Pull quote: “I wanted a new assignment that would require similar kinds of analysis, but would force them to read Shakespeare and talk about his works in ways that were fresh—to them, but also to me. More substantively, I wanted an assignment that would allow me to emphasize the technologies of textual dissemination that literally were bound up through the media of paper-transmission and print, and that remediated texts by binding them together with others and shaped their meanings anew.”

Pull quote: “Standup comedians and librarians with teaching duties may not seem to have much in common, but after spending the last couple years watching comics perform I’ve used several principles from standup to improve my own library instruction.”

Pull quote: “Overall I think I’m beginning to learn that for these groups of students:

- peer-to-peer teaching works well
- sounding like you’re trying to impart expertise is bad for business
- letting students direct the content and pace of the class is really helpful
- giving them CHOICES is THE THING TO DO.”

Pull quote: “Likewise, we need to recognize that the order we create can be oppressive. We need to ensure that the library is open to all, that we recognize publicly that what rules we have are flawed and negotiable. We operate within cultural, social, and economic systems that are unjust, so we need to be alert to ways in which libraries may appear (and may even be​) exclusive and inhospitable - so that we can change.”

Pull quote: “If students are going to find research exciting, we owe it to them to make it a little less overwhelming.”

Pull quote: “After working with this model for several semesters, we have identified three essential elements for successful librarian/faculty partnerships: Modular, asynchronous instruction for students; Synchronous and asynchronous librarian support for students (email, chat, referrals); Faculty-led assessment that asks students to apply information literacy skills.”

Pull quote: “It sure would be nice if we actually were preparing students with skills and habits that served them after graduation rather than teaching them arcane processes before we usher them through the gates of our walled gardens, waving cheering before we lock the doors behind them.”

Pull quote: “This got me thinking about information literacy and research instruction and what I was saying in the Good Library Assignments posts. If a big part of what we’re doing with college level research instruction is helping students grow, try new things, expand their repertoire — then we must be seeing ‘stretch errors,’ right?”

Pull quote: “I think many libraries first developed tutorials based on the way we teach in the classroom, when most tutorials are actually meant to be used at a students’ point of need. A tutorial designed to help a student at their point of need should look a lot more like a reference desk interaction than classroom instruction. However, that doesn’t mean that learning objects based on the way we teach in the classroom are bad. They’re absolutely fine when assigned to students in a class as part of their learning in a class. In online classes that do not have synchronous components, this may be the only way for a librarian to provide instruction that is course-integrated. And when well-integrated, with discussion or activities or assessment attached to the viewing of a tutorial, it can be a very effective learning tool.”

Pull quote: “We want to help students become not just literate but sophisticated and fluent in their use of information. This involves not just learning skills but applying and practicing those skills to develop certain habits and dispositions. A student who is sophisticated when it comes to information does not just know how to evaluate a source of information, but would have have the habit of regularly questioning and critically examining information they come across instead of taking it at face value.”

Pull quote: “My favorite example of buy-in is a precursor to the live demo using the library databases. I show a graphic depicting the ‘invisible’ web, with the main search engines of our day at the top of the ocean and database names on the ocean floor. The search engines have ‘lights’ that do not quite reach the bottom. I ask students to take a moment to look at the picture and tell me what it means. Then I ask: have you ever searched for research information on Google, found something that looked promising, and were prompted to pay for it? Almost all hands go up in the class. I quickly agree that it’s frustrating and explain that if library resources are used this won’t happen. I also clarify the purpose of the graphic. Search engines cannot see the protected full-text articles.”

Pull quote: “I think it’s dangerous for students to be put in the mindset that a piece of information is all good or all bad. They might use a checklist and go through the site / resource to determine if it meets particular criteria, but not having them think critically about a range of goodness/badness and a gray area sets them up to actually think less critically overall. Once they check off enough boxes to determine a source as all good or all bad, they don’t have to think about the information much anymore: it’s just use it or don’t use it at this point.”

Pull quote: “I asked students, and their professor (and myself) to take out a sheet of paper and write down at least 3 aspects of the research process that were still problematic for them. These could be mechanical things like not knowing how to get articles from journals we don’t subscribe to or bigger things like finding research related to your area of interest or knowing how to structure your lit review. I also asked students to include any fears associated with research they might have. If some folks were still writing while others were through, I turned it into a think-pair-share activity and asked them to discuss what they’d written with the person sitting next to them.”

Pull quote: “Awareness of all of these issues might help to insure that librarians and researchers (and the students we teach at the reference desk and in the classroom) don’t get stuck in the filter bubble, surrounded by thin information that was written by bots!”

Pull quote: “Quick, simple, elegant, Vine offers something more than a snapshot, but less than a three-minute tutorial in which one’s eyes glaze over, or constantly pause and rewind to keep up.”