In late 2019, the Teaching SIG blog team collected responses from SIG members about information literacy instruction in graduate school. We were interested in finding out what kind of instruction, if any, most art information professionals had been offered in their MLIS programs, and where they saw opportunities for improvement. Our casual survey indicated that most current professionals either had not had an information literacy instruction class in their program, or had been unable to take their program’s only offering due to scheduling conflicts. We reached out to Amanda Jenkins, the author of “Becoming Educators: Investigating Where Academic Librarians Learn How to Teach,” for herRead More →

Hello and happy Halloween, fellow ARLISians! It’s the season for all that is eerie, unsettling, or even downright terrifying, so we thought for October’s blog post we’d address a topic that can send many instruction librarians into a cold sweat: assessment. We all know that assessing our teaching is vital so that we can improve both our instruction and our programs, but in a frequently difficult to control landscape of one shots, while we’re also working on designing and executing our sessions, putting together a workable, meaningful assessment plan can feel like sticking your hand in the mystery box at the end of a hauntedRead More →

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 →

Welcome to our Teaching 101 series, through which we will examine library instruction & teaching, highlighting best practices from multiple instructional lenses. This month, Anna Boutin-Cooper will discuss pedagogy, and why it matters for the teaching librarian. “The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What an educator does in teaching is to make it possible for the students to become themselves.” Paulo Freire, Pedagogy of the Oppressed Pedagogy is a critical component of teaching, arguably as important as knowing how to manage a classroom or effectively convey subjectRead More →

Save the Date! The Teaching SIG is hosting its first ever virtual mini-conference on July 25th at 2:00pm. Join Eva Sclippa, Shannon Robinson, and Anna Boutin-Cooper for a share out of notes and thoughts from sessions attended at this year’s LOEX Conference. Eva and Anna will also share out some updates for the Teaching SIG, including plans for future virtual mini-conferences. Join our virtual mini-conference via Zoom at this link: https://uncw.zoom.us/j/956303164. Please contact the SIG Co-Coordinators, Anna & Eva, with any questions or concerns!Read More →

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 →

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 →

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 →