Library Orientation Series: #35
Edited by Deb Biggs Thomas, Rosina Tammany, Randal Baier, Eric Owen, and Heidi Mercado
The 31st National LOEX Conference initiated a
wake-up call for instruction librarians to make time
for self-assessment of our teaching, "...to take a
step back for a moment and reflect on the
essentials of instruction: teaching and learning."
Teaching is not and should not become a static
enterprise; rather we bring aspects of ourselves into the
process. When we take the time
to understand and reflect on how we teach, we can
foster more effective learning for our students.
The conference explored such topics
as support for improved teaching, professional
growth as teachers, collaborative learning, teaching
to different learning styles, the passionate teacher
and other thematic areas.
The keynote speakers, Betsy Baker and Elizabeth
Burge, set the tone for the conference, each
reflecting in her own techniques for self-assessment.
Betsy Baker, a library consultant and
educator, who has been an academic librarian for
over twenty years at the University of Illinois and
Northwestern University, urged taking that
seemingly non-existent time for reflection. With
reflection we can begin to ask ourselves about the
true meaning and purpose of our work. This, Baker
states, "informs our answers to questions of what we
need to do and how we should do it."
Liz Burge is a
professor in the Faculty of Education at the
University of New Brunswick, Fredericton, Canada
where she works in adult and distance education
research. Burge, a former librarian, used a metaphor
to help "examine some assumptions about our own and
our clients' learning" as well as assumptions having
to do with instruction librarians professional
worth and practice vis-a-vis our students.
The selected papers that follow the keynote
addresses showcase individual
presenters' strategies, programs, and ways to
incorporate self-improvement and assessment in
teaching. Discovering and
then implementing ways to "nurture" our teaching
selves ultimately will result in our students
becoming effective learners and instruction
librarians more fulfilled professionals.
Ordering Information
- Library Orientation Series, No. 35
- ISBN 0-87650-370-9
- 8 1/2x11, 184p, paper, 2004, $45.00
Detailed Table of Contents
Preface
by Deb Biggs Thomas
Articles
The Muse in the Mirror: Reflection in Professional Practice
by Betsy Baker (Library consultant and educator formerly with Northwestern University)
Bridging Action and Reflection: Strategies and Questions for
Teaching Librarians
by Elizabeth J. Burge, Ed.D (Faculty of Education, University of New
Brunswick, Canada)
Breakout Sessions
Breakout Session No: 1
The Digital Difference: What Opportunities for Innovation, Student
Interaction and Reflection Does a Web-based Course Offer?
by Jeanette McVeigh (University of the Sciences in Philadelphia)
Library Instruction for All: Exploring Ways to Accommodate All
Learning Styles in and Out of the Classroom
by Vivienne Piroli (Simmons College)
Patterns of Self-Assessment for Teaching and Learning
by Janice M. Krueger (University of the Pacific)
Teaching As an Act of Courage: Taking Our Teaching to the Next Level
by BethAnn Zambella (Wellesley College) and Susan Barnes Whyte (Linfield College)
Breakout Session No: 2
The Library-Research Paper and the Instruction Librarian:
a History, a Context, and a Speculation
by Donna J. Gunter (University of North Carolina, Charlotte)
Stone Soup: A Recipe for Collaboration and Support
by Jim Kinnie, Mary C. MacDonald, and Amanda Izenstark (University of Rhode Island)
Toss the Bag of Tricks: Fostering Motivation in Library Instruction
by Michelle Twait (Gustavus Adolphus College)
Workshop on Educating Reflective User Instruction Librarians
by Jana Varlejs and Eileen Stec (Rutgers-The State University of New Jersey)
Breakout Session No: 3
Crossing the Bridge When You Get to It: How to Use Public Speaking
Skills to Improvise and Improve Your Teaching
by Sarah Statz (Madison Public Library)
Get "Real": Parker Palmer, Bloomberg, Camtasia and Me
by Sally Weston (University of Michigan, Business School)
Know Thy Users, For They Are Not You
by Jerilyn Veldof and Melissa Kalpin (University of Minnesota)
Appendix A
The Nerd, the Messiah, and the Classroom: Personality Types and
Reflective Teaching
by Jeanine Akers (University of Memphis) and Wendy Crist (Arkansas State University)
Reflective Practice Through Scholarship: Initiatives for Scholarly
Teaching and Scholarship on Teaching
by Lisa Janicke Hinchliffe and Robert Burger (University of Illinois at Urbana-Champaign)
Breakout Session No: 4
Creating Student-Centered Learning: A Constructivist Approach to
Information Literacy Instruction.
by Pam Baker and Kathlene Hanson (California State University, Monterey Bay)
Appendix 1
Appendix 2
Enhanced Staff Development Programs: Strengthening the Personal
Through Collegial Reflection
by Trisha Mileham and Ruth Connell (Valparaiso University)
Fanning the Flames: Strategies for Combating Burnout and
Reinvigorating Instruction
by Lisa Barnett, Melissa Browne and Katherine Harris (Ball State University)
Instruction Data Sheet.
Teaching as a Live Encounter: Sharing Our Authentic Self Invites
Student Learning
by Elizabeth O. Hutchins (St. Olaf College)
Words, Music, and Movement: Media's Effect on Learning
by Angela Megaw (Gainesville College)
Breakout Session No: 5
Making the Teaching Library an Institutional Priority: Academic
Readiness, Retention and Information Literacy
by Miriam Laskin and Lucinda R. Zoe (Hostos Community College)
Be a (Role) Model! Or Just Teach Like One: Connecting Evaluation,
Assessment and Reflective Practice in the Information Competency Classroom
by Kyzyl Fenno-Smith (California State University, Hayward)
Make It More than "Just" 50 Minutes: Improving Instruction Through
Peer Mentoring
by Pam Kessinger (Portland Community College)
Appendix 1
Appendix 2
Appendix 3
Vital Connections: Portrait of the Poet as a Librarian
by Priscilla Atkins (Hope College)
You Mean You Teach? I Thought You Were a Librarian! Using Teaching
Portfolios to Think About and Improve Instruction in Academic Libraries
by Sandra Hochstein (Douglas College, British Columbia, Canada)
Breakout Session No: 6
Light the Fire: Using Experience and Emotion to Ignite Student
Learning
by Celita DeArmond (San Antonio College) and
Angela Dunnington (Southeastern Louisiana University)
Looking Back: Doing End-of-Term Assessments
by Bruce Pencek, Susan Ariew and Penny Burge (Virginia Polytechnic Institute and State University)
Appendix A
Appendix B
Teacher's Mind, Beginner's Mind: Welcoming the Possibilities
by Martha C. Smith (Elmira College)
The Vision Thing: Making Information Literacy an Administrative
Priority
by Randall Schroeder, Jill Gremmels (Wartburg College) and
James L. Pence (Pacific Lutheran University)
Roster of Attendees
Presenters Addresses
