1750-2000: Primary Sources is a new anthology that introduces the field of American art from the nation’s inception to the end of the twentieth century, through the words of its artists, critics, patrons, and cultural commentators. The volume is somewhere between a sourcebook and a textbook, bringing together selected excerpts of historical documents and images of key art works with introductions, robust headnotes, documentary illustrations and photographs, and maps across ten chronological chapters. These chapters trace the way ideas about authority, identity, representation, and form in art have shifted amid centuries marked by the development of new cultural institutions, violent clashes over the end of slavery and the expansion of American imperialism, and ongoing political struggle for equity and justice. Throughout the text, images are treated with extended captions that, while not formal image descriptions, could serve to make the visual elements of the work more accessible to readers with vision differences. A timeline appendix, covering the period of 1500-2000 with entries that highlight significant cultural, political, and economic events further contextualizes the letters, diary entries, reviews, reports, and other writings by artists and their historical contemporaries

On the same page: collaborative research assignment design with graduate teaching assistants

Purpose: This paper aims to explore how collaborative research assignment design consultations between instruction librarians and new graduate teaching assistants (GTAs) have the potential to improve the design of research assignments for first-year writing courses.Design/methodology/approach: The author conducted a small number of questionnaires and structured interviews with first-time GTAs who serve as first-year composition instructors to explore their conceptions about teaching researched writing. Thematic analysis of the results of these qualitative instruments led to the design of a new framework for working with incoming cohorts of GTAs at her institution prior to the start of each fall semester.Findings: New GTAs often emphasize strict source type parameters in research assignment design and expect their students to engage in expert research behaviors. Emphasizing the assignment design expertise of instruction librarians during new GTA orientation may lead to more assignment design consultations with first-time college writing instructors. Collaborative assignment design consultations between librarians and GTAs can improve the alignment of research assignment parameters with their shared goals for students' research and writing skills and habits of mind, including seeing research and writing as iterative and inquiry-based processes.Research limitations/implications: While not every instruction librarian works with GTAs, working with instructors to collaboratively design research assignments that shift focus away from using specific search tools and locating particular types of sources opens possibilities for what librarians are able to achieve in one-shot instruction sessions, in terms of both lesson content and pedagogical strategies used.Originality/value: The existing literature on first-year writing addressing faculty and librarian assignment design collaborations, and research assignments more generally, does not often explicitly examine the experiences of librarians who primarily work with GTAs. This paper adds to this literature by highlighting specific obstacles and unique opportunities in librarian–GTA teaching partnerships in first-year writing courses

Protest! A History of Social and Political Graphics [book review]

Protest! A History of Social and Political Graphics is the latest book by Liz McQuiston, whose earlier works, including Graphic Agitation: Social and Political Graphics Since the Sixties (Phaidon, 1995) and Visual Impact: Creative Dissent in the 21st Century (Phaidon, 2015), tread similar grounds. Protest! charts the history of the use of graphics in political and social protest as a timeline of illustrated highlights, from the earliest reproducible images criticizing the Catholic Church in the sixteenth century, to slick graphics protesting issues such as police brutality, climate inaction, and corporate greed in the present day

Resources and Techniques for Designing and Supporting DH Projects in Remote Classrooms [slides]

Slides from presentation given at Summer 2020 Mini Digital Humanities Collaborative Institute on July 17, 2020