As library instructors we all have a natural tendency to rely on methods, content and activities that are comfortable and familiar to us. Backward design helps counter this tendency and ensures that we think of the students first. The main question driving instruction becomes: what do students need to learn and be able to do by the end of the session? On Friday January 13 Breanna Hamm and Alexandra Stark gave an excellent presentation, sponsored by Instructor College about backward design in...
On October 21st, Instructor College hosted its first event of the 2016-2017 academic year: Liberating (Instruction) Structures, led by Diana Perpich, Educational Technologies Librarian, and Nabeela Jaffer, Application Programmer. During this workshop, participants were introduced to the concept of liberating structures and explored ways that many of the 35 liberating structures could also be applied in instruction, offering an opportunity to expand our pedagogical repertoire.
What is critical pedagogy and how can librarians use it as a tool for instruction? By teaching students to question the hierarchies implicit in the materials they encounter, librarians can motivate the next wave of information activists.
This fall, the Chronicle of Higher Education ran a special report, “Diversity in Academe: Transgender on Campus.” Touching on topics from pronouns to restrooms, the report issued a call to provide equal access to transgender students on college campuses with an emphasis on creating safe environments in which all students may thrive. Student interviews captured in a powerful video can prompt us to think about providing safe and inclusive classroom environments for library instruction as well.
I'm going to start out by saying, and I hope I don't jinx this, but -- we've got it pretty good. As the University of Michigan begins it's migration from Sakai to Canvas in earnest this year, representatives of the University Library have been welcomed into development conversations and have been given considerable agency to cultivate our presence in the new teaching and learning environment.
Nandita Mani, Ph.D., led an engaging conversation on Design and Development Considerations for Flipping Instruction with faculty and staff from the library on April 23, 2015. This well-attended session covered an overview and history of flipped classrooms, multiple group activities, and thought provoking take-home questions.
In an effort to focus more attention on engaged learning opportunities at Michigan, several librarians and library staff recently curated an exhibit called Learning in “Real Life”: Stories of Impact Through Engagement, which showcases thirteen courses and projects along a spectrum of engagement that emphasize practice and feature experiential, action-based learning, often in authentic settings and with real-world partners and parameters. Two projects in particular feature collaborations between...
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