Reinvigorating the Experienced Instruction LibrarianElizabeth BucciarelliSara MemmottEastern Michigan University

Michigan Library Association Annual ConferenceNovember 10, 2010Traverse City, MI

Why do we need to reinvigorate ourselves?

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Why do we need to reinvigorate ourselves?•Combat instruction librarian burnout•Keep up with:

• New knowledge in teaching and learning• Changes in student populations• Shifting expectations of institutions and accrediting agencies

ACRL Immersion Program - Background•Why we attended

• Family responsibilities• Funding• Desire for change• Intensity of program• Practical impact

ACRL Immersion Program Experience

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ACRL Immersion Program Experience

•Faculty•Other attendees•Expectations•Schedule•Settings

Lessons Learned & Changes Made•Student-centered teaching•Less is more•Creativity, research and writing are messy•Greater participative role for the students•See yourself as a teacher and peer to the classroom faculty

•Student learning outcomes

Student Learning Outcomes

Original learning outcomes for this session:

1) Develop a plan for refreshing teaching skills in order to generate enthusiasm for teaching

2) Design student learning outcomes in order to create more focused lesson plans

Learning Outcomes FormulaWhat do you want the student to be able to do?

Verb or Action Phrase

+ In order to = Great Outcome!

Debra Gilchrist, ACRL Immersion 2009

Examples of Learning Outcomes• Distinguish between general and specialized

databases in order to select the most appropriate database and maximize relevancy.

• Distinguish between scholarly journals and popular magazines in order to select appropriate research sources.

• Revise a search strategy using descriptors or subject terms in order to discover more relevant search results.

• Identify the parts of a citation in order to locate a cited reference.

Impact of Renewing Your Research Instruction

•Students•Other faculty•Personal

What keeps your teaching fresh? Discussion:•What is one thing you have changed about your teaching in the last few years?

•What gave you the idea to make that change?

What keeps your teaching fresh?• Less time talking and more engagement, chunking: In reaction to seeing

students’ faces, getting bored• Teaching in subject areas wasn’t familiar with – need to learn in order to

teach • Students have a conversation before turning on the computer, let students

drive the computer• Teaching databases – let students coach each other, let them learn from their

mistakes• Changing tools • Teaching a credit class with only a small library component• Teaching over an entire semester• Getting to know students outside of instruction• Team teaching – gain a different perspective, it’s liberating, can give attention

to individual students without throwing off the entire class, keep students on their toes, teach with graduate students

Refreshing Your Teaching • Continuing education

• Conferences• Local workshops• Taking classes in LS and in other subject areas

• Learning communities - e.g. faculty development centers, communities of practice

• Talking with other teachers• Librarians and others, in person or online

• Observe other instructors• Have a colleague observe your instruction

Refreshing Your Teaching – cont. • Carve out time to reflect on your teaching• “If I had time, I would _________ with my teaching”.. then make it happen!

• Read literature (journals, blogs) in librarianship and also teaching and learning

• Create student evaluations of your classes & make some changes they suggest

• Present at conferences • Teach in other contexts - credit courses, other subjects, online

Questions?

•Elizabeth Bucciarelliebucciare@emich.edu

•Sara Memmottsmemmott@emich.edu

Selected Bibliography• Association of College and Research Libraries. (2010). Immersion Program. Retrieved from

http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/immersion/programs.cfm• Huston, T., & Weaver, C. L. (2008). Peer coaching: Professional development for experienced

faculty. Innovative Higher Education, 1, 5-20. doi:10.1007/s10755-007-9061-9 • Romano, J. L., Hoesing, R., O'Donovan, K., & Weinsheimer, J. (2004). Faculty at mid-career: A

program to enhance teaching and learning. Innovative Higher Education, 29(1), 21-48. doi:10.1023/B:IHIE.0000035365.92454.a5

• Sheesley, D. F. (2001) Burnout and the academic teaching librarian: an examination of the problem and suggested solutions. The Journal of Academic Librarianship, 27(6), 447-451. doi:10.1016/S0099-1333(01)00264-6.

• Walter, S. (2006). Instructional improvement: Building capacity for the professional development of librarians as teachers. Reference & User Services Quarterly, 45 (3), 213-218.

• University of Texas at Austin. (2010). Bloom’s taxonomy. Retrieved from http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/objectives/bloom.php

• University of Texas at Austin. (2010). Writing learning objectives. Retrieved from http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/objectives/