Education 2.0 & 3.0

Amanda Piekart (Director of Research and Instructional Services at Berkeley College, USA) and Jessica Kiebler (Instructional Services Librarian at Pace University, USA) have run their podcast The Librarian's Guide to Teaching since October 2019, and have now reached episode 34 (23 February 2021, Tech tools roundup "Amanda and Jessica review some tech tools that can be used by library professionals in the classroom"). Episode 33 was on Teaching about algorithms, episodes 31 & 32 covered 21 instruction tips for 2021. The website for the podcast is here https://librariansguidetoteaching.weebly.com/

Via Elizabeth E Charles

Critical information literacy asks librarians to work with their patrons and communities to co-investigate the political, social, and economic dimensions of information, including its creation, access, and use. This approach to information literacy seeks to involve learners in better understanding systems of oppression while also identifying opportunities to take action upon them. An increasing number of librarians appear to be taking up critical information literacy ideas and practices in various ways, from cataloging to reference. But what does it mean to make critical information literacy part of one’s work? To learn more about how and why academic librarians incorporate critical information literacy into their classroom instruction, I interviewed thirteen librarians living in the United States. This article describes why and how these individuals take a critical approach to teaching about libraries and information, including the methods they use, the barriers they face, and the positive influences that keep them going.

 

Via Elizabeth E Charles

Computing and digital literacy initiatives aren’t new in the library — planned programs and educational offerings that support digital citizenship exist in nearly every library in the nation. But digital literacy is developed not only via programs and classes; learning is supported by informal interactions between library staff and patrons. It’s important not to overlook instruction that occurs on a one-to-one basis.

Via Elizabeth E Charles

The final network in Universal Design for Learning is the strategic network. Its focus is on how learning takes place. The goal for this network is for learners to be “strategic and goal-directed” (CAST, 2019b). To do this, CAST (2019a) recommends educators provide multiple ways for students to express their learning.

Every individual expresses themselves in different ways. This means they also convey what they have learned in various ways. These variations can be due to physical limitations, language barriers, or different ways of understanding content. When we are working with library users in training sessions, in new hire orientations, or conducting internal staff training, we want to provide many opportunities for each person to showcase their learning. Taking time for individuals to demonstrate what they have learned helps us know that

Via Elizabeth E Charles