Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item UMD Libraries Peer Teaching Observation Program(2018-01-01) Gammons, RachelEvery three years, the UMD Libraries' Fearless Teaching Institute organizes a large-scale peer-teaching observation program by pairing up interested library instructors and providing guidance and support for mutual observations. This document serves as the program plan and guide for the 2018-2019 peer observation program.Item Kids in the Library: Enacting Joy in the Academic Workplace Through the Creation of a Family Study Space(IGI Global, 2020) Gammons, Rachel; Corlett-Rivera, Kelsey; Kletscher, KarinaWhile children’s services are traditionally associated with public libraries, the increase in students with dependent children means that academic libraries are increasingly being called to provide family-friendly spaces. Using the University of Maryland Libraries as a case study, the authors detail the process of developing, implementing, and overseeing family-friendly services, including a family study room and activity kits for children. They argue there is value in welcoming families into the academy and projects, such as a family study room, worthy not only for the contributions they make to the community but also for the opportunity to enact joy in our daily practice as academic librarians.Item Systematic Review Task Force Report(2020-01) Coalter, Jodi; Gammons, Rachel; Over, Sarah; Ritchie, Stephanie; Tchangalova, NedelinaIn today’s busy research university library, many advanced level researchers need specialized research support. Literature review workshops have been very popular at the UMD Libraries in the last couple of years. Systematic reviews, originally relevant for research in medical research, are a type of literature review that is getting increasingly commonly used in all other sciences where data are collected and published in the literature. UMD Libraries evaluated the feasibility of offering Systematic Review services to the UMD community and beyond. In this report, short and long term recommendations are provided to enhance the service.Item Helping Parents in a Pinch: An Academic Library Becomes More Family-Friendly(American Libraries, 2020-03) Gammons, Rachel; Corlett-Rivera, KelseyChildren are present in many types of libraries—not just the public variety. The expense and difficulties of arranging childcare mean that even academic library patrons often need to bring young ones along when studying or browsing the stacks. Now, through the creation of a family study space and other amenities, the University of Maryland Libraries has made it easier for parents, caregivers, and children to visit.Item “I appreciate your no-nonsense takes:” Adjunct Instructors and the Future of the MLIS(Association of College and Research Libraries, 2019-04) Gammons, Rachel; Drabinski, Emily; Pagowsky, Nicole; Freundlich, ShantiA master’s degree in Library and Information Science, or MLIS, represents much more than the credentials needed to become a librarian. It is also the primary point of entry into our profession, in which graduate students learn the cultural values, expectations, norms, and standards of behavior of librarians. As of 2019, the American Library Association (ALA) has accredited 60 MLIS programs across the nation. Over the past decades, many of these programs have shifted their curricula and faculty away from traditional librarianship and toward the intersections of information and technology, more broadly. As a result, MLIS programs often rely on adjunct instructors who are also librarians to supplement the curriculum, and lead courses on topics such as academic librarianship, reference, teaching and pedagogy, and collection development and management. This panel examined what it means to be an adjunct and a librarian, and how these roles may reinforce or resist one another. Rather than exploring the logistics of adjuncting and course design, our panel encouraged participants to consider how our work as adjuncts may impact the pipeline into the profession; what we, as practitioners, bring to our work with graduate students; and what graduate education contributes back to our work as librarians.Item Situating the Self: Teaching-Librarian Narratives Within and Beyond Instructional Spaces(Association of College and Research Libraries, 2019-04) Gammons, Rachel; Telwell, Eamon; Bhat, Nimisha; Santamaria, Michele; Fiedler, BritneyUsing the three thematic areas of Experience, Identity, and Workplace, we will discuss a range of questions designed to uncover and trouble the ingrained narratives of teaching in academic libraries. We hope to prompt consideration of your identities, of how teaching practices are impacted by institutional power and authority, and also present some opportunities for self-reflection and ideas for changes to make going forward.Item When Stars Align: Redesigning an instruction and assessment program to align with the Framework for Information Literacy(2018-05) Inge Carpenter, Lindsay; Gammons, Rachel; Sly, JordanThe University of Maryland Libraries’ instruction program serves nearly 20,000 students per year. In 2015, with the introduction of the ACRL Framework, we began the process of redesigning this program; starting with learning outcomes and moving up through curriculum mapping and assessment. We present a case study for how a library system can work together to create a collaborative, cohesive, and diverse instruction and assessment program that is structured but flexible enough to meet the needs of individual librarians and units. The breakout session will feature concrete strategies for learning outcomes development, curriculum mapping, and programmatic assessment.Item Re-envisioning NMRT’s Newsletter, Footnotes(2015-06) Gammons, Rachel; Freeman, John Mack; Goodman, Amanda L.; Janvey, Alexandra; Orozco, CynthiaPoster presentation for 2015 American Library Association Annual ConferenceItem Sharing Our Success: Using a Teacher Training Program to Improve Information Literacy Instruction and Support MLIS Students(2017-03) Gammons, Rachel; Inge, Lindsay; Carroll, AlexanderA research library and an MLIS program have created a fellowship to develop future leaders in information literacy instruction. This conference paper presented at the Association of College and Research Librarians 2017 conference provides an overview of the fellowship’s curriculum and a discussion of the challenges and opportunities of working with an MLIS program. The paper concludes with results from the program’s first cohorts, including job placement rates for alumni, reflections from student participants, feedback from participating librarians, and lessons learned from fellowship directors.Item UMD Libraries Research and Teaching Fellowship(2017) Gammons, Rachel; Inge, Lindsay; Carroll, AlexanderThe University of Maryland Libraries Research and Teaching Fellowship prepares MLIS graduate students to enter into a competitive academic job market. The scaffolded training program equips fellows with the skills and experience to perform entry-level public services functions including: information literacy instruction, research assistance, basic program assessment, and peer training. The fellowship goes beyond basic job responsibilities to prepare fellows to step into faculty roles by providing funding and support for professional development, including presentations, posters, and conferences; engaging in discussions about current literature with academic librarians through a monthly journal club; and the opportunity to lead a small scale research and assessment project of their choosing. Finally, it supports fellows through their job search processes by providing career readiness workshops, mentorship, and a supportive community of practice.