Keep Teaching: Staying Grounded in a Crisis

Transcript of a keynote for the Remote Emote Online Unconference co-sponsored by Decker Library, Cook Library, and Anne Arundel Community College Library held on December 8, 2020

The Future of Teaching Librarianship

Condensed transcript of a keynote for the Maryland Instruction Librarians Exchange Spring 2018 Meeting in Columbia, MD delivered on April 11, 2018. The theme of the conference was the "Future of Teaching Librarianship.

Teaching Information Evaluation with the Five Ws: An Elementary Method, an Instructional Scaffold, and the Effect on Student Recall and Application

Researchers developed an information evaluation activity used in one-shot library instruction for English composition classes. The activity guided students through evaluation using the “Five Ws” method of inquiry (who, what, when, etc.). A summative assessment determined student recall and application of the method. Findings, consistent over two semesters, include that 66.0 percent of students applied or recalled at least one of the Five Ws, and 20.8 percent of students applied or recalled more than one of its six criteria. Instructors were also surveyed, with 100 percent finding value in the method and 83.3 percent using or planning to use it in their own teaching

UMD Libraries Peer Teaching Observation Program

Every three years, the UMD Libraries' Fearless Teaching Institute organizes a large-scale peer-teaching observation program by pairing up interested library instructors and providing guidance and support for mutual observations. This document serves as the program plan and guide for the 2018-2019 peer observation program

Incorporating Critically Conscious Assessment into a Large Scale Information Literacy Program

Lesson plan published in Critical Pedagogy Handbook, vol.

Evaluating Information: Using an Instructional Scaffolding Activity to Facilitate Student Learning.

Poster presented at the American Library Association Conference in Anaheim, CA in 2012.Presents a new information evaluation method using the 5W's (Who, What, When, Where, Why, and How), and the results of a pilot study assessing student retention and recall of the method as compared to popular evaluation methods (such as CRAAP or CRITIC)

Sharing Our Success: Using a Teaching Training Program to Improve Info Lit Instruction and Support MLIS Students

The University of Maryland Libraries Research and Teaching Fellowship prepares MLIS graduate students to enter into a competitive academic job market. The scaffolded training program equips fellows with the skills and experience to perform entry-level public services functions including: information literacy instruction, research assistance, basic program assessment, and peer training. The fellowship goes beyond basic job responsibilities to prepare fellows to step into faculty roles by providing funding and support for professional development, including presentations, posters, and conferences; engaging in discussions about current literature with academic librarians through a monthly journal club; and the opportunity to lead a small scale research and assessment project of their choosing. Finally, it supports fellows through their job search processes by providing career readiness workshops, mentorship, and a supportive community of practice

Helping Parents in a Pinch: An Academic Library Becomes More Family-Friendly

Children are present in many types of libraries—not just the public variety. The expense and difficulties of arranging childcare mean that even academic library patrons often need to bring young ones along when studying or browsing the stacks. Now, through the creation of a family study space and other amenities, the University of Maryland Libraries has made it easier for parents, caregivers, and children to visit

Instruction in Transition: Using Ipad-Driven Problem-Based Learning to Enhance the Freshman Experience.

Conference paper published in the proceedings of the Library Orientation Exchange (LOEX) National Conference in 2014.Intended to facilitate the transition from secondary to higher education, First Year Experience (FYE) Courses have been linked to increased retention rates, higher levels of satisfaction, and a more developed sense of belonging among students (Purdie2010). Due to their transitional function, these courses are often marked by an emphasis on institutional culture, community, and academic well-being, and frequently include collaborations with campus partners. Despite a lack of research-based assignments, librarians are often invited to participate in FYE instruction as part of a larger rotation of resources such as Student Affairs, Academic Advising, and Counseling Centers, among others. Without a credit-bearing assignment, librarians are faced with the challenge of effectively preparing students for college level research in an abstract, disconnected, and inauthentic learning space. To meet this challenge, Millersville University (MU) librarians have combined Problem Based Learning (PBL) with innovative technology solutions to create an FYE activity that is engaging, collaborative, and instructive. Designed specifically for use on an iPad with the iBooks app, the FYE PBL activity leverages the mobility and interactivity of the tablet to engage students in the learning process

UMD Libraries Research and Teaching Fellowship

Guiding documents, including schedules for the RTF101 and RTF103 (first and third semesters in the program). Observation forms, expectations for participants, journal club guidelines, policies and teaching outlines.The University of Maryland Libraries Research and Teaching Fellowship prepares MLIS graduate students to enter into a competitive academic job market. The scaffolded training program equips fellows with the skills and experience to perform entry-level public services functions including: information literacy instruction, research assistance, basic program assessment, and peer training. The fellowship goes beyond basic job responsibilities to prepare fellows to step into faculty roles by providing funding and support for professional development, including presentations, posters, and conferences; engaging in discussions about current literature with academic librarians through a monthly journal club; and the opportunity to lead a small scale research and assessment project of their choosing. Finally, it supports fellows through their job search processes by providing career readiness workshops, mentorship, and a supportive community of practice