Join the ACRLog Blog Team!

Interested in writing for ACRLog? We’re looking for a few new bloggers to join our team! 

We aim to have a group of bloggers who represent diverse perspectives on and career stages in academic librarianship. We are especially seeking librarians interested in writing about technical services, scholarly communication, technology, and related areas and/or those working at small colleges, community colleges, or private institutions, to balance the strengths of our other bloggers.

Members of the ACRLog blog team write on any issue or idea that impacts academic librarianship, from current news items to workflow and procedural topics to upcoming changes in the profession and more. 

ACRLog blog team members typically publish individual posts every 6-8 weeks and sometimes collaborate with other blog team members on co-authored posts. Blog team members also contribute to the work of blog promotion and management (e.g., participate in 2-3 blog team meetings every year). 

If you’re interested in joining the ACRLog blog team, please complete our application form. Applications are due January 31, 2022. 

Proposals will be evaluated by the existing ACRLog blog team. We will strive to consider:

  • Diversity of race/ethnicity/sexual orientation/ability
  • Voices from a range of academic institutions (for example, community colleges, small colleges) and job responsibilities within academic libraries (for example, cataloging, scholarly communications, etc.)
  • Clear and compelling writing style
  • Connection between day-to-day work and bigger conversations around theory, practice, criticism, LIS education, and other issues

Please send any questions to Jen Jarson at jmj12@psu.edu. We’re looking forward to hearing from you! 

From clicks toward concepts in the information literacy classroom

I was mindlessly scrolling through Twitter the other day when a tweet caught my eye. I wish I could find it again to do it justice, but it was essentially a critique of the author’s missteps in the classroom early in their career by way of a funny apology to students. It immediately transported me back to some of the most disappointing and embarrassing teaching experiences in my own early career days. My whole body still cringes when I remember those moments: the one-shots where, for example, I droned on about database navigation and put students, and myself, to sleep; the ones where I stuffed every minute of class, often with insignificant minutiae, thereby camouflaging what really mattered. I didn’t know how to prioritize or pace instruction, much less how to engage students. 

I’m grateful to say that almost everything about my teaching has changed since then, and for the better. Now, more than a decade later, my teaching is much more grounded in constructivist pedagogy and organized around cultivating students’ awareness and understanding of their research processes. My approach then could perhaps be described as tool-driven and largely based in demonstration. It was common for me to develop some kind of resource guide for the course–essentially a long list of links to recommended databases, books, websites, etc.–and then to spend our time in class focused on modeling and practicing effective use of those tools. Of course, there are still plenty of occasions when it makes sense to orient students to effectively using library databases. But now uncovering, conceptualizing, and shaping the process of research–the methods, stages, and purpose–is my organizational blueprint. Today–guided by constructivist and metacognitive principles, active learning pedagogy, and formative assessment techniques–my teaching is much less about tools and much more about strategies, much less about clicks and much more about concepts. 

While the impact of this long transformation has reaped many rewards in student engagement and learning, as well as my personal interest and satisfaction, I know there are many ways I could further improve what I’m doing and the way I’m doing it. I hope to keep iterating and advancing. Specifically, I’m thinking about a technique that I’ve long recognized as a weak spot in my teaching and that could support this road from clicks to concepts: storytelling. 

I’m using the word storytelling quite broadly for my purposes. Perhaps examples is more accurate (and less lofty and self-aggrandizing)? Yet examples feels just a bit narrow. I’m not referring only to developing instructive sample searches to demonstrate how to keep keywords simple yet precise or selecting the ideal sample article to model how to effectively organize a literature review. Of course, those are important kinds of examples and, when done well, very impactful ones. But when I say I want to use storytelling or examples, I’m thinking more about allegories, anecdotes, and analogies, case studies and real-world problems to wrap around the research strategies and concepts at the core of each class. I’m imagining that such storytelling techniques could extend or enhance information literacy teaching and learning by making abstract or technical concepts more accessible and concrete, facilitating recall, demonstrating relevance and impact, prompting reflection and meaning-making, not to mention simply providing inspiration or general interest. I’ve so far been thinking of these as discrete stories to insert at key moments in class to illustrate a point, hook a students’ interest, or propel us all toward moments of understanding.

The small amount of reading on this topic that I’ve done thus far seems to affirm the effectiveness of storytelling and precise, compelling examples in teaching (not to mention other domains like management and leadership). And the tips I’ve stumbled on so far suggest that, like many things in teaching, it’s best to start small by focusing on a single area or concept that students regularly struggle with in order to integrate storytelling where it’s most needed. Otherwise, I’m still a bit at sea here on how to do this best. It’s one thing to be able to identify where a story would be most helpful; it’s another to compose a compelling story that helps students reach a meaningful takeaway and recognize why that takeaway matters. I certainly need to do more research and thinking, but I’m curious about your experience. Have you incorporated storytelling and examples in your teaching? What kinds of stories? And to what effect? I’d love to hear your thoughts in the comments.

Another post on burnout, or A pep talk on cultivating an empathic attitude

I’ve been in this profession long enough to know that it’s often around this time of year that I usually start to feel really burnt out. Looking back through some of my old ACRLog posts, I found one from some time ago where I reflected on this very feeling…and tried to see past it. It makes sense that a transitional period or even a breaking point can follow the pace and workload of the ever-hectic academic year. 

Of course, this wasn’t a typical academic year. The pandemic–and all its related professional and personal stressors and uncertainties–exacerbated the strains we all regularly endure. As a result, I think my sense of end-of-year burnout has been amplified, as well. I’m referring to the sense of fatigue, detachment, lack of motivation, and difficulty focusing that are typical hallmarks. But what strikes me most this time around relates to my capacity for empathy. 

I’ve always considered myself an empathetic person. In recent months, though, I’ve been feeling that my capacity for empathy has diminished. I’m thinking that the course of the last year and a half has made me feel more emotionally strained and, therefore, more emotionally ungenerous or inflexible than I’ve felt in some time. Because I’m closer to my own limits, I feel more emotionally stingy with others.

I’ve generally taken pains to practice empathy and considered it to be a foundational characteristic of my personality and–in my professional sphere–my teaching, leadership, and managerial styles. Empathy fuels my interest in and perspectives on the world: it motivates me, facilitates effective communication, and strengthens collaboration. So to feel diminished in my capacity for empathy feels like a pretty big deal. 

If you’re at all familiar with the research literature, media coverage, or even just the general conversation on burnout, you know that it can show up in different ways or arenas and that strategies to address it may vary accordingly. These range from creating space for breaks and reflection and practicing self-care and compassion to reducing workload and setting and maintaining boundaries and much more. Of course, individual strategies can only take us so far; organizational approaches are needed for wider cultural change. 

While none of these strategies are a surprise, that doesn’t mean they’re easy to implement or sustain. So as I sit here at more or less the midpoint of the academic summer–lamenting how much of my “break” is already behind me, how much I have to accomplish, and how much of a real break I still need–I’m thinking about how to recharge, assert my agency, and affirm the meaning of my work again, like all the articles say to do. It’s here that I begin to wonder if my symptom might, in fact, also be my solution. Rather than waiting for the stars to align and my capacity to return to me fully restored, I’m thinking instead about how to pursue it–how to intentionally cultivate empathy, even in small ways, and reflect on the value it adds to my outlook, my work, my relationships. If I can re-frame it as a choice to make, a habit to practice, and an attitude to cultivate, then it becomes a path I can follow. Perhaps focusing my attention on taking steps to reclaim my capacity for empathy will be precisely the treatment I need to address my burnout.

How are y’all faring? How do you restore or maintain your capacities when burnout strikes? I’d love to hear your thoughts in the comments.

How are you doing? (part 2)

Photo by Chris Barbalis on Unsplash

Last April, some ACRLog team members reflected on how things were going in our respective libraries. At that time, we were in the very early days of the pandemic and had no idea what was ahead of us, or for how long. Now, over a year later, we’re all still navigating an uncertain and stressful landscape. We thought we’d pause to reflect again for an updated view of how things are going where we work.  

What’s the situation at your institution, at the time of writing?

Alex Harrington: All our students are back, although instructors may be using more remote work than they used to. College of Medicine employees are encouraged to continue working from home if they can. There are temperature-checking iPads at the entrance, but nobody is posted there anymore to ensure that people use them. Our library hours were cut and I think they’re going to stay that way, but it wasn’t a drastic cut.

Emily Hampton Haynes: The campus is open to faculty, staff, and students only. As a community college with only a few main entrances, it’s easy to manage access to the campus through two designated screening areas. Most of our classes are fully online, and about 25% of classes meet on campus (prioritizing classes that have an in-person component, such as science labs, art studio, and nursing classes). 

In the library specifically, we work a rotating shift schedule where only one person from each department is on-campus at the same time. For example, I’m on campus for 4-hour reference shifts Thursday evenings and Friday mornings, and the rest of the time I’m working remotely. In the last year, about 95% of the info lit classes I’ve taught have been online, synchronous instruction through Teams, with some tutorial videos and a handful of in-person classes. Teaching through a mask is no joke, I don’t envy those who have to do it every day!

Jen Jarson: We don’t have many students on campus at this point. Most classes are still happening online this semester. Some classes have in-person components that bring students to campus–a few classes that are regularly scheduled to be fully or partially in-person and some that occasionally require students to come in for exams or particular learning experiences. Our campus doesn’t have any residential facilities, so while students are welcome to come to campus to make use of spaces and resources, they are rarely just incidentally hanging around. As a result of all this, traffic in the library has been very low. Our library space is open, but on a reduced schedule because of COVID protocols related to staffing (although there isn’t demand for more hours given the very low on-campus traffic). Our information literacy instruction program is entirely online–and working quite well that way, thankfully. Same for reference/research consultation. Our institution is still requiring that we quarantine returned materials and we have restrictions in place regarding accessing/borrowing print materials due to our agreement with the HathiTrust to enable their Emergency Temporary Access Service. So collections-related services (like physical course reserves, a big deal for us) have taken the biggest hit, I think.

Maura Smale: Our campus is still mostly closed — there are two buildings that have some face to face classes, mostly in the allied health departments and a few other hands-on lab classes, with probably less than 10% of students coming to campus this semester. The library is within a complex of 4 connected buildings that aren’t open to students, and our space is still closed. We’re still providing all library services online, including 100% online instruction and reference, and haven’t yet started accepting returns of or circulating print materials; our textbook reserve collection, which has historically seen heavy use, isn’t available. Some library faculty and staff are coming in to work in our offices on a voluntary basis, mostly for the change of scenery (that’s definitely the case for me, and I’ve been working in my office one day/week).

Veronica Arellano Douglas: Our main library remains open, but with limited hours, while our subject libraries are open Monday-Friday only, again, with limited hours. My colleagues in Access Services are the people keeping the building open, while a few folks from other departments come in once or twice a week to work on tasks that can only be in the building. My department, Liaison Services, is still working from home. The university’s Spring semester classes just ended, making the campus seem even quieter than it already was earlier in the semester. Most classes were online this spring and that will continue to be the case for the summer session. 

What do you anticipate the Fall will look like for your library?

Maura: As of this writing my university (the City University of New York) is aiming for 25% in-person instruction in the Fall, with each college making its own specific plans. I’m really hoping that CUNY will require all students who will be on campus in the Fall to be vaccinated (and honestly I’d prefer that requirement for employees, too), but there’s been no decision on that yet. For CUNY a big concern is public transportation — nearly all students and employees travel to our almost-entirely commuter colleges on subways and buses, and many folx are still understandably hesitant to return to mass transit. At my college it’s likely that the majority of face to face courses will remain in the two buildings that are currently hosting classes, and it’s not clear yet what parts of the buildings where our library is located will be accessible to students. In the library we are moving forward with plans to begin circulating print materials again (grab and go); instruction and reference will stay fully online in the Fall. It seems unlikely that we’ll be open for study space or computer use (there are other computer labs on campus that will be open), though our plans may change over the Summer as (hopefully) more of NYC is vaccinated. 

Jen: At this point, my institution is planning to return to pre-pandemic levels of in-person instruction. (Of course, that’s dependent on the status of the pandemic at that point.) It’s unclear how social distancing guidelines will be revised, though. If the guidelines stay at 6 feet or are only partially reduced, we won’t be able to accommodate that many in-person classes given limited classroom sizes at my campus. Those decisions will impact how many students are on campus, but either way we’re expecting to expand our library hours back to normal, or near-normal. We anticipate that mandates to quarantine returned materials and other restrictions on collections will be lifted, so we’re excited at the prospect of restoring our physical course reserves service which so many of our students count on. We still have a lot to figure out–our information literacy instruction program, our space, our staffing schedule, and more–because so much of that hinges on what expectations the university sets about distancing and other COVID-related guidelines. 

Veronica: Honestly, I have no clue. Right now we are very much in an information vacuum. Being a public institution means that so much of our administrative design making is based on state-mandates and given the governor’s propensity to open everything it seems likely we will be on campus in the fall barring no major changes in the medical situation (which is a huge unknown). We’re trying to plan space arrangements within the library and our classrooms and encourage faculty and librarians to continue to use online lessons and online synchronous instruction. In some ways my biggest fear is that we will just go back to work as it was pre-pandemic, having changed nothing about the ways in which we accommodate worker needs to create safe, healthy work environments. We’ll see, I guess. 

What have we learned during the pandemic that may enrich our work practices as we transition toward a time when in-person, on-campus engagement is more common?

Angie Rathmel: There’s been very deliberate attention to this question at my campus, which aims to resume mostly in-person learning this Fall. My library colleagues noted how successfully we have collectively been able to provide our services, even with the majority of our workforce remote. I supervise a unit where remote and onsite work during the pandemic split out at about 85% – 15% respectively. This small but essential in-person staff presence forged unofficial leadership channels, required a more deliberate communication style, and created a distinctive experience of collective trust. All of these I think can enrich our practices as we are more increasingly together in person. One would think these successes, combined with the practical and technological efficiencies and productivity gains, would lead us to normalize remote work in ways we haven’t previously. But I’m discovering how counter that idea runs to the prevailing notion of “returning to normal”. I’m still trying to reconcile this disconnect, but feel strongly that enriching our work practices requires us to do more than overlay these lessons onto a former normal. The lesson that I feel we need to keep learning through practice is the awareness of how our decisions and actions impact others.If we were to practice more generous thinking as we try to answer this question, it might look less like “what did I learn?” and more like “what did I learn about your experience that was different than mine?” or “How did my experience shape yours and vice versa.” See also “how can we best support one another…”

Hailley Fargo: As a librarian who helps to host events and workshops outside the classroom, the pandemic really pushed me and my colleagues to think more intentionally/strategically about what events we could support in an online environment. We worked more closely with student clubs and offered smaller scale events like zine workshops. It allowed us to learn more about the student pandemic experience and host events where every participant was really jazzed and excited to be there. I hope we can take this lesson and bring it into a more hybrid and or in-person situation. It’s nice to be able to focus on meaningful outreach while also coming to a better understanding of our student community.

Veronica: I’ve learned how important childcare, eldercare, and other kinds of full-time caregiving (which includes K-12 school and caring for adults with special needs) is to all of the work that we do. Without it, our work is extremely difficult to impossible. My biggest hope is that we start to pay caregivers what they are worth. Secondary to that, I’d like to continue to see flexible scheduling for all employees who are caregivers and parents, who suffer from illness, who have disabilities, and who need the kind of flexibility we’ve had this year to do the kind of work that keeps our libraries running. I take a break from work everyday to pick up my son from school at 3pm because there is no after-school care in a pandemic. When we get home I fix him a snack, get him set up with something to do or watch, then I go back to work. This would never have happened pre-pandemic, but what will happen post-pandemic? Will I still be able to pick him up and continue my work at home everyday? 3 times a week? Once a week?

What practices do you want to keep when you return to campus? What do you want to leave behind?  

Alex: I very much want to continue to work from home some of the time. The extra time in close proximity to my cat and the ability to get up and do a housework task in the middle of the day (so I don’t have to tackle it when I get home) has done wonders for my mental health. Certain work is easier to get done at home. Also, in March 2020, we implemented weekly check-in meetings on Monday mornings, to update the rest of our location’s library employees on important matters, and to make sure everyone is doing generally okay. I think we should keep them, because it connects us and makes sure nobody misses important information or deadlines, and gives us a chance to share the good and the bad.

I won’t mind leaving behind virtual-only instruction. Some workshops and orientations, I just do better in person. I like to walk around, gesture a lot (which gets cut off by my webcam), and see reactions to my jokes. (I fully support turning off your camera if you Just Can’t Right Now, but I also feed on laughter and need to be validated while I teach.)

Emily:

  • Want to keep: The slower, contemplative pace for planning instruction. The creativity and problem-solving of making online learning materials. The awareness and respect for colleagues’ and students’ lives outside of the workplace.
  • Want to leave: The isolation from my coworkers, the confusion and hurt feelings from all-virtual communication, the two hour Teams meetings with no stretch breaks.

Jen: I agree with what my colleagues are noting here about compassion and flexibility. Additionally, I’m grateful for the new techniques that teaching online has given me an opportunity to explore. I recognize that I might be an outlier here! I’m as Zoomed out as anyone, of course. But the challenge of trying to engage students in the online classroom has actually helped me think about how to revitalize my in-person instruction, too. I definitely plan to sustain (and hopefully grow) some of the techniques I’ve been using. 

Maura: We were a 100% onsite all the time workplace before the pandemic, and I’m hoping we can keep some flexibility in all of our work moving forward. This is likely to be complicated by the different classifications that library workers hold at my university: we have library faculty, what the university terms professional staff, IT staff, and civil service staff, represented by two different unions. While of course we haven’t been able to offer every library service remotely during the pandemic, everyone has had work to do and everyone’s contributed to keeping library resources and services available for our patrons. I’m committed to advocating for all library workers to have the flexibility to do some work from home in the future.

I do look forward to seeing my colleagues in person again, and to having meetings where we’re all in the same room. I’ve tried to be very mindful about communication this year, not calling a meeting when an email will suffice, and not sending too many emails if I can help it. But communication has still been a huge challenge, especially considering all of my colleagues’ different commitments, with some folx more Zoom-bound than others. Once we all have a more regular presence in the physical library I hope that communication will get easier.

Hailley: I want to keep the boundaries I have been able to create between my work and my personal life (including hobbies!). I don’t know why the pandemic has aided so much in creating that separation but I hope to maintain it as we return to in-person work. Similar to Emily, I’m excited to leave behind the solo work; I’m so excited to run into colleagues in the library and have those spur of the moment chats that can result in a new idea or collaboration.

Veronica: I want to continue to offer virtual options for student consultations and classes. I think it  meets a need we’ve always had as a large urban university where so many students and instructors commute long distances. It takes into account everyone’s personal needs and life situations.

How can we best support one another as we prepare for and navigate this transition back to campuses? 

Alex: Flexibility in all possible ways. It is very important to remember that everyone is going to recover and transition in their own way, in their own order, and at their own pace. Communication, too, will continue to be key. This includes: asking others about their comfort level with certain procedures, letting people know where you are in the transition process, and expressing your needs and boundaries while hearing others’.

Angie: I keep thinking about how the pandemic has reinforced a practice for how our individual actions and responsibilities primarily protect and support others more than ourselves — my mask protects you and your mask protects me. Keeping this “other” focus in our communications, in our decision-making reflections, and in our individual actions is the best way I see to collectively support one another and collectively prepare to transition back to campus (or in any change, maybe). 

As a sort of “other” when it came to in-person-work, introverts gained a level of ease and privilege in remote-work.  Those who have been working in person throughout the pandemic (both introverts and extroverts) are now that “other” as the majority transition back. If we don’t provide opportunities to surface the nuanced needs of each “other” in all kinds of circumstances, we won’t know how to support or fully benefit from our learning.  Creating space for both those shared and distinctive experiences could be a particularly healing act we all need right now.

Emily: “Grace” is going to be my refrain as we transition back to campus. We don’t know what Fall will look like at our community college yet — although administration wants us 100% in person, their decision will be based on numbers and recommendations from the county health department. So as of now a lot feels still up in the air. And that’s why having grace for one another is such an important guiding principle for me. What this could look like in practice:

  • Flexibility around arrival time – We’ve all gotten used to our 30 second commute, and transitioning back is going to be an adjustment. I’d like to see redundancy in scheduling for the first hour of the day, so that opening the library is not on the shoulders of just one person.
  • Social support for using vacation leave – I discussed this in my last post, but with the return of students and our old routines, PTO will be an essential form of self-care. I want my coworkers to know that I’m willing to cover for them if they need a break at the desk or a full day off, even when the semester gets busy.
  • Give each other the benefit of the doubt – I could see friction arising around sharing work space again as we return to campus. But let’s give folks the benefit of the doubt when they inconvenience us, or when a comment lands weird in an email or note left on the reference desk. I intend to not take things personally, to ask for clarification when I’m confused or hurt, and let the little things go when I can.
  • Patience with students – Sure, there are things that bug me about student behaviors in the library: students that wait til the last minute and stress me out with their urgency, ask me to do their homework for them, or make appointments and don’t show up. I want to extend them grace too, and remember that this will be a big adjustment for them as much as it is for me, after a year of profound trauma and chronic stress.

Maura: I am +1 on everything that my fellow ACRLoggers have said: flexibility, patience, compassion, and just overall emphasizing care in all of our interactions — with each other, with students and others on campus — is what I’m keeping top of mind as we start getting back into the physical library. I’m so proud of the work we’ve all done, we’ve all supported each other through this very difficult year, keeping safety at the forefront. And while I know there are many challenges ahead, I think we’re in the best place we could be to address them. I’m also going to continue to encourage my colleagues (and myself!) to use our vacation days — even if we’re not going to be traveling during the summer, I hope we can all take some time to rest.

Veronica: I think that we need to understand that not everyone is going to acclimate to post-pandemic life in the same way. Be kind and understanding to your colleagues, or as Emily put it, show them a measure of grace. Some folks might not be comfortable sitting in a small meeting room, others might not want to go to lunch as often, and still others may want to hug everyone they meet. Faculty and students will need time to adjust to in person relationships again and our virtual connections may start to suffer a bit. We will just need to remind ourselves that everyone is adjusting in their own way.

How are you doing? How are things going at your library? We’d love to hear your thoughts in the comments. 

A hook to grab onto: Creating context cues in online instruction

In a recent meeting, I found myself yet again wondering if I had already shared a particular bit of news with my colleagues or was I thinking of the previous meeting? My schedule, probably much like yours, is usually full of meetings. In the pre-pandemic world, my schedule reflected a mix of online and in-person meetings that were peppered in among the classes I taught (almost exclusively in person), hallway chats, and so on. A meeting frequently also meant a change of scenery, whether just down the hall or across town. These days, my physical surroundings from meeting to meeting are largely unchanged: I’m typically at the makeshift desk in my makeshift home office. Just the link that I click on changes. Even on the days when I’m physically on campus per our rotating schedule, meetings still happen online from my office. 

It’s no great surprise that the sameness of my physical environment contributes to my sense that time is simultaneously sticky and slippery. Yet it felt like a moment of realization to first recognize its impact on my ability to recall–or perhaps situate is the better word–details. In such moments of memory lapse, I’m struck by how much I have typically relied on context cues from my physical space to trigger my memory. I might think back to how a room was configured, where I was sitting, where my colleagues were sitting, and so on in order to make a connection or dig up a detail. As I frequently find myself in the same chair at the same desk overlooking the same window, I no longer have such easy triggers to help me differentiate. 

As my information literacy instruction schedule kicks into high gear for the semester, I now find myself wondering how the sameness of physical space is impacting students. My institution is currently offering in-person and online classes. We’re doing all of our information literacy instruction online. Of course, the impacts of the pandemic on student learning are broad and deep. Here I’m thinking, though, specifically about the physical space from which students are engaging in their online classes and its impact on their experience, as well as their perception of their experience.  

This all makes me think back to an interaction I had with a student at my former institution a number of years ago. In that library, we frequently scheduled information literacy instruction in the library’s main computer lab. Often, then, students would visit the same space for any research instruction. On one occasion while chatting with a student before class began, he said to me that he already knew what we were going to do that day because he had been in this lab before. When I probed further, I learned that the student had attended sessions led by different librarians for courses in other disciplines. Yet the student assumed that he already knew what our class would entail. This student’s comment could mean many things, of course. Perhaps the comment suggests that the student was already able to transfer important takeaways about the research process from those sessions to the project at hand. Or perhaps the comment suggests that the student perceived all library research tools and strategies as the same and wasn’t able to distinguish between them in the nuanced way that librarians perceive them. But the student’s comment specifically referred to the association he was making between the content/learning goals and the physical space leading me to infer that the sameness of the space primed the student to think that he was about to learn the same material or participate in the same activities. 

With this new lens on my own online experience, I’m thinking anew about this student’s comment. I’ve often reflected on how a physical classroom, meeting room, or library area is arranged to promote (or inhibit) engagement and communication or guide behavior, but I haven’t before given much thought to how our spaces (whether physical or online) perpetuate a feeling of sameness or carve out a feeling of uniqueness. As our students connect to what may feel like an endless string of Zoom rooms and with no ability to influence the physical spaces from which our students are connecting, I’m now thinking about the small moves I can make to help create a hook for students to grab onto–the little things I can do to help situate a memory, trigger recall, and facilitate connections. In addition to thinking about the learning goals to guide our session and the active learning experiences to achieve them, then, I’m also thinking more about how I pose questions, design slides, format handouts, even modulate my voice to help facilitate context cues and triggers for students. How do you create hooks for students? I’d love to hear your thoughts in the comments.