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Tag: virtual engagement

Conference Methods: Are there other options?

As I sit here preparing myself for a weekend of ALA Annual, I find myself ruminating once again on other modes of conferencing and what is gained or lost depending on how a conference is organized.

I, personally, come to ALA only for Asian Pacific American Librarians Association (APALA) events. Any activity related to my core job duties happens at a different conference or, increasingly, online, and thus every year I find myself torn on whether or not to go to ALA. Attending APALA events is, of course, lovely, but it would be much more fulfilling if I could get more work done in conjunction with them.

And so, virtual conferences. While I like the concept, I’ve found them to be relatively hit or miss. The convenience factor is obviously a plus. No travel means lower costs, both financial and environmental, as well as less time potentially lost to travelling. Video presentations can also in theory be accessed later, relieving some of the time crunch of an in-person conference, at least if you’re organized enough to go back and watch more panels once the conference is over.

On the other hand, virtual conferences require a lot more organization to incorporate the spontaneous interactions of an in-person conference. Forced interaction in a Zoom breakout room is not the same as chance encounters at a conference. Sometimes you do find that spark in a Zoom room, but sometimes it’s missing.

The best “informal” encounter I’ve had to date in a virtual conference was during an early version of the AIFIS-MSU Conference on Indonesian Studies, a conference notable for having been conceived of as an online-only affair in order to achieve equitable participation by Indonesian and American scholars. Still in the midst of COVID, when a panel was going well, organizers allowed the conversation to continue past the panel’s allotted time so that attendees could chat more informally with presenters. This ensured that everyone in the Zoom room already had some level of similar interests and laid the groundwork for a conversation not based on ice breaker questions. This might be harder to organize, but I can imagine interest-based Zoom rooms as one way to organize socialization.

Again, this runs the risk of being too forced, which is where enhanced virtual profiles with research interests and other information that attendees can browse might be helpful. I’ve never taken advantage of these features at an online conference, but perhaps they’re working well for others.

Continuing in the realm of virtual conferences, one other mode that I recently heard about was explicitly designed around limiting the environmental effects of travel, in this case through a conference designed around zines. For DIY Methods, Researchers propose their topics, create a zine when accepted, and then copies of the zines are distributed to all participants and made available online. Again, this significantly cuts down on the chance encounters aspect of conferences. That said, it also provides a different way of communicating research and works in progress for those who may not be interested in communicating via another paper presentation but also aren’t ready yet to make the jump to a book chapter or article. I can also imagine a way for this to be expanded to include discussions from “attendees” about the zines.

At any rate, I’m here at ALA, but still not convinced by either in-person or virtual conferences. Have you seen any interesting iterations of conferences focused on inclusivity in some way, be it geographic, financial, or otherwise? If you were to redesign conferences, how would they work? Or, alternatively, just come say hi to me at ALA!

Author Zoë McLaughlinPosted on June 27, 2025June 27, 2025Categories Conference BloggingTags conference travel, conferences, virtual engagement, zines2 Comments on Conference Methods: Are there other options?

Learning From Virtual 3rd Grade

Learning From Virtual 3rd Grade

How are you hanging in there, academic librarians who are also parents and caregivers? I’m not great. My guess is you are tired, frustrated, grateful, sad, motivated, and every other emotion in the full range of human feeling. Some of us have had to send our children back to school or daycare. Some of us are homeschooling. Some of us are facilitating the virtual learning efforts of our assigned or chosen schools. My family is in the latter camp, so these comics and Twitter threads and memes are highly relatable.

My partner and I swap parent-on-call responsibilities mid-day, allowing one person to sit in silence in our makeshift office (read: desk in bedroom) while the other sits next to our kiddo to make sure he logs in when needs to, help him understand what’s happening, reteach concepts, and make sure assignments are completed and worthwhile. Our kiddo has some learning differences and attention issues that require constant parental supervision and intervention at times, but quite honestly these kids are working on at least 5 different e-learning platforms on a given day many of which have terrible interfaces and may or may not work actually work with their OS or browser.

As stressful as the day can be, this is the most direct window I’ve ever had into overpopulated public elementary schools driven by standardized testing that cater to the “normal learner” (whoever that may be). I can see my son struggling and wonder how difficult the average in person school day must be for him. I notice the differences in ability between my kid and his classmates and how his autism plays out in conversation with his teacher and peers. It’s easy to see how a teacher’s words can have a huge impact on students (for good or ill) and how easily a class can devolve into chaos (especially online).

I hesitate to make this a “lessons learned” post. Virtual third grade is about my son, not about me. But I do see moments of teaching and learning that make me smile and moments that make me cringe. They make me reflect on teaching in academia and how much thought I put into some areas of my teaching and how little thought I put into others.

I marvel at how positive reinforcement before a test can make kids feel like the smartest person on the planet and how one unkind phrase–“You should know this already. Even a kindergartener knows this.”– can sink a kid’s self-esteem for the entire day. I wonder about my own language in the classroom.

I can see how some students, my son included, just need way more time to complete assignments than other kids. I wonder how this plays out in the physical classroom, and know that this is the reason my son would come home with a stack of worksheets to complete. Is it fair? How many worksheets does it take to “demonstrate learning?”

I see the need for movement breaks and watch my son skateboard across the living room while eating a popsicle during a much needed break, then return to his iPad refreshed and ready to go.

I can see kids engagement and motivation start to tank after a synchronous sessions goes too far over time and I wonder about my own Zoom meetings and classes. How long is too long online?

I hear my son ask, “When can I talk to my friends?” and wonder why it’s so hard to create peer-to-peer connections and learning in virtual school settings. I worry about my kiddo feeling lonely and sad.

I see the difference a good facilitator can make in a virtual classroom discussion and just how easy it is for a discussion to go off the rails with a bunch of 8 year olds. To be fair, it’s just as easy for us, too. I can see how some children struggle to be noticed in a virtual classroom and wonder who we are leaving behind.

I worry about all the children we aren’t seeing.

These are just a few of the things I’m learning from virtual 3rd grade. What are you learning?

Author Veronica Arellano DouglasPosted on September 28, 2020September 28, 2020Categories TeachingTags covid-19, elementary school, homeschool, parenting, virtual engagement, virtual learning, virtual school

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