Tag Archives: teaching

Voice is Not a Metaphor: Considering Teaching Voice as Sound Rather than Identity

Peer-Reviewed Article, ,

Nadia Orozco-Sahi, MLIS
Assistant Professor, University of New Mexico

Introduction

I hadn’t entered librarianship to be a teacher. But as I sat in my first research clinic at the University of New Mexico, and then my next, and then my next, observing my fellow librarians guide undergraduate students through the research process, it was clear that I was going to be one, whether I had intended to be or not. I was going to walk into a classroom and be an instructor. I was also going to be visibly brown and obviously queer. My teaching identity was going to be partially prescribed before I even spoke, just by virtue of body politics and positioning – my physical presentation, at a podium, in front of the class. Before I even spoke. And then?

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From the Middle School Classroom to Academic University Libraries

Essay, ,

Daniel E. Feinberg, MLIS, M.Ed
Online Learning Librarian
University of North Florida
d.feinberg@unf.edu

For those who go to university and are told to try to choose a major at 18 years old, they all make decisions that affect their future career paths. Some people are unsure if their initial chosen major is the right choice, or even if it is feasible. Depending on the major, many students will choose a major in a timely manner so they can graduate in four years. I remember thinking that I would become a CDC biologist/chemist or a Broadway actor. However, the real question became what I am going to do with the rest of my life. Recalling my parents’ advice, “choose a major in which you are going to come out of college with a job” truly meant nothing to me because I did not know what they really meant by saying a job, rather than saying a career. What is the similarity or the difference here? What my father did was become a teacher, and then he became a lawyer while he taught. My mother wanted to be a librarian in the 1960s. However, her parents felt it would be better if she worked as a teacher. And so, when I went to university, I bounced around from major to major not knowing what I was doing; I was aimlessly hoping that I would fall into a discipline that would somehow land me into a career.
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King Spud Has Been Kidnapped: Using the Mystery Genre and Serious Games to Teach Information Literacy to Undergraduate Students

Peer-Reviewed Article, , , , , ,

Celia Hagey
Instruction and User Services Librarian
University of Idaho Library

Abstract

This article details an instructional academic librarian’s experience designing and teaching a mystery-themed information literacy workshop entitled “Mystery at the U of I Library.” The workshop is a form of game-based teaching known as a serious game. Serious games have been documented in scholarly writing since 1970 and implemented in educational settings ranging from elementary schools, high schools, and universities, using creative designs such as role-play games, card games, and video games. Educators in the fields of mathematics, science, and healthcare have published case studies on their use of mystery-based serious games, but representation of mystery-based games to teach information literacy is sparse. This article contributes insights on the value of creating a mystery-based information literacy workshop for undergraduate students at a mid-size public university, describing the author’s design process, experience teaching the workshop, and professional growth throughout the whole process. Other instructional librarians will find recommendations and advice for implementing their own mystery-based workshop. Overall, the workshop engaged students and revealed areas where students continue to struggle with information literacy skills, while stretching the author’s imagination and instructional ability.

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From Instruction Anxiety to Instruction Confidence: Lessons from an Accidental Teacher

Essay, , , , ,

Lindsay Grubin Wong
Georgia State University Library – Dunwoody
Learning & Engagement Librarian
lwong11@gsu.edu

Abstract

Many academic librarians enter instructional roles without formal training in education, often leading to feelings of anxiety, self-doubt, and imposter syndrome. This reflective article explores the process of developing confidence as a librarian instructor through lived experience rather than formal pedagogical training. Drawing on personal experiences, it examines common early challenges such as overpreparing, overexplaining, and focusing on performance over student learning. It also highlights key shifts that supported growth, including redefining instructional roles, prioritizing student-centered learning, embracing reflection, and seeking mentorship and community. By emphasizing vulnerability, authenticity, and gradual skill development, this article offers practical insights and encouragement for new librarians navigating instruction for the first time.

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Enhancing Student Agency and Self-Efficacy Using ADDIE’S Evaluate Phase for a LIS 1001 Course Refresh

Peer-Reviewed Article, , , , , , ,

By Sarah Moukhliss, Ed.D., MLS
STEM Online Learning Librarian & CIRT/OER Liaison
Thomas G. Carpenter Library
University of North Florida

Abstract

This article outlines the initial development and iterative changes made by Online Learning Librarian Moukhliss during the course refresh of a one-credit-hour online undergraduate library research course. Specifically, it focuses on the Evaluate phase of the ADDIE instructional design process (Analyze, Design, Develop, Implement, Evaluate). Based on student feedback, Moukhliss incorporated greater voice and choice into the final research assignment.

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