Library Faculty/Staff Scholarship and Research

Permanent URI for this communityhttp://hdl.handle.net/1903/2278

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Author: search.filters.author.Shaw, Benjamin

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    Teaching While Learning: An Approach to Incorporating Artificial Intelligence Literacy to Library Instruction
    (Connecticut Academic Libraries Conference, 2024-06-14) Pierdinock-Weed, Amber; Shaw, Benjamin
    As Artificial Intelligence (AI) became increasingly more prevalent in higher education, and showed clear implications in the ways we approach academic research, librarians needed to learn what impacts AI would have in their practice. The Teaching and Learning Services unit at the University of Maryland, College Park spearheaded how to incorporate discussions about AI literacy into library instruction by preparing lesson plans and talking points for research librarians and organized professional development workshops for librarians about AI. This session will discuss how Teaching and Learning Services librarians collaborated with our Academic Writing Program to regularly incorporate AI literacy into our First-Year library instruction curriculum and actionable strategies we used to prepare research librarians to discuss AI in their classroom. We will also discuss our plans for the future as AI continues to evolve.
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    Generative Discussions on Generative AI: Preparing Librarians to Teach about Artificial Intelligence
    (2023-11-14) Pierdinock-Weed, Amber; Shaw, Benjamin; Yocco, Daria
    AI is the latest issue in higher education that librarians are finding themselves needing to address in the classroom. With the capabilities of AI changing daily, it has been difficult for librarians to keep abreast of the latest developments. Additionally, AI is an overwhelming concept for many librarians to grasp. The Teaching and Learning Services unit at the University of Maryland created instructional resources and a community of support for UMD librarians to teach and learn about AI. These included an LMS module, a structured workshop series, and a collaborative repository to share lesson plans.
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    Keep teaching: Using disruption as a catalyst for change.
    (portal: Libraries and Academy, 2022) Gammons, Rachel Wilder; Inge Carpenter, Lindsay; Shaw, Benjamin; Wilson, Suzanne
    In 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.