18 research outputs found
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Teacher as Stranger: Unfinished Pathways with Critical Pedagogy
In 2010, Accardi, Drabinski, and Kumbier published the edited collection Critical Library Instruction, which marked a turn to more broadly integrate critical theory into the practice and literature of librarianship. This article looks back ten years to trace how critical pedagogy continues to provoke librarians\u27 reflective measurement of the coherence between theory and practice, whether in the classroom or in advocacy for open education. With Paulo Freire’s notion of unfinishedness and Maxine Greene’s metaphor of ’teacher as stranger,\u27 the article explores the nature of teaching as a continuously reflective and creative act
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Examining Mendeley: Designing learning opportunities for digital scholarship
Researchers have widely adopted computer programs for reference management, such as Mendeley, due to their ability to support a variety of research practices, including organization and storage of pdfs. These programs also afford participation and networking within new scholarly information landscapes. This paper uses a survey and semi-structured interviews to explore use of Mendeley at the University of Colorado and to provide an initial snapshot of scholars’ adoption of new digital practices. Because these new practices call for different capacities, the authors then used the results to design meaningful learning opportunities for scholars and students
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Critical connections: personal learning environments and information literacy
Personal learning environments (PLEs) and critical information literacies (CILs) are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners’ critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change
Composing Information Literacy: A Pedagogical Partnership Between Rhet/Comp and Library Faculty
For more than a decade, the Program for Writing and Rhetoric (PWR) at the University of Colorado Boulder has partnered with teaching and learning librarians to design and deliver Information Literacy learning opportunities in first-year and upper-division composition classes. In recent years, this partnership has grown more robust as we have come to recognize that our two fields have much in common and are making similar pedagogical, theoretical, and practical moves. The guiding documents produced in both our fields (the ACRL’s “Framework for Information Literacy for Higher Education” and the WPA’s “Framework for Success in Post-Secondary Writing”) highlight the shared concerns and complementary values and educational goals of librarians and rhetoric and composition instructors.
Additionally, the dynamic information and media environment in which we and our students live and work requires new kinds of information and digital literacies and thus new literacy curricula. As we began to re-think the PWR’s Information Literacy initiatives, we asked ourselves this question: If we could design a curriculum that no longer treats Information Literacy and Rhetoric and Composition as separate, and that acknowledges the complex information landscapes in which we reside and the multiple modes in which our students compose, what would it look like? For the past year, we have been developing this curriculum. In our presentation, we will provide an overview of this collaborative process, as well as the outcomes and materials developed. We will invite attendees to explore the characteristics of successful pedagogical partnerships dedicated to improving student learning through information literacy initiatives
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Approaching Open Pedagogy in Community and Collaboration
In the 2008 Cape Town Open Education Declaration, signatories envisioned that openness in education would foster a “new pedagogy where educators and learners create, shape and evolve knowledge together” (Cape Town, 2008). Today, the global open education community continues to pursue these pedagogical visions. This was captured at a recent gathering of United Nations Educational, Scientific and Cultural Organization (UNESCO) member state representatives, who work to encourage international collaborations to improve education, science, and culture. In a series of draft recommendations for open education, they affirmed the ongoing aim to realize pedagogical innovations that engage “both educators and learners to become more active participants in educational processes and creators of content as members of an inclusive knowledge society” (UNESCO, 2018). As we, a librarian and an academic technology consultant, increasingly participated in open education, these pedagogically-focused goals resonated with our professional roles and inclinations. Motivated to more fully explore these possibilities, we set out to expand local dialogue and awareness of open pedagogies. We invited a community of educators together to investigate the pedagogical possibilities of open education and to dwell on questions about learners’ agency and ownership of their education.
In this chapter, we describe our partnership that formed through mutual investment in reshaping approaches to teaching and learning within our local university setting. We provide the theoretical background of the project as well as share the structure, essential elements, and strategies employed to form a series of faculty learning communities focused on open pedagogy.
Open Pedagogy Approaches, edited by Kimberly Davies Hoffman and Alexis Clifton, is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. Published July, 2020.</p
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Guiding Design: Exposing Librarian and Student Mental Models of Research Guides
This article details an open card sort study administered to undergraduate students, graduate students, and librarians at the University of Colorado at Boulder in order to reveal perceptions of library research guides. The study identifies user group preferences for organization and content of research guides, as well as themes emerging from the collected study data that contrast librarian and user mental models. Interested librarians will gain insights into student perceptions and use of research guides in academic libraries today as well as recommendations for guide design.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/89875/1/12.1.sinkinson.pd
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Caring for Students in Postsecondary Open Educational Resource (OER) and Open Education Initiatives: Inviting Student Participation and Voice
This paper aims to examine librarians’ professional motivations and theoretical perspectives to attend to care and student voice, as they pursue open educational resource (OER) initiatives in higher education.</p
An Assessment of Peer Coaching to Drive Professional Development and Reflective Teaching
Given the competing demands on librarian\u27s time, teaching and instruction are often a professional responsibility experienced in isolation with minimal colleague feedback beyond summative assessment. This article will describe a peer coaching pilot designed to increase teacher reflection, teacher collaboration, and to indentify future training and professional development needs. The article will report on the program\u27s assessment facilitated by participant surveys. The peer coaching program described offers a model for fostering a community of teachers who are intent on improving and invigorating teaching practice