Tag Archives: planning

Just Add Water: Resolutions for the New Semester

I’m firmly in the midcareer stage of librarianship, but every fall I’m still a little bit surprised by how quickly the campus and library go from quiet intersession to full and busy when classes begin. Our semester started last week at the college where I work. It’s like an instant soup mix: just add water and stir to reconstitute our campus community into a buzz of activity.

Folks in higher education are lucky that we can celebrate two New Years each year if we’d like to: in January and the start of the new academic year in the fall. On the first day of classes I erased my summer whiteboard to-do list and replaced it with our library goals for this year and my other upcoming library and research tasks, a little ritual that both helps me keep track of my schedule and gets me excited about all of the great work we have planned for the year.

All of which has me thinking about resolutions. I don’t make too big of a deal about New Years’ resolutions, though I do try to do a bit of reflection as a new academic year begins (and in January too), considering what I’d like to accomplish during the year and whether I should make any changes to get there. I was reminded that it’s resolution time again by a post last week on the Prof Hacker blog that suggests we ask ourselves “What do we want to make room for this fall?” (It’s a great post — feel free to head over to Prof Hacker to read it, I can wait here.)

Thinking about the resolutions I’ve made in the past, many involve making room in the ways that the Prof Hacker post discusses: for reading, taking breaks, writing, and long-term planning, among others. All are activities that are kind of nebulous and squishy. Typically nothing will immediately go wrong if I don’t do them, and there are plenty of tasks like paperwork to complete and requisitions to approve that have to happen by a specific deadline. It’s easy to let the deadline-driven stuff crowd out the nebulous stuff, a classic problem of short-term vs. long-term gain.

So this year my one resolution is both modest and sweeping: to make room for the squishy stuff on as many workdays as I can. Sometimes that will mean doing one pomodoro of writing before work, and other times it might look like catching up on my reading over lunch, or taking a break, even if only to walk around the block.

Do you have any new academic year resolutions? We’d love to hear about them in the comments. And best wishes for a great semester, too!

Making strategy more transparent

I’m not one to make new year’s resolutions, per se. Still, I have been trying to work on something resolution-esque in the past few months, or maybe even for a year now, although it didn’t begin with any formal shape or label. However, it’s mid-February. It’s the end of week four of the semester and things are feeling rather hectic. My resolve seems weak and my desire for hibernation and Girl Scout cookies is strong. So right about now feels like a good time to check in for a kind of status report and a little refocusing and reinvigoration.

My “resolution” centers around the notion of strategy. I’ve been trying to work on better communicating with others the strategy behind what I’m doing and thinking. That is to say not just the items I cross off each day’s to do list, but how those items intersect in service of a larger plan or aim. For example, not just the classes I’m teaching today or next week or this month, but how selected classes connect as part of a scaffolded information literacy instruction plan for anchor, or core, courses in academic majors. Or that the assessment project I’m working on now is part of a larger plan for assessment that contributes to our multi-faceted understanding of students’ information literacy learning and outcomes. I’m not trying to blow smoke here. I’m just saying that what I see as strategy isn’t always apparent to others. How could it be if I didn’t tell anyone about what I’m thinking? I’m trying to work on this in large part by just talking about it more.

By talking about it more, I mean I’m trying to clarify my strategy for myself and articulate it more clearly for others. I’m trying to communicate in different ways–both abstract concepts and concrete examples, both words and graphics–to make stronger connections. I’m trying to be more transparent about what I’m thinking and how I’m connecting the dots. But I’m also trying to carefully listen to what others have to say to see how my thinking and my work is part of a still larger whole. This librarian-led scaffolded information literacy instruction plan for a series of anchor courses in the psychology major that I mentioned a moment ago, for example, is only part of still more expansive information literacy teaching and learning for psychology students. So when I meet with psychology faculty, I talk about students’ development across that series of courses, but I ask about where and how they are also teaching information literacy in those courses and others, as well. We talk together about assignment design and course goals and students’ needs. It’s not about some great reveal, as if by magic, at the end. Talking about it along the way makes the individual steps and component parts more connected, more meaningful, more collaborative, and, therefore more successful.

the_larger_whole

R-chie overlapping structure arc diagram by Daniel Lai, Jeff Proctor, Jing Yun and Irmtraud Meyer” by dullhunk is licensed under CC BY 2.0

I’ve been focusing on strategy directly with students, too, in the classroom and during research consultations. When I ask students to experiment with a research question in a database, for example, I frame our discussion of their approaches as “best practices for search strategies.” We talk not only about which words they typed in, but why they picked the words they did and what impact their choices had on search results. We add things like “identify major concept words” and “use synonyms for major concepts words” to our list of strategies. I think this metacognitive approach helps students turn a concrete experience into a framework for future application. I am increasingly talking with students about what their strategies are, how they are (and should be) developing strategies, and how strategies can give them agency over their research processes and learning. When we talk about strategies for organizing, reading, or synthesizing sources, students are (mostly, not all–let’s be real) interested. I try to be transparent about my strategies, too: why we’re doing what we’re doing.in the classroom. Students seem eager for a framework that helps them decode, maneuver, manage, and direct their work. They are engaged in these conversations. Never have I seen them take more notes than when we talk about strategy.

It’s well and good to intend to work on strategy and think about the big picture–indeed, it’s an attitude or habit of mind–but the reality is that it takes practice, requires space, and demands reflection. Part of my “resolution” is also to get better at strategic thinking and work. My attempts to make time and space have so far included three approaches.

  1. Visual organization. I’m a big fan of lists and post-its and paper. I write everything down to keep track of ideas and tasks big and small. I regularly organize and reorganize these notes. I’ve started grouping them by theme or project in a chart, rather than just simple lists. The visual layout has been a helpful reminder of how small items are part of a larger whole. It helps me think about connections.
  2. Scheduling time for strategic thinking. I’m not doing so well on this one, to be honest. It’s rather easy to lose the thread of this practice when you’re suffering from email/instruction/meeting/life overload. As a case in point, I jotted down about three (probably more interesting) ideas for this blog post that I was excited about, but they all required more big picture thinking and research than I could make happen before this deadline. I’ve been trying to schedule time in my calendar for strategy, just like I schedule meetings. But then I catch up with email instead or I schedule in a student who needs last-minute help or I cross a few other little things off my to do list. Even though I blocked two hours in my schedule to work on reviewing results of recent assessment projects to find connecting themes across them, I let the other stuff in. Those things were more pressing, but also just more easily accomplished. Of course, the pace of the semester doesn’t always permit open blocks of time to devote to the bigger picture. But I also need to work on sticking to it.
  3. Research, presentation, and publication. The motivation of an approaching conference presentation or a writing commitment forces my hand to think and reflect more strategically and meaningfully, not just in passing, about the big picture of my daily work. I’ve been seeking more opportunities for this kind of structure because it’s been so helpful for processing, interpreting, and meaning-making.

How do you motivate your strategic thinking? How do you make room in your daily and weekly schedule? Or perhaps, how do you use small chunks of time for big picture thinking and work? I’m eager to hear your strategies in the comments…