Connecting with Faculty and Students by Taking Courses: The Role of Humility in Building Relationships

By Garrett Trott
University Librarian
Corban University

Introduction

Faculty are often known for their depth of knowledge in a particular domain. From this depth, faculty teach, introducing students to various disciplines. While it is not uncommon for librarians to have advanced degrees in specific fields along with a master’s degree in library science (or a related field), they often offer services such as information literacy instruction and reference inquiries for disciplines where they may not know much more about the topic than students. Unfortunately, a librarian’s lack of disciplinary mastery may be challenging when collaborating with faculty, individuals with expertise. Additionally, departmental silos, often made up of individuals who have mastered a specific discipline and the subsequent disciplinary jargon, are typical in many academic contexts and can easily intimidate any individual lacking expertise.1 While interdisciplinary work has striven to bridge departmental silos, the knowledge needed to work in almost any discipline can be provoking and challenge many interdisciplinary components of academia.

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A Learning Experience Design: Augmented Reality & Library Orientation

by Anjum Najmi PhD, MLS
Assistant Professor
Department of Higher Education and Learning Technologies
Texas A&M University, Commerce

Abstract

Librarians have engaged students in creative ways to orient them to library programs and services. Outreach is best undertaken when students arrive on campus for their first year. Augmented reality (AR) allows real and virtual objects to co-exist and interact with in real time. It permits users to view the real world through a virtual overlay. This pilot study looks at the potential of using Augmented Reality (AR) to engage students and present targeted information about the library and its resources. It will look at the effectiveness of instruction, learning outcomes, challenges, and the future potential of using such methods to promote learning. The goal to provide a practical approach for librarian practitioners that they may apply to future instructional sessions.

Keywords: learning experience design, augmented reality, library orientation, socio-cultural learning, participatory learning
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Negotiating the Power Dynamics of Librarian-Led Instruction: Strategies for Overcoming the Limits of One-Shot Instruction

Michelle Bishop, First-Year Experience Librarian,
Nicole Westerdahl, Research, Instruction, and Outreach Librarian,
and Deborah Bauder, Research, Instruction, and Outreach Librarian,
State University of New York at Oswego

Introduction

By its very nature, the traditional one-shot information literacy instruction session goes against most pedagogical best practices, yet remains a common format for instruction in academic libraries. The typical one-shot, as implied by its name, is a one-time instructional session where librarians provide varying levels of instruction on library or research related topics. The persistent struggles associated with this teaching model continue to dominate the information literacy literature. The history of this discussion has centered on debates about the instructional role of librarians, calls for better collaborations with discipline faculty, meaningful assessment, inclusive teaching practices, librarian burnout, and effective professional development. Despite the abundance of articles addressing these challenges, librarians continue to grapple with this instructional method and to explore creative approaches to mitigate the many well-documented pedagogical challenges of the one-shot.

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My Journey into Librarianship: Career Mobility and Mentorship in an Academic Library

By Jennifer Olguin
New Mexico State University
Rio Grande Historical Collections Archivist
New Mexico State University Library Archives & Special Collections

Abstract

It is critical to understand the external and internal motivating factors that lead prospective library professionals into the field. This experience-based piece reflects on my journey into librarianship and explores how mentorship plays a pivotal role in recruiting and retaining prospective librarians. This personal narrative presents experiences at a doctoral granting state university transitioning from work-study student to a tenure-track faculty role. This article highlights the importance of mentorship within the academic profession as novices learn the ins and outs of librarianship and build toward a future career. Current librarians could use this insight as motivation to provide mentorship to assist in developing future library professionals and provide support for those eager for a career in the field.

Keywords: Career mobility, Mentorship, New librarians, Academic librarianship, BIPOC in LIS, Tenure-track faculty
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Experiments towards a Pedagogy of Creativity and Learning in the Library

by Amos Blanton, MA EdS.
Aarhus University

Abstract

This describes a case study of efforts to create the conditions for library educators to engage in a dialog between theory and practice intended to enable them to eventually develop a pedagogy of creativity and hands-on learning for the library. Over 14 months of biweekly meetings, 5 librarian educators led by the author studied constructionist learning theory and a method of doing practice based research from the pedagogy known as the Reggio Emilia approach, and ran two hands-on workshops for adults and children. Documentation from those workshops is included as well as an analysis of the challenges that became evident during the process. Implications for libraries as non-formal learning institutions are discussed.
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