Library Faculty/Staff Scholarship and Research

Permanent URI for this collectionhttp://hdl.handle.net/1903/11

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Subject: search.filters.subject.pedagogy

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    Intervening in French: A Colony in Crisis, the Digital Humanities, and the French Classroom
    (sx archipelagos, 2017-09) Dize, Nathan H.; Corlett-Rivera, Kelsey; Broughton, Abby R.; de Gail, Brittany M
    This essay explore​s​ the use of *A Colony in Crisis: The Saint-Domingue Grain Crisis of 1789* in the French literature classroom and how it helps address gaps in digital humanities and French language pedagogy while interrogating the colonial positionality of the French Revolution’s digital archive. In 2015, the Newberry Library received a Digitizing Hidden Special Collections and Archives grant from the Council on Library and Information Resources (CLIR) to digitize 30,000 French language pamphlets, a portion of which pertains to the period before, during, and after the French Revolution. As the digital archive of the French Revolution rapidly grows, the need to draw attention to the broader context of revolution in the French Empire–particularly in the Caribbean–has become even more urgent. ​One of the most effective ways of addressing the marginalization of the Caribbean in colonial archives is through pedagogical interventions and course design. While digital humanities pedagogy has become somewhat normalized in the anglophone literature classroom, the French language classroom has been slow to adapt to the use of digital tools and pedagogy beyond the introductory language course.
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    Librarians as Action Researchers: A Practical Framework for Evidence-Based Information Literacy Instruction
    (LOEX, 2015-05-01) Klipfel, Kevin Michael; Carroll, Alexander J.
    This presentation proposes a framework for evidence-based practice for instructional librarianship drawn from discourse in education regarding the role of evidence in professional practice. We propose a framework for librarians to conceive of themselves as "action researchers": professional practitioners who (1) adhere to the best available evidence about teaching and learning; (2) methodologically test their assumptions about their practice by conducting research in their local environments; and (3) apply these learnings in their own research and instruction practices. This definition differs from the current library literature on evidence-based practice in two main ways: it provides librarians with an established theoretical framework for becoming evidence-based instructors in practice and it elevates data about student learning, rather than professional intuition or faculty perceptions, as the driving force behind our decision making as teacher-librarians. We will next discuss the major practical benefits of this framework. First, it offers librarians a practical model that can be used to professionalize their teaching. Second, this increased professionalization as educators can help librarians more successfully meet the institutional priorities of higher education, the facilitation and assessment of student learning on campus. Lastly, by seriously engaging with the craft of teaching, teacher-librarians are better equipped to become genuine co-collaborators with faculty across campus. The implications of this shift in professional ethos may be considerable; such paradigm shifts do not often occur within a community of practice quickly or without some resistance. Consequently, we will conclude our talk by noting potential challenges and offering concrete recommendations for success for instruction librarians and library leaders seeking to foster an evidence-based community of practice in their own libraries.
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    Preparing Medical Students for Residency: Efficacy of Evidence Based Medicine Instruction
    (Medical Library Association, 2014-05-18) Carroll, Alexander J
    Offering library and bibliographic instruction to medical students is a critically important component of medical training. The Liaison Committee on Medical Education (LCME) and the Accreditation Standards and the Association of American Medical Colleges (AAMC) both identify literature searching skills and evidence based medicine (EBM) as core competencies need by medical students. The AAMC’s Medical School Objectives Project declares that prior to graduation, medical students must have demonstrated “the ability to retrieve…, manage, and utilize biomedical information” to enhance patient care (Lynn, 2010, p. 122). In order to meet these goals, medical and instruction librarians must assume an active role in medical school curriculums. By becoming involved in the training of medical students, librarians can ensure that future practitioners will have the requisite skills needed to develop a commitment to using EBM in patient care. This literature review examines the efficacy of current EBM instruction within medical schools. Several articles are examined that look into whether residents and junior doctors are retaining the EBM training they received in medical school, and if these individuals are applying EBM skills to enhance patient care. The review then transitions into looking at some instruction technologies and pedagogical techniques that can be used to enhance the effectiveness of EBM instruction for medical students.