Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item A Letter from the Reviews Editors(Library Quarterly, 2019) Gammons, Rachel Wilder; Inge Carpenter, LindsayItem 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.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 Dear Librarians: Analyzing Librarian Perception of Students through a Critical Lens(2018-11) Inge Carpenter, Lindsay; Powell, Charissa; Branstiter, CallieHow we talk about students matters in and out of the classroom, on and offline. Librarians are uniquely positioned to set an example of how to best advocate for our students, especially marginalized students. While some colleagues may view disparaging remarks as “venting” or “harmless jokes,” derogatory comments about students are often based on harmful assumptions about the “ideal” student. These assumptions tend to normalize the experiences of white, male, middle-class students, ignoring how other socioeconomic, racial, and gender backgrounds impact students’ behaviors and mindsets in the higher education setting. Critical librarianship calls upon us to recognize the ways in which systems of oppression impact student experiences and behaviors as well as faculty/staff expectations and perceptions of undergraduate students. Presenters will discuss preliminary findings from their research on librarians perceptions of first-year and undergraduate students and offer strategies to constructively challenge these comments and mindsets.Item Perceptions of First Year Students: How to be Better Advocates(2018-03) Inge Carpenter, Lindsay; Powell, Charissa; Branstiter, CallieHave you ever heard a colleague perpetuate negative stereotypes about first year students? Referring to students as “lazy” or “clueless”? There have been several high profile cases of higher education professionals crossing the line from privately venting to publicly shaming students online. These types of conversations are steeped in harmful assumptions that have their roots in white supremacist, classist, and sexist thinking. This panel will discuss strategies to constructively challenge these comments and mindsets. Attendees will leave with an understanding of how to manage conflict and how to apply a growth mindset towards first year students