Selected Workshops & Presentations

 

Presented with Amanda Larson on May 1st 2024

Beyond Labels: Empathetic Teaching Practices for Neuroinclusion in the Classroom

In today's educational landscape, it's crucial for librarians to adapt their teaching practices to accommodate the diverse needs of learners, including those who are neurodiverse (ND). This 90-minute workshop explores teaching practices informed by empathetic pedagogy, Universal Design for Learning (UDL), and open pedagogy to create inclusive learning environments that support neurotypical and neurodiverse learners alike. Join us as we explore practical strategies for teaching across various educational settings while sharing examples of how to implement these strategies. Attendees will walk away with a deeper understanding of how Universal Design for learning supports neurodiverse learners, discover the benefits of open pedagogy and empathetic teaching practices, as well as identify techniques to incorporate into their own teaching that will support all learners. 

 
An old school browser window is overlayed on an orange background with a smiley face and a cursor. Text says " 'Typically, I keep looking for a little bit longer' Examining changes in students information behavior and emotional responses to research

Presented at LILAC with Katie Blocksidge on March 26th 2024

Examining changes in student information behavior and emotional responses to research, pre- and post-COVID-19 shutdowns

In this presentation, participants delve into the post-COVID research challenges students encountered by examining their emotional responses to research. Our pre-COVID-19 findings indicate that students' research frustrations often correlate with heightened levels of persistence. We will investigate student reactions using data gathered from interviews conducted in 2019, prior to the emergence of the Covid-19 virus, and compare it to interviews conducted in 2023. We will share preliminary findings from our post-COVID interview data to see if this trend endures, or if persistence has been affected. Participants will collaboratively examine and explore how the emotions of students are connected to their persistence, how these emotions evolved during the pandemic, and how our roles in libraries can motivate students as they progress through a changed information landscape.  

 
A screenshot of a side labled " empowering future-ready students" with a robot to one side and a top down view of people work collaboratively with laptops and notebooks

Presented at LILAC with Amanda Larson on March 25th 2024

Empowering Future-Ready Students: Teaching AI Ethics and Information Literacy through Scaffolded Assignments

In this presentation, we shared two scaffolded assignments created to teach both the ethics of AI information creation and best practices for use, the latter giving space for participants to explore how to implement similar assignments when teaching information literacy As noted by Yang Wu, there needs to be an “Emphasis on scaffolding, peer feedback, flipped assignments, connection to critical pedagogy (sic) Train AI as a collaborator in information searching/analysis and improving communication to different audiences” (Bali et al.). Following best practices using Universal Design principles, we wanted to create assignments that not only scaffold into each other so students build skills over time but also show them how different types of AI can be scaffolded within a project, mimicking practical real-world use. 

Presented at LILAC with Katie Blocksidge on April 27th 2023

Beyond Anxiety: The Emotional Research Experiences of First-Year Students

In this presentation, participants will explore the potential assumptions they are making about student emotional components of research. Drawing from the results of 20 interviews with first-year students on their experiences searching for and evaluating information, we demonstrate that students experienced a range of emotions as part of their research process. Students recounted feelings of frustration, self-doubt, and confusion, but also recalled their persistence in the face of research challenges. Student emotions were complex, but not negative: their information-seeking behavior was active instead of avoidant. 

 

Presented with Katie Blocksidge for ACRL 2021

Opening the Way: Using Evidence-Based Practice to Address Student Information Needs 

In this session, we present evidence-based recommendations to better support student needs in three key areas of library operations: outreach to students, access to resources, and curriculum/assignment redesign.  Drawing from interviews with students, we will explore how students describe their own information-seeking behavior, and the challenges they face when attempting to apply that behavior in higher education.     

 Learning Outcomes 

  • Describe the unique needs of Generation Z students in relation to library services 

  • Reflect on how their library’s services do or don’t match with these needs identified 

  • Plan changes that can be implemented within either outreach, access, or curriculum and assignment design to better support Gen Z students. 

 
A screenshot of a slide that says "I just need two credits: looking at motivating redesigning an online credit-bearing course" over torn up pages and a book sitting open

Presented with Diana Ramey, Jane Hammons and Stacey McKenna at the Georgia International Conference on Information Literacy in February 2020

I Just Need Two Credits: Looking at motivation when redesigning an online credit-bearing course

Hear how we brought a problematic credit bearing course with high enrollment but low engagement into the roaring ‘20s. Due to the unique circumstances of this being a two-credit course, students were often enrolled for credits rather than content. By focusing on student motivation, ensuring course work had relevance beyond academics, and adding a new emphasis on digital citizenship, we were able to create a more engaging course for a wider audience.

 
Text "the one where they redesigned a course" is overlaid on a blueprint stylized background

Presented with Diana Ramey, Jane Hammons and Stacey McKenna at the Georgia International Conference on Information Literacy in February 2020

The One Where They Redesigned a Course

Talk to a regional reference and instruction librarian, a teaching and learning engagement librarian, an instructional designer, and a course coordinator to learn the trials and tribulations involved in completely revamping an online, for-credit library course. We will dive into creative revisions led by a need to increase student motivation, bring more clarity to the topics taught, and bring awareness to our students that—regardless of how comfortable they may or may not be with technology—they are digital citizens.

 

Generation Z: Facts and Fictions Revisited- Poster

Won best poster for EBIP 2019 with Katie Blocksidge

 
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Innovate Conference on May 10, 2018

Engaging STudents with Anonymous Technology: The Battle of Fake News

Creating an inclusive learning environment can be difficult if there is an invisible wall of subtle biases that you as an instructor and your students may be working to get over. It’s easy to level the playing field with anonymous yet controlled participatory technology. This, combined with some simple techniques to get a full class participation, create low stakes chances for greater student success and instant formative feedback.

This presentation provided a hands-on introduction to three free web services, which allows for polling and other data gathering. You will be given examples on how to incorporate these active learning methods into nearly any type of course. I will also be demonstrating how to utilize these tools in an anonymous way that encourages discussions, as well as give participants experience at quickly customizing relevant learning activities for their own disciplines to meet the needs of students in their own departments.

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ALAO 2018:DLIG/IIG Spring Workshop on May 4, 2018

Taking the Drama out of Source Evaluation

DRAMA stands for Date, Relevance, Accuracy, Motivation and finally, Authority.

We know the difficulty of even beginning to broach a topic as broad as source evaluation in a one shot session. I will outline my approach, which is to be a talking head only briefly to outline the basics of DRAMA , a concept that is all too familiar when use of academic sources is still new, and then pair it with demonstrating learning technologies that allow the students to assess using DRAMA, finally paired with another learning technology creating friendly competition that encourages honest and real discussion among students.