Tag: instructional_technology

Burning with Your Own Passions

Since 2008, ACRLog’s “First Year Academic Librarian (FYAL) Experience” series has annually featured 1-2 academic librarians in their first year on the job in an academic library. This new series, “Where Are They Now? Former FYALs Reflect,” features posts from past FYAL bloggers as they look back on their trajectories since their first year. This month, we welcome a post from Kimberly Miller, Assessment Librarian and Liaison to Psychology at Towson University. 

“Where are they now?” 

Right now? Like many of you, right now I am at home seeking quiet and solitude away from the chaos of managing work, family, school, and self-care during a global health crisis. Thinking back to my first-year librarian experience, I can’t help but laugh and think, as our ALSC colleagues already reminded us, responding to a global pandemic was definitely not covered in library school.

What’s Happened?

In 2012, shortly before joining ACRLog as an First Year Academic Library Experience (FYALE) blogger, I was hired as Emerging Technologies Librarian & Liaison to Psychology at Towson University. In that role I provided technology leadership within the library’s Research and Instruction Department. I also taught information literacy workshops, provided student and faculty research help, and worked with the Psychology-related collection. While the open-ended nature of the role was sometimes daunting (what exactly “counts” as an “emerging technology” still remains a mystery to me), all-in-all it was a great first position because the diversity in my responsibilities provided a lot of areas for exploration and growth. And some of that growth, particularly around risk taking and experimentation, is captured in my FYALE blog posts. 

Over time, as I began to articulate my expertise and vision, I successfully advocated to narrow my position to focus specifically on “learning technologies” necessary to support formal and informal learning within the library. Other highlights between my first year and now include:

  • Changing my job description (twice)
  • Applying for, and achieving, rank promotion and permanent status
  • Participating in ACRL’s Immersion and the Institute for Research Design in Librarianship
  • Attending too many conferences and serving on too many committees
  • Starting an instructional technology doctoral program and, recently, transfering to the masters program (graduating May 2020!)
  • Becoming a parent
  • Serving in leadership positions within regional and national professional organizations
  • Collaborating with senior library leadership as librarian representative to the library’s Leadership Council

Turning Point

As I reflect on those experiences it’s clear to me that the month I had a child and was notified that I was awarded permanent status marked a significant turning point for me personally and professionally. When I returned to work, I realized I was spending more time managing projects and, indirectly, the people associated with those projects than I was exploring and creating technology-based instruction itself. And I was good at it. I loved my job and the people I worked with, and I had developed a talent for leading people to solve interesting problems. As a doctoral student, I also gained a deeper expertise in educational leadership and professional development necessary to take on new challenges. At the same time, I was growing tired of running into the same roadblocks and questioning whether what I did really mattered while seeing little opportunity to grow into new professional areas.

In my cubicle, a now-faded handwritten quote reminds me that “People who do not blaze with their own passions burn out.” This quote has been my guiding principle as I’ve made decisions, both small and large, about how I spend my time. Throughout my career, one of my driving forces has been a desire to deeply understand the rationale behind our work and the evidence needed to help make that work a success. With this in mind, I proposed that my experiences and interests made me a good fit for the new Assessment Librarian position our Dean of University Libraries announced in the Fall of 2018. After several conversations and some final job description editing, I transitioned into my new role as TU’s Assessment Librarian in January 2019.

Now and the Future

I’ll admit that, unlike technology, assessment initiatives are not high on the list of exciting or flashy library projects. But I would argue that’s because assessment is best when it is infused within all other work that we do on a day-to-day basis. Assessment is not just counting, number crunching, and correlating. The flashiest project will fizzle if we don’t know how or why it was successful. And that’s what assessment is about to me – it is being curious and asking questions about the way our services, systems, and collections support our community. Academic libraries make profound differences within and beyond our campuses, and the best way to continue doing so is to continually learn from our work. 

As an Assessment Librarian, I find meaning in dispelling myths about assessment while building our library staff and faculty’s capacity to apply evidence within their specific domains to provide excellent user support and services. While I help everyone learn about the nuts-and-bolts of assessment, I also get to tie assessment to how we explore new possibilities for serving our users. For example, in November I spoke to our staff as part of our library’s Inclusion, Diversity, Equity, and Accessibility (IDEA) Spark series about using assessment to dispel the “myth of average” when designing library services, spaces, and resources. I’m excited to explore how I can continue to support this work in the next stage of my career.

While the jump from instructional technology to assessment may seem strange to some, for me it was a chance to lean into new skills and solve new challenges while leveraging the talents I cultivated in my previous role. I also continue to learn a lot about navigating the politics of projects that require working both horizontally and vertically within the library’s organizational chart. As the first person in this new role, I have come full circle and once again find myself with an open-ended opportunity to shape our library’s path forward on key strategic initiatives. This time, I get the unique and exciting privilege of a front row seat to the amazing work happening in nearly every area of our library. I can’t wait to see what else I didn’t learn in library school!

When Students Teach Faculty About Instructional Technology

Some faculty can find fault with just about any instructional technology. Why, they ask, should I bother to learn how to use this new technology and how can it possibly help me to improve student learning? For example, this faculty member thinks clickers are a waste of her time and students’ money. It’s entirely reasonable for faculty to raise these questions. I’d prefer for them to hold off on making judgments until they learn more about new instructional technologies, and take time to see how they might use it to improve student learning. Time. That’s the operative word. It takes time to learn how to use new technology and time to change class practices in order to integrate new teaching tools. It is critical for faculty to clearly see the WIIFM factor if we expect them to explore any new technology, whether it’s a clicker, a personal bibliographic software product or a new library database.

One thing that our colleagues in the campus instructional technology services department have in common with us academic librarians is that we both find getting faculty to try our resources and services can be a hard sell. We seek to collaborate with faculty to encourage their use of our e-resources, and to allow us to integrate research skill building into their courses. It’s an uphill battle on many campuses. The instructional technologists are not only working hard to get faculty to adopt their technologies, but to also invest time learning how to use them for improved pedagogy. My response to the faculty member who questions clickers is that they will be a waste of time if they’re used poorly, but with the right application and technique they can enhance student learning and create opportunities for deeper engagement with course material. Like any tool, it’s all in how you use it.

I thought the instructional technology group at my institution came up with a novel idea for helping faculty learn about different technologies and how they can be used to improve student learning. They let the students teach the faculty. I attended this program the other day. Students who work as assistants at the instructional technology center described and demonstrated multiple technologies to faculty – everything from clickers to courseware to powerpoint to lecture capture systems. Some of it came off sounding a bit too much like a sales pitch, but the students also came across as enthusiastic and excited about faculty who use technology in their courses. They were certainly in favor of faculty using clickers. They also advised faculty on what not to do with learning technologies. And I’m sure the students were absolutely sincere when they said they would never skip classes when their faculty member uses the lecture capture system. The only time the train really went off the tracks is when they demonstrated powerpoint. Would students really get excited about sitting through slide after slide of bullet points? Well, one student told of an instructor who integrates video into the slides to keep him awake. Thank you multimedia.

After the students demonstrated Blackboard I asked a pretty simple question. I wanted to know how many of them had taken a course where the instructor integrated library resources into the Blackboard site for quick and easy access to library databases and e-reserves. I quickly heard about instructors who had links to Yahoo Finance, instructors who link to articles in web-based full-text magazines and just about everything but the library resources. One student out of ten mentioned a link in his course to the library e-reserve. This is somewhat disappointing because we have made it much easier for faculty to integrate library resources into their course sites. The librarians do 98% of the work. Yet the reality may be that faculty are enabling students to completely bypass the library by linking to everything but the library resources. Courseware is clearly a dual-edged sword for the academic librarian. But it’s early in the game and I’m sure we’ll be gaining more faculty support.

At the end of the session I asked the students if they used Twitter, and whether they’d want faculty to send Tweets about course material and class activity. Only two of the ten said they use Twitter, but they were highly enthusiastic about having faculty using it in their courses (none did). I was tempted to ask if they’d follow a Twittering librarian who’d shower them with glorious tidbits about how to make great use of the library or to find out what we were up to. Maybe it’s a good thing I didn’t ask.