I love teaching, and teaching in spaces in-between or with folks from outside the library is where I’m most comfortable. The items below demonstrate my approach to teaching and course session preparation.
Libraries and the internet
At Wheaton College, I developed and taught two semester-long courses: Digital Citizenship & Digital Identity (Fall 2019) and Introduction to Libraries & Archives (Spring 2022, next being offered Spring 2024). Being able to share my professional expertise with undergraduate students in a sustained way over 16 weeks has been the highlight of my career.
INT230: Introduction to Libraries and Archives
Along with Mark Armstrong, former archivist and records manager, and Kate Boylan, former director of archives and digital initiatives, I developed this required course for the Galleries, Libraries, Archives, & Museums program at Wheaton College MA. It first ran in spring 2022 as an experimental course (INT 298). Subsequently it was approved as a permanent […]
FYS: Digital Citizenship & Digital Identity
I taught a first year seminar titled Digital Citizenship and Digital Identity in Fall 2019. This course site contains the syllabus, course schedule, readings, and assignments.
At Mount Holyoke College, we work with faculty and students on using eportfolios in a wide variety of courses and disciplines. I love learning how to teach about new-to-me concepts.
ePortfolio as a tool for curating a professional online persona in the 21st century
Note: This story originally appeared on the Mount Holyoke College LITS web site, on the LITS-faculty collaboration page. I love seeing all the things my colleagues are doing with faculty and students. “What do you find when you Google yourself?” “What experiences are you most proud of?” “Who do you want to find you when […]
While at Wellesley College, a colleague and I revamped how we approached teaching library instruction and statistical analysis for the same course, Econometrics. First, we both participated in workshopping our courses. Next, we taught our sessions using what we each learned in those individual workshopping sessions. Finally, we pitched this coordinated approach to instruction to other faculty members.
When tried and true doesn’t work any longer: workshopping library instruction
Note: This was originally published on my now-defunct website, librarygrrrl.net. I enjoy puzzling through tricky teaching conundrums in small groups. What may seem obvious to someone else can be a breath of fresh air to me. This session included 5 research & instruction librarians and an instructional technologist who had a high level of comfort […]
Course workshopping: library instruction for econometrics
Note: This was originally published on my now-defunct website, librarygrrrl.net. What follows is my personal reflection on the course workshopping session I described in another post. We pitched this example of coordinated instruction to faculty as described in this post. Last week I wrote about the course workshopping my team did over the summer, to revamp […]
Coordinated instruction for econometrics
Note: This was originally published in the Research & Instruction Showcase on the Wellesley College LTS web site. This was what came out of 2014’s course workshopping. All students majoring in economics at Wellesley are required to take ECON 203: Econometrics, with 3 sections offered every semester. A research and instruction librarian and instructional technologist […]
First year writing
When teaching first year writing students, I experimented with using physical library objects in order to lay a framework for students to understand a part of the online library environment. Included below are both a sample lesson plan and a post describing the method to faculty.
Learning to identify sources: a short lesson plan
Note: This was originally published on my now-defunct website, librarygrrrl.net. I repost it here as a companion to the post describing it for a faculty audience. A couple of days ago, on a list I follow, someone posted a link to “Just what am I looking at?” from the Distant Librarian. The person was wondering if […]
Introducing first year writing students to scholarly, trade, & popular sources
Note: This was originally published in the Research & Instruction Showcase on the Wellesley College LTS web site. Students in this session reported feeling more confident about their ability to contextualize online sources after examining physical sources. First year students often do not know to differentiate between scholarly journal articles, popular magazine and news articles, […]