Professional Development

1st Annual Wanda K. Brown Staff Development Day

Friday, May 27, 2016 11:10 am

On Thursday, May 19th, ZSR held our first annual Wanda K. Brown Staff Development Day. The all day event was open to the entire staff, and was well received, despite the frigid conditions in the Auditorium.

The day began with a wonderful two-hour session by Shayla Herndon-Edmunds, Director of Diversity Education at Wake Forest. Her program, “Unconscious Bias: Is It Saving or Sabotaging You?,” discussed the problem of unconscious or automatic bias and how it can over-ride our more rational, thoughtful mind.

Shayla’s session was followed by a series of eight short, 15-minute presentations by the staff and faculty of ZSR. Every team was represented by at least one presentation. Before lunch, we heard from Mary Reeves about the Criterion Film Collection, from Thomas Dowling about beacons, a new technology that pushes information out to mobile devices, and from Mel Rutledge about his work creating digital biographical files in Special Collections. After an all-library pizza lunch in the Staff Lounge, we continued with sessions from Barry Davis, who spoke about the multimedia equipment that is available in the library for check-out and use, Chelcie Rowell, who spoke about the task management application Trello, Hu Womack, who talked about his work helping to develop a First Year Experience course at WFU, and Carol Cramer, who gave tips about how you can manage your email with an inbox zero philosophy. The short sessions concluded with a one-act play by the Resource Services players called “Code REaD,” a comedy-drama that illustrated how a rush e-book purchase is processed.

The day concluded with a very fun Wake Forest trivia contest called “Wake, Wake Don’t Tell Me,” which was ably and entertainingly MC’d by John Champlin, the Assistant Director of the PDC. The contest included a scavenger hunt round that sent the attendees scurrying around campus.

The Staff Development Committee welcomes your feedback on this event so that we can improve it in the future.

Sarah at STELLA Unconference

Tuesday, May 24, 2016 2:37 pm

Last Friday, I drove to UNC-Chapel Hill to present at the biennial STELLA (Science, Technology, and Engineering Library Leaders in Action) Unconference, which was organized by science and engineering librarians at Duke, UNC, and N.C. State. This was my first time attending this national unconference, and colleagues gathered from as far as California, Dartmouth, MIT, and the University of Florida at UNC’s Wilson Library. I went on a tour of UNC’s Kenan Science Library and Makerspace and participated in breakout sessions.



 

On Saturday, it was great to share my experience with flipping a course with VoiceThread and Audacity at the Poster Session and Digital Mixer, and there were many questions about my teaching methodology and how I developed and redesigned a science information literacy course at WFU. If you’re interested, you can view my poster here.

Joy Attends The Innovative Library Conference and NC-BIG

Wednesday, May 18, 2016 11:27 am

THE INNOVATIVE LIBRARY CONFERENCE

On Thursday, May 12, Amanda, Kyle and I made the lovely two hour scenic drive to Radford University to attend The Innovative Library Conference (TILC). Registration for this 75 participant conference filled in 27 minutes, so we were fortunate to be a part of this well-done and informative event.

The keynote speaker was Donna Lanclos, Associate Professor for Anthropological Research at the J. Murrey Atkins Library at UNC-Charlotte. Donna’s speech can be found here on her blog, but just pondering her job description was enough to make the speech interesting! She talked about Active Learning Classrooms and their implications for libraries and librarians. She focused on the importance of active learning and the idea that the community IS the curriculum. She encouraged librarians to serve as “consultants, partners, and leaders on campus with faculty” to encourage active learning across the curriculum. She was adamant that 25 years of research has proven active learning is more effective than traditional lecture. However, I cannot just summarize what she said without sharing some of my own skepticism to this approach. I am a huge Parker Palmer follower, and I believe that there are many approaches to teaching that can be highly valuable. While active learning is my approach to classroom learning, I cannot imagine ever suggesting to Ed Wilson that he should integrate active learning into his classroom.

My favorite session was led by Maryke Barber from Hollins University which was titled “Balance Through Mindfulness: The Art of Now in the Library Classroom.” She led us in three contemplative practices that can be integrated into our instruction. She created an amazing LibGuide for her presentation that can be accessed here.

One interesting session was led by Patrick Rudd (librarian) and Paula Patch (Coordinator of the College Writing Program) at Elon University who reflected on their experience from librarians doing one shot, canned presentations, to becoming co-owners of the curriculum. They created is a wonderful “community of practice” model that impacted the entire Elon University first year writing program.

After lunch, Amanda and I participated in a Selfie Scavenger Hunt of Radford’s McConnell Library. It was the perfect after lunch session. I had heard NC State present on this self-guided approach to library tours, but it was my first time experiencing it. They equipped us with a map, a list of items to find, and an iPod mini. You will be pleased to know that thanks to Amanda’s technology skills, we (team “Deacons”) won!

My Selfie Scavenger Hunt "Team Deacons" partner.

My Selfie Scavenger Hunt “Team Deacons” partner.

It was a good, but long day. Hats off to Radford University and the TILC Conference Committee for pulling off one of the best instruction conferences anywhere!

NC-BIG

On Friday, May 13, Kathy, Kyle and I attended NC-BIG Camp 2016! Kathy did a great job as the facilitator for the “ACRL Framework” discussion. I have still not watched the John Oliver video, but I plan to do that soon!

I also participated in the “Learning How to Teach” session which was a fun and interesting discussion facilitated by Amy Harris Houk. Our group had representatives from public libraries, community colleges, small colleges, and large universities. To me, it was the quintessential NC-BIG “unconference” breakout session because our entire discussion was fueled by one librarian’s question which was, “How do you learn to teach?”

My big takeaway from NC-BIG was that you can convert PDFs to Google Docs using Google Drive. This one piece of information was worth attending the conference!

Kathy at NCBIG Camp Unconference

Monday, May 16, 2016 1:31 pm

On Friday, I attended the NCBIG Camp Unconference at UNCG. NCBIG (NC Bibliographic Instruction Group) is an interest group within NCLA that has been around for a number of years. This was the third NCBIG Camp, and it was organized by Jenny Dale (UNCG), Katy Webb (ECU), and our own Kyle Denlinger. I have missed the last few NCBIG Camps, so I was excited to attend this one! This year’s camp had about 20 attendees from a wide range of institutions, including academic libraries, community colleges, and public libraries. We met in the Digital Media Commons on the lower level of Jackson Library, which was renovated just a few years ago to provide a space for digital media creation and collaboration.

We began the morning with a group check-in, and then we broke up into discussion groups. Each group had a facilitator and a note-taker. The notes from each session are available in a Google doc that participants can continue to add to. During the first session, I facilitated a discussion on the ACRL Framework. Our group spent a lot of time discussing practical ways to implement it, as we felt that was missing from a lot of the discussions around the Framework, especially in regards to one-shots. We shared some of our own experiences incorporating Frames in small ways in our own classes. We spent the last portion of the session watching some of John Oliver’s recent segment on Scientific Studies and talked about the ways we could use it to spark discussion around some of the Frames in both one-shot and credit-bearing scenarios. (I’m already thinking about how to use it in LIB210 in the fall!)

For the second discussion group, I participated in a discussion on Outreach to Faculty and Beyond. We first defined what we meant by “outreach.” According to our definition, outreach does not have to be focused on the library, and that the biggest goal with outreach is to build relationships. We also discussed some of the challenges, including time and resources.

We took a lunch break to Don on Tate Street (I highly recommend the bulgogi don in a hot stone bowl!) and then came back to the DMC for some lightning talks. I learned about making Google docs accessible and also a few new tools that I want to try out: Pear Deck and Screencastify. Pear Deck allows for interactive class presentations and Screencastify is a plugin for Chrome that allows you to record screencasts from your browser. Kyle also demonstrated how he’s using VoiceThread in his online class, which really made me want to do more with it!

I also enjoyed catching up with friends from other libraries, as it was the first time I had seen many of them since starting here at WFU! I’m grateful to Jenny, Katy, and Kyle for all their work in putting together a great unconference!

Susan @ Spring ASERL Membership Meeting

Thursday, May 12, 2016 4:27 pm
A view of Richmond

A view of Richmond

I’m enjoying getting opportunities to represent ZSR at meetings that I haven’t yet attended. At the beginning of May, Tim asked me to stand in for him at the spring ASERL Membership meeting that took place in Richmond. The meeting spans two days and combines a business portion with programming. The meeting link shows the agenda and has links to speaker materials. Mark Puente, ARL Director of Diversity and Leadership Programs, presented about diversity, inclusion, equity and social justice strategies and missions in the modern academic library and outlined current ARL diversity and inclusion programs, the earliest of which began in 1990. Prior to the meeting, John Burger surveyed members about current diversity activities and the results were shared. Liz Brooks from the VCU Counsel office gave us a nicely distilled presentation about the GSU e-reserves lawsuit. We got updates about ASERL pilot projects (CHORUS and the “new metrics” project in which we are participating). Brian Nosek co-founder of the Center for Open Science, talked about the Open Science Framework. Here’s some background on it.

A highlight of the meeting was a field trip to visit VCU’s new Cabell Library which opened in January and is a major addition onto the original library. It added 1,500 new seats (the various levels have the decor color-coded to help define different spaces), an outdoor terrace, an expanded Special Collections and Archives, and a graduate student and faculty research center. My favorite is a screened porch-style student space (pictured below). If you want to see some pictures I took on the tour, I’ve saved them in Google Drive, enjoy! (restricted to WFU campus).

Reading Porch

Reading Porch

I was grateful for the opportunity to meet the deans and associate deans representing other ASERL institutions and came away with a better understanding of ASERL’s purpose and programs.

Stephanie at the Midwest Archives Conference 2016

Thursday, May 12, 2016 9:32 am

My time in Milwaukee for the Midwest Archives Conference was not quite as jam-packed as Tanya’s but I made the most of the trip!

I was a member of a panel entitled “The Perfect Is the Enemy of the Good: Creative Solutions and Common Sense Approaches to Archival Problems.” My fellow presenters and I gave Pecha Kucha presentations: 20 slides, each 20 seconds; it was a fun mental exercise to distill our actions and key takeaways into 6 minutes and 40 seconds. I also acted as a MAC Pal for a first-time conference goer, which is a fun way to welcome new folks to the archival fold. My pal this year was a UW-Milwaukee student who had dabbled in archives and was attending in part to see if she was interested in pursuing archives further.

I attended a couple of sessions on diversity and inclusion, including the plenary talk from current Society of American Archivists vice president/president-elect Dennis Meissner of the Minnesota Historical Society. He covered many points about diversity and inclusion, but my takeaways were that individual and institutional biases affect workplace performance in very serious, and somewhat different ways, so we have to be aware of both. Also, in order to move towards increased inclusion, training is valuable for getting folks on the same page and mitigating biases.

I also attended a session on processing collections, “Seeing the Details in the Big Picture: Getting a Handle on Processing.” One woman had created nearly 1500 finding aids in two years (this is an astronomical number!), so I was curious to see how she managed that. Turns out that the collections were already physically processed – organized, housed appropriately, with folder titles – and she created biographical or historical descriptions and described the materials; she pointed out that without the physical arrangement work, 1500 finding aids would have been impossible. Another presenter who processed a huge collection with help from graduate students shared that, to process 1 linear foot of materials: inexperienced graduate students took 10 hours (!!!); graduate students with 1 year of processing experience took 3.25 hours; and professional archivists, 30 minutes. Good reinforcement that there’s no magical replacement for skilled labor.

In addition to all the learning, I saw some of my former Iowa State colleagues, got to test out a (stationary) Harley Davidson motorcycle at the Harley Davidson Museum (they have a huge archival repository of bikes, parts, tools, etc), and took a stroll through the Milwaukee Art Museum. All in all, it was a great and busy MAC!

Joy at LOEX 2016

Tuesday, May 10, 2016 3:37 pm

LOEX is always a dream conference for instruction librarians, and this year was no exception. This year’s Pittsburgh Conference brought together a record 425 participants from 40 states, but most exciting was our Wake Forest contingent which included Kyle, Amanda, Meghan and me.

The conference kicked off with an opening reception Thursday evening, and began in earnest early Friday morning with an opening plenary session by Dr. Sheila Corrall who encouraged us to become reflective teachers. She made the case for the idea that critical reflection should be elevated to the status of a threshold concept. In her lovely British accent she described how in England, in order to become a librarian, one must first graduate from library school and then work two years in a library, during which time one is required to keep reflective journals. At the end of two years, one must write a capstone paper reflecting on the experience. She made the compelling case that in order to become effective professionals, we must incorporate critical self-reflection as instructors and learners.

Here are some of the things I learned about from various breakout sessions:

  • Candice Benjes-Small (Radford University) gave a great presentation on how to assess one-shot sessions by using the mixed methods observation technique. Evaluations should be immediate, actionable, and able to be captured. At the end of one-shot class sessions, students at Radford are given quick written surveys/quizzes and at the end of the sessions instructors return to their offices and spend 30 minutes, self-assessing and making changes for upcoming one-shots.
  • Inclusion and social justice were dominant themes throughout the weekend. Emilie Vrbancic (U of Colorado, Colorado Springs) led a great session on creating inclusive teaching environments by designing instruction centered on principles of Universal Design. Most of what she said, I am already incorporating in my classes, but I had never heard that the most inclusive room design is one in which student are facing one another. We should promote interaction between students, have group activities, keep instructions simple, present instructions in multiple formats, allocate a third of class time for individual work, and integrate citation management tools such as Zotero (there is more, but I’m stopping there!).
  • Eamon Tewell (Long Island University Brooklyn) introduced ways of incorporating critical information literacy in library instruction. Critical IL aims to understand how libraries participate in systems of oppression and finds ways for librarians to act upon these systems. Tewell gave the results of a survey in which instruction librarians shared how they address critical IL. Some instructors use social justice issues in their search strategy examples. Some instructors introduce alternative media zines to introduce a variety of perspectives. Other instructors abandon the search strategy demonstrations altogether reasoning that students can learn it themselves and social justice issues are far more important than search strategies.
  • I attended a session on international students and academic libraries. I learned that the 2014/15 academic year saw the largest increase (10%) of international students in the United States of any time since the 1970s. Most of the students (57%) are from China and 22% are from the Middle East.
  • Kyle and Amanda had the most interesting session of the entire conference! They talked about their experience teaching LIB100 online last summer and the changes they made in their fall LIB100 sessions. I believe we could create an in-house WFU mini-LOEX and learn a ton just by hearing what is happening in our classes! They shared this link which I will share with you: ly/wfuloex
  • Catherine Fraser Reihle (Purdue) and Merinda Kay Hensley (U of Illinois at Urbana-Champaign) gave the results of a study on what undergraduate students know about scholarly communication (an article will be coming out on this). They surveyed students currently engaged in research experiences such as capstone projects or scholarly research with faculty members. The majority of respondents were STEM students. The findings were fascinating: Not a single student could say with confidence that they owned copyright to their work; most respondents were not concerned about the data they had generated and many did not know where the data was located (in a notebook somewhere); and the vast majority collected the data in a written notebook with no digital version.

Amanda, Meghan and I took an early flight Thursday morning to Pittsburgh in order to take in a few of the sights. During the ZSR Reynolda: An American Story Library Lecture Series, I learned that the Reynolda Gardens greenhouse was designed by architects Lord & Burnham. When Allison mentioned that Lord & Burnham also built Phipps Conservatory in Pittsburgh, I immediately put Phipps at the top of my list of things to see while at LOEX. You can see the similarity of this amazing building (built in 1893) and our own Reynolda greenhouse (1913).

Overall, it was a wonderful conference and I am very thankful for the opportunity to attend LOEX 2016!

Amanda at LOEX 2016

Monday, May 9, 2016 4:21 pm

For me, the main theme of this year’s LOEX was Critical Pedagogy. Critical pedagogy has been buzzing around the library instruction world since at least 2005, but has its roots in the works of authors such as Paulo Freire, bell hooks, and Henry Giroux, to name a few. I hesitate to define critical pedagogy, but I’ll try by saying it is a pedagogy that concerns itself with designing learning situations in which students are empowered to question traditional oppressive power structures, be it capitalism, patriarchy, white supremacy, imperialism, etc…

Clockwise: Andy Warhol Bridge, University of Pittsburg building, mural at Duquense, Skyline, and a group photo at Phipps Conservatory.

Of course you know it wouldn’t be a proper LOEX without a bit of sightseeing. Clockwise: Andy Warhol Bridge, University of Pittsburgh building, mural at Duquense University, Pittsburgh Skyline, and a group photo at Phipps Conservatory.

Critical Pedagogy in Library Instruction

There was quite a bit of talk about the role that critical pedagogy can play in library instruction. One practical example would be teaching students about the white, patriarchal assumptions made by traditional information organizational schemas, like Library of Congress subject headings. (Relevant example, it took until 2016 to switch from “illegal aliens” to “unauthorized immigrants). There are several more great examples in the slides of: Eamon Tewell’s “The Practice and Promise of Critical Information Literacy”

Several photos from the Phipps Conservatory.

Several photos from the Phipps Conservatory. Sorry for the potato quality pics from my phone.

Critical Library Practice

What’s cool is critical pedagogy is not just for librarians with instructional responsibilities. Critical library practice is for everyone in the library. (The Canadian Journal of Academic Librarianship recently dedicated their entire opening journal issue to critical library practice). Archivists, access services, and resource services have been engaging in critical practice for years, so this is probably nothing new to them. Nevertheless, I’m happy to see these conversations happening with such frequency and urgency now. You can read more about Jeremy McGinniss’s ideas for engaging in critical pedagogy with student workers here:

“Everything we do is pedagogy”: Critical Pedagogy, The Framework and Library Practice from JMcGinniss
Conclusions

Critical pedagogy is an important movement (maybe the most important movement) happening in library instruction and I think it deserves thoughtful reflection. It seems like it’s no accident that these conversations are ramping up at the same time as local conversations about campus climate and national conversations on racism, sexism, homophobia. transphobia, and other oppressive movements. I’m excited to work on this moving forward. Recently I’ve been having students edit Wikipedia, which is a great introduction to some of these ideas. I’m hoping to have some time this summer to brainstorm more ways to successfully implement critical pedagogy in my own classroom.

Sarah @ NCLA-STEM Meeting

Friday, May 6, 2016 10:43 am

NCLA has formed a new STEM Librarianship in North Carolina (STEM-LINC) round table. Along with Erin Knight, NIEHS Library Manager, and Jennifer Seagraves from Central Carolina Community College, I was invited to speak representing academic libraries in a panel discussion on “Outreach & Relationship-Building with STEM” at the April 29th meeting held at UNCG.

If you’re interested, you can take a look at my slides (link below):

Outreach & Relationship-Building with STEM from Sarah Jeong

 

NCLA STEM-LINC members will be electing new officers soon, and I was nominated for Secretary-Treasurer. Wish me luck! I am looking forward to becoming involved with STEM-LINC.

Tanya @ MAC (Midwest Archives Conference), Milwaukee, WI

Thursday, May 5, 2016 10:34 am

I recently attended the Midwest Archives Conference (MAC) annual meeting in Milwaukee, Wisconsin. MAC is one of the largest regional archival organizations, and I have been an involved member since 1995. It was, however, a nasty shock to arrive in Milwaukee with the high only being 40—apparently, I am now completely acclimated to the NC climate.

One of my duties as a Past President of MAC, is to chair the Presidents’ Award Committee, which recognizes individuals, groups, or organizations. This year, the awards were given to the Ability Center of Greater Toledo, and three individuals who founded the Urban Appalachian Council (UAC) in Cincinnati in 1974. After the UAC was closed in 2014, these three made sure 40 years of records were transferred to Berea College for preservation. I had other duties at MAC, including co-teaching a workshop on Career Planning for Archivists and giving a presentation on community beyond the archives, focusing on the St. Benedict 75th anniversary project.

I also was able to attend a number of interesting sessions, but wanted to share more specifically about two that really struck a chord with me:

Crowdsourcing Beyond Transcription:
This pecha kucha style panel presentation offered panelists sharing various stories of how they utilized crowdsourcing in a unique way. The most fascinating was offered by Laura Alagna (Northwestern University) who had received a mobile phone as part of the personal papers of actress Karen Black (one of my favorites, who could ever forget Trilogy of Terror?). It was an old-school mobile phone, and Algana decided to crowdsource donations of charger cords in the hopes of finding the right one to access the contents. Of course, they now have a large collection of charger cords, which they hope to utilize in accessing other obsolete media.

Preparing Students for a Future of Working with the Past: Designing Undergraduate and Graduate TPS Curricula:
This was probably one of the strongest sessions I have ever attended at a MAC meeting. The topics included teaching students about:
Not judging historical resources
Developing an appreciation of changing language
The value of digital hands-on work in research, such as using city directories

There were also presentations on how archives and special collections instruction can focus on engaging your students, as opposed to simply show and tell. The best takeaway? The concept that digital collections are the one thing from Special Collections that students CAN browse.

All in all, attending MAC was well worth shivering in the Milwaukee rain.


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