Arming the teacher librarianUsing experiential learning & reflective practice to guide pedagogyAlan Carbery - Assistant Director, Teaching, Learning & Assessment Champlain College Library, Vermont, USA.

Twitter: @acarberyBlog: edlibbs.wordpress.comSlideshare: slideshare.net/acarbery

I teach best when I’m learning about how I teach well…

I teach best when I’m learning about how I teach well…about how my students learn well..,

I teach best when I’m learning about how I teach well…about how my students learn well.., and how others teach

connections

among themselves, their subjects, & their students so that students can learn to weave a world for

themselves

– Parker Palmer, The Courage to Teach, p. 11.

Good teachers are able to weave a complex web of

iterative improvement- Char Booth, Reflective teaching, effective learning, p. 19.

You have to maintain the desire to learn more about yourself as an educator & the intent to commit to

What would you do differently next time?

Building a teaching identity

Entering the ‘educational chrysalis’ Katrina McDonald talks about her journey away from ‘a librarian who also teaches’; affirming herself as a librarian, practitioner, educator, and academic.

McDonald, ‘Out of the boot camp and into the chrysalis: a reflective practice case study’

teaching is hard work

Most librarians aren’t trained teachers

Most academics don’t need

a teaching qualification

So why should

we?

Tools of the trade

The Teaching Journal

to create a deeper professional practice (Thompson, 2009, p. 225).

provides a starting point for librarians to foster instructional improvement & ultimately

Brookfield’s Critical Incident Questionnaire

CIQs alert us to problems

before the problem develops

CIQs situate your teaching in an understanding of the

emotional, cognitive, political ebbs and flows of group learning – Stephen Brookfield, The Skillful Teacher, p. 54.

Micro-teaching

Critical Peers

Case Study

“I assumed from my sessions, that it would be clear that ‘word dumps’ won’t work in literature searching.

Clearly, this isn’t the case.

I need to consider how I can incorporate into my sessions, exercises on how to generate keywords”

“The brainstorming at the start was very helpful as it

showed us how to start working on our literature review”

“Brainstorming for keywords to use in the database

search was the moment that I felt most engaged with what was happening.”

“I think students felt that what I was showing them

was all in context, relevant, practical and useful”

Yeah, I don’t need therapy

Time

Building a teaching portfolio

Let’s Talk PedagogyTwitter: @acarbery

Blog: edlibbs.wordpress.com

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