ACRL Framework Toolbox: IDeA

• January 2022-No IDeA (Librarian's Retreat)
• February 2022-Cancelled due to weather
• March 2022-Replacing the Traditional Library “One-shot” Session with a Series of Online Videos: What Do Students Prefer? 
• April 2022-Spring Semester Instruction Check-In
• May 2022-Cancelled

Groups were divided into 2 teams to play Seek and Destroy. 

Small Teaching, Final Chapter, Expanding

The author pivots from small teaching to big teaching. The group discussed what they might pull from the book and implement in future instruction sessions, research, and how a growth mindset plays into research. Jeopardy was played as a recap of the book's topics.

Small Teaching, Chapter 8, Growing

Discussion Questions:

• What strategies do you use to mitigate a fixed mindset in your own life? 
• Reflecting on your teaching practice, in what ways are you developing a student’s growth mindset? 

Some items shared: 

• Learn something new every day to break up the routine, including hard things that take practice 
• Relate experiences and personal struggles in learning to show growth  
• Reminding students in your language that research comes with experience and it’s the journey that promotes growth 
• Benchmarking as a symptom of a fixed mindset and how this relates to our performance review process 
• How parenting tools are similar to teaching tools 
• Reminding students that research gets easier the more you do it. 

Small Teaching, Chapter 7, Motivating

Squirrel Inc. was recommended, which describes using storytelling in a boardroom setting; discussion of intentional storytelling.  All shared varied examples of storytelling used in classroom settings. General discussion that librarians and instructors are providing students with a vital life skill, the ability to find reliable accurate information. 

IDeA CMGs will add new part-time librarians. 

Updated LibWizard form for recording instruction.  Updated Request Library Instruction form. 

Small Things by James Lang

Part II of Small Teaching is Understanding.  Chapters 4, 5, and 6 are about connecting, practicing, and self-explaining, respectively.  We read a passage on Zull’s depiction of what happens when we learn. Page 94. We demonstrated the concepts of how neurons fire with an analogy of fireworks and the librarians practiced a chain reaction of neurons firing.  The process was repeated to show how practice improves efficacy and efficiency. Neurons that fire together, wire together.  

Began new Summer professional development read of Small Things by James Lang.  We started with a pre-test and discussed Part 1 of the book.

Topic: Pedagogy

Tested a Lateral Reading lesson to be used in instruction sessions. This is an activity that was shared at the ACRL 2021 conference and was adapted from the presenter Jenny Dale's lesson plan.

Topic: Reflection

Discussion about a video we watched about bias in teaching

Topic: Feedback

CMG observation check-in and discussion about faculty feedback for online instruction

Topic: Pedagogy
Discussion about media literacy.

Topic: Reflection
Year-end discussion about library instruction 

Topic: Feedback

Topic: Pedagogy
Read and discussed chapter 22 of The Critical Library Pedagogy Workbook.

Finished Geeky Pedagogy book discussion with chapters four, on support, and five, on practice.

Continued Geeky Pedagogy book discussion over chapter three on reflection.

Continued Geeky Pedagogy book discussion over chapter two on preparation.

Continued Geeky Pedagogy book discussion over chapter one on awareness.

Began Geeky Pedagogy book discussion over the introduction.

Topic: Feedback

Read and discussed chapter 6 of No Hard Feelings by Liz Fosslien & Mollie West Duffy. 
Did a group "Smile File" activity. 

Amy L., Adam, and Liz presented active learning activity to be used in instruction sessions

This activity was shared by librarians at UCO at the OK-ACRL conference in 2019. It is adapted from Kevin Seeber's process cards activity. 

Topic: IDeA Showcase

Topic: Feedback

Topic: Reflection

Continued Talk Like TED book discussion (ch 7-9)

Continued Talk Like TED book discussion (ch 4-6)

Continued Talk Like TED book discussion (Ch 1-3)

Began Talk Like TED book discussion (Introduction)

Instruction Development and Assessment (IDeA) is a three part program that incorporates professional development, peer-observation and feedback, and formative supervisor observations.

A crucial tenet of the program is the idea that everyone has something to learn, and everyone has something to contribute. The program relies upon shared leadership, which is reflected in the way all instruction librarians collaboratively built a document to guide supervisor observations in a way that fosters continuous growth and improvement.  

• All instruction librarians participate in a Professional Learning Community (PLC), which relies on individual readings followed by large group conversations and activities. The focus is on three key areas: pedagogy and learning theory, reflection on the practice of teaching, and giving and receiving feedback in a meaningful way.
• The librarians are also placed into Collaborative Mentoring Groups (CMGs), which determines the peer observation partnerships, as well as provides a smaller group environment for deeper discussion, reflection on feedback, and two-way mentoring.
• The final component is the supervisor observation protocol, which uses an observation form designed to frame assessment within each librarian’s individual goals for growth and improvement, as well as acknowledge and document their unique strengths.