Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item Keep teaching: Using disruption as a catalyst for change.(portal: Libraries and Academy, 2022) Gammons, Rachel Wilder; Inge Carpenter, Lindsay; Shaw, Benjamin; Wilson, SuzanneIn response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program—the Academic Writing Program—from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy.Item Keep Teaching: Leveraging Disruption as a Catalyst for Change(University of Maryland Innovations in Teaching & Learning Annual Conference, 2022-05-11) Gammons, Rachel Wilder; Inge Carpenter, LindsayThe pandemic was a chance for innovation, allowing the UMD Libraries to focus on improving mission-critical work. The teaching program at UMD Libraries is a case study for innovation under pressure, highlighting an online professional development program for library teachers; the transition of a fundamental program—the Academic Writing Program—from in-person to online; and the redesign of a teacher training program to better support online learning and pedagogy.Item Languages and Librarians: A Critical Approach to Supporting English Language Learners in the Library Classroom(2019-04-25) Inge Carpenter, LindsayThis session will take an assets-based approach to practical strategies for providing library instruction to L2 English-language learners in American higher education institutions. Drawing on literature from the fields of international education, language policy and development, and academic librarianship, this presentation seeks to situate our work with L2 learners within a broader global context. The session will address the spread of English as a “global language,” considering how English serves as both a barrier to and an asset in educational attainment, with an emphasis on English (and English language learning) as a global industry with economic as well as educational implications. We will also consider literature on the concept of multiple Englishes, in an attempt to connect the experiences of our L2 learners with the experiences of students whose spoken or written English does not conform to the form of academic English expected by their instructors. With this broader context in mind, participants will consider how American academic libraries are complicit in devaluing or erasing other cultural and linguistic practices, while also looking towards strategies for empowering L2 learners, equipping them for success in an American academic institution while respecting their cultural and linguistic background.