• LIS 620 | Reference Assignment

  • In Part 1, I reflect on and transcribe my experience conducting a mock reference question-and-answer scenario. I approached the reference dialog with an attentiveness to the emotional aspects of the interaction. I understand that the intellectual goal of answering questions and finding resources for the patron is critical, but the creation of a safe, comfortable space that allows for questions is imperative too. This assignment gave me practice with being the kind of instructor who is approachable, compassionate, and eager to help direct patrons in the right direction.

  • In Part II, I offer bibliographic help to a student who participated in a mock reference interview. The annotations in the bibliography reveal my intentions to explain why I chose certain resources for the student and how additional avenues of inquiry might enrichen his research. Overall, the project made me consider how to educate individuals about library services via a kind, gentle responsiveness to reference inquiries. Kindness and being informative can easily coexist.

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• ENG 688 | Semester Reflection on Pedagogy

  • My semester reflection synthesizes the ways in which I processed the idea of feminist pedagogy throughout the course. It traces my understanding of how to enact feminist and social justice impulses within instruction and how to engage with learners is feminist ways.  

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• ENG 688 | Reflection Week Three: Feminist Pedagogical Approaches

  • Emotion and discussion of personal, lived-experience do not have to be relegated to the margins within instructional processes. Engaging in discussion about personal matters and not shying away from taboo subjects are behaviors that librarians can adopt in their teaching of library users.

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• LIS 635 | Feminist Theology Flipped Instruction

  • For this assignment, I created a library instruction course presented via a website. This flipped instruction website incorporates various means of technology to instruct learners about feminist/goddess theology AND library technology. Through learning about feminist technology in a variety of resource media accessible on the website, learners engage in the flipped instruction model to experiment and explore content in their own preferred learning modality. The instruction involves an activity in which I use an audio and animation software (possibly available in a library setting) to prompt learners to apply their knowledge of feminist theology. Ultimately, it’s a merger of creativity, teaching, theology, and technology. It offers students autonomy in choosing how they want to engage, apply, and express their knowledge.

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• LIS 635 | Tutorial for Feminist Theology

  • The tutorial instructs viewers on how to utilize the website I created for the Goddess Theology Course, how to follow through the lesson via the order in which I recommended, and also how to navigate the site to best comprehend the content (such as readings, videos, galleries of historical artwork, etc.) The guide still allows for learners to have autonomy in how they pursue the content, but they still have guided structure.

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• LIS 635 | Feminist Theology and Library Technology Lesson Plan

  • Creating a lesson plan allowed me to understand the procedures involved in effectively preparing for a lesson and anticipating the best means for instruction.

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• LIS 635 | Reflections on Transliteracy

  • Transliteracy allows us to convey meanings, language, creativity, and ideas across a large variety of platforms, making it understandable to a diverse population of users. My reflection explores the importance of transliteracy and how librarians should cultivate transliterate library users through instruction processes—for as our world advances technologically and globally, we should strive to teach individuals how to adapt to new and changing platforms of information.

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• LIS 635 | Reflections on the ADDIE Approach to Teaching

  • I particularly appreciate the ADDIE Approach to Teaching. The five step instructional design model consists of analysis, design, development, implementation, and evaluation. The terms constituting the acronym are not, by any means, narrowly defined, so there is much room for fluidity. Because all students, learning environments, and classrooms are different, I find myself wanting to reject certain models and frameworks. Even the models that champion diversity and inclusion amongst all learners can seem so precisely detailed and rigid. Perhaps I like the ADDIE approach because it lends itself to being interpreted in such vast ways. Perhaps one way to really expand teaching practices and to be inclusive of diverse learners is to bend/break/and stretch the very instructional design models we deploy. If I think of ADDIE as a template, it is the type of template that is so customizable that the lack of strict guidelines aid the end product in being one’s own wholly new project. Simply, its room for interpretation allows for an instructor to build her/his/their OWN model.

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• SES 662 | UDL Challenge Cycle from IRIS

  • Through this program from Vanderbilt Peabody College, I was able to reflect on how UDL could best serve patrons in a library. Universal Design for Learning, at its core, is an educational framework that aspires to minimize barriers for students as they approach curricula and to maximize their access to knowledge as they learn. Librarians can employ different technologies and media formats whenever they engage in instruction. Different media formats correlate to the different learning modality preferences that students may have.

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• SES 662 | Video Tutorial on Read&Write

  • This tutorial explores the assistive technology tool Read&Write and how it supports Universal Design for Learning. In the video, I assess, evaluate, and teach users how to implement this tool in a hypothetical college classroom. Read&Write, primarily, is a literacy and language tool that features functions such as text-to-speech and voice-to-text. Through utilizing Read&Write features, students with vision impairments, dyslexia, chronic headaches, or those who have issue expressing themselves through written/typed word can access curricula. The tool even has the potential to help all learners.