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What is your name? Where are you in the field currently? What has been your teaching experience thus far? My name is Eva Sclippa and I’m the First Year Engagement Librarian at UNC Wilmington. In my previous role as Art Librarian and Coordinator of Instruction at Alfred University (AU), I constructed the art history information literacy program, teaching a series of three foundational classes to new BFA students, as well as custom one shots for individual instructors. Here at UNCW, I primarily teach the standard one shot for first year students. What is the name of the institution and position that you were in whenRead More →

Decorative

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Eva Sclippa, First Year Engagement Librarian at UNC Wilmington As a teaching librarian, I’m fortunate that the library’s Coordinator of Instructional Services organizes regular discussions about pedagogy and instructional design in our division’s weekly meetings.Our theme for this semester has been scaffolding in instructional design, and the blog team felt it might be beneficial to share an overview of scaffolding with the SIG. What is scaffolding? Scaffolding is what it sounds like: building support structures for your students to guide them through mastering a new concept, often by breaking that concept into smaller pieces and then withdrawing pieces of the scaffold as they become more confident with the material.Read More →

The "this is fine" dog as a stuffed animal

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Hi everyone. How are you? Your blog team is tired, but doing our best. We wanted to take this moment to check in with all of you in the Teaching SIG as this unprecedented (we are also all very tired of that word) semester inches up to a midway point. We talked earlier this year at our virtual meeting about how we were all preparing for instruction in the time of COVID, but now we want to take a moment to see how that’s actually going. We sent out a survey earlier this month, and this is what y’all had to say: What kind ofRead More →

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“While systemic racism is unlikely to be dismantled through information literacy instruction, naming the issue systemic racism and its prevalence in the information environment (something the Framework fails to do), providing counterstories in the classroom, and creating a supporting learning community are important antiracist steps that can lead to librarians and students working together to address white supremacy in their universities and beyond.” (Rapchak, 188) Before we begin this month’s blog post, we want to acknowledge both the limits and the possibilities of art library information literacy instruction in impacting systemic racism. As Marcia Rapchak notes in her 2019 article (above), we cannot expect toRead More →

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This month’s blog post is the result of a collaboration between the Teaching SIG and ArLiSNAP (Art Library Students and New Library Professionals) , so to start out with, we’d like to thank the ArLiSNAP team for their work reaching out to survey participants! One common topic of casual conversation at many teaching librarian events and conferences is the state of instruction-about-instruction in MLIS programs. Though we each had our own sense of the situation, those of us on the Teaching SIG blog team were curious to hear what experiences other librarians in the field had had with instruction and pedagogy in grad school. AlongRead More →

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What is your name? Where are you in the field currently? What has been your teaching experience thus far? My name is Jillian Ewalt and I’m the Librarian for Visual Resources at the University of Dayton. My position includes managing a large art and visual resources collection for the Marian Library, a special library on the Blessed Virgin Mary, and serving as the liaison to the department of Art & Design. I recently transitioned into my liaison role and am excited to provide library instruction and research support for Art & Design students. Since I also work with special collections, much of my past teachingRead More →

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Cara Barker, Research & Instruction Librarian, Western Carolina University This post is a continuation of “Curriculum Maps: Building a Strong Foundation for Liaison Work.” One of the things I love best about data gathering for a specific purpose is that it sometimes helps in more ways than you anticipated. In academic libraries, you often see this with circulation, electronic resource stats, and building use data. Curriculum maps offer similar opportunities. In the first post on curriculum mapping, I walked through the information gathering portion of creating curriculum maps. In this post, I’ll show you how to transfer the information you’ve collected into the map. I’llRead More →

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As instruction librarians, we are always examining and evolving our practice. What we are often missing is a focused, structured way of looking at our instructional program. That’s where curriculum mapping can help. While curriculum mapping is defined as “a process for evaluating the various components of a curriculum for cohesiveness, proper sequencing, and goal achievement,” it has potential beyond this basic description.[1] Over two blog posts I’m going to walk you through the process of mapping, using examples from my curriculum map for the undergraduate programs in the School of Art & Design (SOAD) at Western Carolina University. I will discuss also discuss variousRead More →

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Though not all of us work in the context of academic libraries, a significant enough proportion do that at one point or another in our careers we’ll need to—or have the opportunity to!—collaborate with professors. In this week’s post, I’ll be sharing what I’ve learned about communicating and collaborating with professors in my career, and suggest a few best practices that have generally helped smooth my way. Some of the projects I’ve worked on with professor colleagues in the past have included jointly creating custom classroom sessions and activities surrounding the library’s medieval facsimile collection, an instruction project that culminated in a student curated exhibitRead More →

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ARLIS/NA Teaching SIG Annual Conference Meeting – March, 2019 DISCUSSION: What would you most like from this SIG? Participants listed a variety of services and values the Teaching SIG could provide, including innovative pedagogy, a space to share successes and failures, lesson plans, syllabi, and instructional tools, a place to test out ideas, discuss, and brainstorm, and an opportunity to collaborate with other SIGs. The ideas of collaborating with the Critical Librarianship SIG and RISS were mentioned. Members expressed an interest in working with the Critical Librarianship SIG to support the application of crit lib in to pedagogy, and with RISS to explore the newRead More →