Please note: We are not currently offering instruction sessions for the rest of this academic year; check back in Fall 2023 for updates. If you need to schedule a session, please contact our Teaching & Learning department at firstname.lastname@example.org.
As part of the program of support offered by our librarians, we are able to work with your students in sessions designed to introduce them to research fundamentals and provide an overview of general and subject-specific resources to facilitate their scholarship.
Typically, a library instruction session lasts between 30-75 minutes, depending on your preferences and what material will be covered. Here are some possible skills we can cover in the library instruction session:
For more ideas and suggestions about what we can cover, consult the Information Literacy Modules Guide, which you can use to select concepts for inclusion in our session.
Generally, library instruction sessions are hands-on workshops rather than individual lectures. In order to make the workshop portion of the class useful, we do like students to have access to a computer. If your current classroom has computers the library instruction session can be taught there. If your classroom does not have appropriate individual technology, students can bring their laptops or we can schedule the instruction session to take place in an instruction room in the library.
Librarian Policies & Reminders
What we need from you:
To request an instruction session with our team, please either complete the Instruction Request Form or send an email with the requested information (above) to the librarian.
The Libraries and other units on campus offer an array of resources to support student learning and your instructional activities. A few that we recommend:
The next several tabs outline other pedagogical frameworks you may want to consider and integrate as you are designing courses, teaching, and working with students in various capacities. Always feel free to reach out if you want to strategize or discuss further.
Universal design for learning (UDL) is a research-based framework that helps educators design learning experiences that are accessible and effective for all students, regardless of their abilities, backgrounds, or preferences. By recognizing that each learner is unique and has different strengths and challenges, it helps educators move from a one-size-fits-all approach toward one that adapts to learner variability. Therefore, UDL suggests that teachers should provide multiple ways for students to engage with the content, process the information, and demonstrate their understanding. By doing so, UDL aims to reduce barriers to learning and increase opportunities for success.
UDL is based on three main principles:
To learn more about UDL, try some of the following resources:
Trauma-informed teaching and pedagogy is an approach and practice that recognizes educators and students may have past and present experiences that impact learning and behavior in students and educators. This begins with an awareness of the trauma that students may have experienced or be experiencing, and thus aims to create secure, supportive, and equitable school environments that promote the well-being of everyone involved. It focuses on supporting individual students with strong, healthy relationships, and cultivating intentional school and community cultures and communication styles. It also incorporates and ensures patterned and consistent experiences, social and emotional learning, and regulatory practices to create sustainable changes in the nervous systems of learners and educators. It creates consistency and routine with room for flexibility, transparency about goals and expectations, a sense of physical safety in the physical space, and management of the risk of in-class triggers.
Principles of trauma-informed pedagogy
To learn more about trauma-informed teaching and practice in libraries, try some of the following resources
Inclusive pedagogy is an approach to teaching that considers and values the diversity and intersectionality of students’ identities, backgrounds, and abilities. It aims to create equitable and socially just learning environments that are meaningful, relevant, accessible, and transformative for all students. It involves intentional efforts by educators to address systemic inequities and barriers to learning in the classroom, curricula, and assessment. It is learning-centered, equity-focused, trauma-sensitive, and fosters social justice.
Inclusive pedagogy is not a single approach, but rather includes culturally-informed, culturally-responsive, and culturally-sustaining pedagogies, among others. Other frameworks, such as Universal Design for Learning (UDL) and Inclusive Design, can also be part of an inclusive approach to learning.
Some of the core principles of inclusive pedagogy are
To learn more about this framework and approach, consult some of the following resources
Critical pedagogy is a teaching philosophy approach that applies concepts from critical theory to education, learning practices, and the classroom. It positions teaching as a political act and aims to help students question and challenge domination, inequality, and injustice in society, especially around structures such as class, race, and gender. It also seeks to develop critical thinking, social responsibility, and transformative action in students towards empowering them to create change in the world.
Some of the principles of critical pedagogy are:
To learn more about critical pedagogies, try some of the following resources