Courageous conversations worth having

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Presented by Carroll Wetzel Wilkinson at The Innovative Library Classroom 2014 conference at Radford University

Text of Courageous conversations worth having

  • 1. ( TO ST R E N GT H E N I N ST RU C T I O N P R AC T I C E ) Courageous Conversations Worth Having:
  • 2. Innovative Library Classroom Conference Radford University May 13, 2014 Carroll Wetzel Wilkinson WVU, Director of Instruction and Information Literacy West Virginia University Libraries
  • 3. Learning outcomes for this session See courageous conversations in a new way. Use the technique of starting conversations about instructional subjects that matter to you. Contribute to your organization's workplace climate for instruction in a positive manner. Enrich your own teaching practice.
  • 4. Whats the Context? Any form of organizational change redesign is planning that begins with a comprehensive inquiry, analysis and dialogue of an organizations positive core, that involves multiple stakeholders and then links this knowledge to the organizations strategic change agenda and priorities. -definition of positive change from Cooperriders Appreciative Inquiry: A Positive Revolution in Change, 2005.
  • 5. Why Talk about Conversations at a Library Instruction Innovation Conference? You Another instruction librarian
  • 6. Getting Views in Balance Your perspectives Another perspective
  • 7. Definitions of a courageous conversation Heifetz et al. 2009, The Practice of Adaptive Leadership a dialogue that is designed to resolve competing priorities and beliefs while preserving relationships
  • 8. Courage has a relationship to vulnerability Brean Brown takes on the myths of vulnerability in her book entitled: Daring Greatly.
  • 9. Another important perspective Chapter VI Learning in Community: The Conversation of Colleagues in The Courage to Teach, Jossey-Bass, San Francisco, California, 1998. If we want to grow in our practice, we have two primary places to go: the inner ground from which good teaching comes and to the community of fellow teachers from whom we can learn more about ourselves and our craft. (p.141.)
  • 10. A few of Palmers questions Does this person take teaching seriously as signified by his or her involvement in conversations about it? What kind of process does this person go through in designing a course [or lesson]? Does this person attempt to help colleagues with issues in their teaching? How does this person handle critical moments (learning moments that open up or shut down depending on how they are handled) in the classroom?
  • 11. Another relevant definition Courage is a pattern of constructive opposition, in which in an individual stands against social forces in order to remedy duress in the organization. Worline, Monica. C. Courage in Organizations: an Integrative Review of the Difficult Virtue. Chapter 23 of The Oxford handbook of positive organizational scholarship /Kim S Cameron; Gretchen M Spreitzer. New York ; Oxford : Oxford University Press. P304-315.
  • 12. Understanding courageous conversations More about Worline David Whyte
  • 13. Quick work environment assessment questions Do the instruction librarians in your library get together to talk about instruction periodically? What is the climate for those talks? Welcoming, respectful, encouraging, or other? When someone needs help in teaching, what happens? In your library, whats the norm for expressions of emotions about teaching?
  • 14. Examples of conversation topics (stuff wed like to talk about, but we hesitate) Real reactions to the assessment of instruction by librarians, both positive and negative. Frustration with the lack of impact on student learning through one shots. Frustration with some librarians attitudes toward instruction. Giving up one shots and substituting a new instructional model Our reactions to the new framework for information literacy
  • 15. The challenge of authenticity: the link between authentic conversations and change
  • 16. BRAINSTORM
  • 17. Practice with others
  • 18. Great obstacles, small victories
  • 19. Conclusions Each of us can start change by talking authentically to another teaching librarian about something that really matters to us in teaching. Courageous conversations are the connective tissue of growth and change in any context. Innovation needs to be nurtured and encouraged so we dont box ourselves into habit and repetition. The new Framework for Information Literacy for Higher Education calls for teaching with ideasits a great time to start talking holistically, and bravely, about library instruction innovation!
  • 20. References Brown, Breann. Daring greatly: how the courage to be vulnerable transforms the way we live, love, parent, and lead. Gotham Books/Penguin, New York, 2012. Heifetz, Ronald et al. The practice of adaptive leadership: tools and tactics for changing your organization and the world. Cambridge Leadership Associates, 2009. Palmer, Parker. The courage to teach: exploring the inner landscape of a teachers life. Jossey-Bass Inc. San Francisco, California, 1998. Whyte, David David Whyte on courageous conversation. http://www.hr.com/en/articles/thought-leaders-david-whyte-on- courageous-conversa_eaj1hqw2.html Worline, Monica C. Courage in Organizations: An integrative review of the difficult virtue.In The Oxford Handbook of Positive Organizational Scholarship (Oxford Library of Psychology) by Kim S. Cameron and Gretchen M. Spreitzer, 2011. (Chapter 23, p304-315.)
  • 21. Thank You! Carroll Wetzel Wilkinson cwilkins@wvu.edu West Virginia University Libraries