Last week, I started my observations. I observed a session on using the library’s resources and finding sources. I enjoyed how interactive the session was. The students participated in almost every step of the session. They followed the instructor as he demonstrated how to use Scout and other databases. At the end, he had the students go out and find a book that they had selected while learning how to search for sources.

In the next two sessions I observed, the students learned how to evaluate sources. It was quite interesting seeing the difference the two different instructional librarians took. In the first session I observed, the session involved filled out a work sheet on topic negotiation. Many of the students were confused by this, and the librarian demonstrated how to do the worksheet with the classes participation. This appeared very successful and the students appeared engaged. In the next session I observed, the librarian took more of a lecture approach  and saved most participatory activity for the end of the session. The students were divided into groups after the presentation and had to decide whether there source was scholarly or not. This activity seemed very useful, and the students were able to adequately assess they sources.

I enjoyed the chapter “Universal Design” especially how the actor linked design of buildings to the design of classrooms/teaching. To quote the article “Universal Design is not about buildings, it is about building – building community, building better pedagogy, building opportunities for agency. ” It is not like one size fits all. The goal of designing buildings shouldn’t be to accommodate for “normal” people just as time in the classroom shouldn’t focus solely on the “normal” students forgetting that there is a wide range of learning styles in the classroom. One example the author gave from her classroom was how she accommodated her teaching style to all types of students. She realized that not every student can just automatically answer a question asked in class, rather, some students need the entire class period to come up with a response, while others benefit more from a couple of days reflection. When given more time, she said  students can do more and better thinking. This idea says that the design of a lesson shouldn’t be geared to one type of student and that all students, no matter how they learn, should be considered.

This goes into Universal Design of buildings. Something the article pointed out that I never really thought about was the idea of a “design bias.” Universal Design is not just about temporarily accommodating individuals with disabilities, rather, it is about designing for a wide range of people in mind. It is about planning for the active involvement for all just like what I mentioned above when it comes to teaching. When designing a building, the idea of accessibility for people with disabilities shouldn’t be an after thought. Additional parts shouldn’t be added on later. Instead, Universal Design is a push toward seeing space as a open to multiple possibilities. Space should not be decided for one group of people, rather, all users need to shape the space.

I have currently attended four library instruction courses, and I can honestly say it has been an interesting experience. It is cool to see how, even though most people are teaching the same things, they all approach it differently. It really goes back to what our readings have been on the past few weeks. Everyone has their own teaching style, and they use their own style to effectively reach different kinds of students. Some are more hands on and interactive with the students while other people I observed kind of let the students learn on their own and then had them come back with their personal discoveries.

Just by chance, most of the classes I attended were the introduction to the library classes. I liked getting to see how each instructor taught Scout. Some would focus closely on scholarly journals while others liked to have students focus on learning how to use inner library loans or the citations in Scout. Overall, it was a very positive experience, and I learned a lot not just from the classes but from the library instructors themselves like how they each brought their own knowledge, enthusiasm, and personality into the classroom.

For a student good teaching can be difficult to explain. What makes one professor effective and another less so? As Bain’s work illustrates, there is no formula for good teaching. Instructors adopt the pedagogies that work best for them and their students. While teachers might debate the “best” methods and practices or denounce those with which they disagree, good teachers do have something in common. They care that their students are learning.

Effective teachers place the student first, rather than the subject. They focus on the student’s understanding and thinking, not on the memorization on facts. The goal of these good teachers is that the students learn to think in terms of their discipline. In order to do that effective teachers, require their students to work though questions. They create an environment in which students feel able to engage. Something that struck me in this chapter was the way in which some professors create this environment. These professors would analyze student behavior, reacting to nonverbal cues and adjusting their own behavior. Reading this gave me insight to my experience as a student. Interactions I hadn’t thought much of suddenly have new purpose. Some of my favorite professors took time to build a relationship with the class. They would ask questions and allow for honest thought, instead of forcing the class to guess what the professor wanted to hear.

Something I’m struggling with now as I think about library instruction, is how to implement some of the practices I most identify with. Time is limited to only a few or even just one class. The students already have a relationship with their professor, that professor decides on any class themes and creates class assignments. Should these limitations even matter?

Several things in this chapter resonated with my own experience as a teacher and with what I have learned in previous composition theory courses. I particularly liked the section about having class as “a conversation rather than a performance” (118). When I first started teaching, I felt very awkward when I tried to lecture in front of the room and have a one-way interaction with students. I soon found that when my students and I sat in a circle together, and I when I no longer tried to be the sole leader of the class, that everyone felt more free to discuss their perspectives.

Another comment that stood out to me was the line about how the teachers Bain studied for the article “often chose rooms with moveable chairs” (128).  Last year, my previous university built an new learning commons with unique classrooms. All of the desks could be taken apart, all chairs had wheels, multiple screens and multimedia tools were throughout the room, and there was lots of space for writing on white boards. Several of the people from my cohort were able to experiment in a totally new way in a classroom. This classroom style seems super useful to creating a natural critical learning environment. Professors who used those classrooms were able to use multiple types of media and classroom arrangements to change up their lecture styles. One of the members of my cohort was able to do a media-themed class and use the new classroom style to do things I was not able to do because I was in a classroom that had only one table and a single computer.

This week I began my observation process within the assistantship program. I had the fortune of observing a librarian who seemed very welcoming to the idea of having GTAs in his classroom. I must not of been alone in that feeling because when I arrived there were actually four of us observing an 8 am class. The librarian was very captivating in the way that he taught. I was pleasantly surprised to see that new techniques in the classroom that I had not seen previously, including the Padlet. He used it as a method to teach keywords and this has changed my life forever.

Keywords are one of those building block learning tools that when you are initially learning it it is difficult, but once you move on from it, you never mention it again or give it second thought. At least for me at least. Although I still use the phrase “keyword,” I no longer take the time to actually stop and think about keywords. I no longer sit and actively analyze what I am doing in regards to keywords.

It has become a second nature task that I do. I use the things that I have been taught, but I do so without thought. I try alternative words, look at the words in the populated responses, and look at subjects- but I never think “I am using Keywords to their advantage.”The assignment this week to lesson plan a “Keyword Activity” was initially difficult because I was removed from that process. I had to think “oh yeah, thats what that is.” Once it all came flooding back to me, I was back to business.

An idea I really enjoyed from the chapter, was the idea of meeting students where they are in their learning. Starting with what students know, or think they know about a subject, and then slowly expanding that can help students not only relate the material they’re learning back to their own lives, but it can also make difficult subjects easier to understand. Rather than starting with some huge unknown that will leave students overwhelmed, beginning with something students care about or are passionate about will make them more engaged with the material. This helps students put complex ideas or concepts into their own words first and then gradually connecting it with more complex problems, theories, ideas, etc. Doing this makes assignments more than just a requirement students have to get through. Instead, schoolwork becomes something they can care about and use to better understand their own lives.

Along this same vein, is the idea that this learning style helps students build an understanding of the subject or material rather just performing the required tasks for the class. One point the chapter made is how some teachers have the “guess what’s on my mind” method of teaching. This style of teaching causes students’ work to just copy or mimic whatever the professor gives them in class. They become smaller versions of their teacher because they’re more worried about just doing the assignment correctly in the way the teacher wants. Many students will lose their academic and personal identity in class because they are terrified of getting the wrong answer. This type of teacher expects students to be able to read their minds, which removes students ability to bring their own life experiences, passions, and ideas to the classroom.

Lastly, the chapter mentions learning that meets students where they are at gives them more control over their own education while also providing a place for them to make mistakes without fear of failure. Allowing students to fail and receive feedback in advance and separate from any judgement can help them feel more comfortable going the extra mile in their schoolwork. Students who feel like they can experiment in their work but not be judged if it doesn’t go right, are more likely to care about the work they’re doing. If they don’t have to worry about the grade, they can focus on the learning aspect of the assignment.

In Mia O’Brien’s “Navigating the SoTL Landscape: A Compass, Map and Some Tools for Getting Started,” O’Brian talks about creating learning experiences. She suggests instructors focus on classroom goals and objectives that emphasize the skills, knowledge, and processes needed to exist within a field or profession, rather than focusing exclusively on content. Instructors should not just be teachers imparting wisdom onto their students, but “developers” of learning. While teaching styles can and should vary depending on the individual, many of O’Brian’s points seem especially pertinent to the work of an instructional librarian. The main goal of library instruction is for students to take away specific knowledge and skills that allow them to better navigate library resources, both in general and as those skills pertain to their subject area.

This Thursday I had the opportunity to observe two instruction librarians at work in English 101 and 104 classes.  Both librarians allowed the classes time to use and learn the skills that were the focus of the class. One librarian taught in sections, allowing for learning experiences between each portion.  This gave students the chance to immediately practice a skill, and to formulate questions biased on their experience. This format also allows for individual feedback, as the librarian and the class’s professor move around the room checking in on students. Afterward, students reflected about their experiences as a class. In this way they had the opportunity to examine their experience, and to learn from each other.

The second librarian’s set up was similar in many ways. This librarian preferred to do most of the instruction at the beginning of the class. During this time the librarian posed questions about the students’ familiarity with certain sources or tools. They also made space for students to ask questions about the skills and tools being presented. The rest of class time was dedicated to students implementing what was discussed. This librarian and the professor also went around answering individual questions and observing student’s progress. Both experiences demonstrate a lot of the methods and goals that O’Brien asserts. While there were many similarities between the classes, they each had their own feel. In part because of the personalities of the librarians and the class dynamics, and in part because of the way the two librarians implemented learning experiences.

For this activity, I read a little bit about active learning activities in the classroom. I wanted to do something that required students to communicate and brainstorm with each other. I originally considered using a short clipping from a newspaper to spur discussion of keywords in small pairs. However, I decided that I wanted to make the assignment a little broader and change it into groups of 3. I created two scenarios in which a student is beginning their research process. My hope is that in a freshman composition classroom this would help students become comfortable talking with their classmates and sharing ideas about their projects. I see it as a useful brainstorming session that could help students think about their own upcoming projects. I ask the students to get into small groups and create a list of at least 8 key terms and phrases that Student A could use to help her begin her search. Once the group has come up with key words, they then would work together to order the terms from most broad to most narrow.