I know many things, but I don't know everything:
Demystifying Jargon and Promoting Creativity. My first goal is for students to see me as a resource in their researching journey. Research can be daunting, and I want them to know they have allies in librarians. By working through the jargon and clarifying where their goals and the design of their resources allign, I hope to make it clear that every student has a place in the research process. I hope to make it clear that they have many of the answers to their questions, it's just about framing those answers in the standard way so that they get the most helpful results.
Deepening Inquiry and Experimentation. As a student, I often felt that I had nothing to contribute because I was "only" a student. I don't want anyone to feel that way when I'm leading an instruction session, so I use their work and their ideas as example fuel. I want to show them how to best use the resources available to them and to understand why they get the results they get in the context of their research. When teaching art history, I don't usually start with established theory because that takes you away from the art too quickly. I work first with the images and what students actually see to lift up their ideas and then introduce theory to encourage them to think both about why they see their way and why theorists see things their way.
Encouraging Fun and Sparking Interest. I want to humanize the learning process to push people past their initial assumptions. In doing this, I hope to make people laugh (or at least guffaw). I want to break down the assumption that research is dull and about getting things "right." Discovery is exciting but also full of missteps. I want to authentically model the resources available to students and part of that is modeling how to laugh when things go wrong. When I teach improv, part of encouraging people to participate is showing that the rehearsal room is a safe space for making bold choices even if they don't always work out. In the classroom, the same thing holds. Encouraging fun means encouraging an atmosphere where it's safe to experiment and learn and having fun means information stays with people longer.
Deepening Inquiry and Experimentation. As a student, I often felt that I had nothing to contribute because I was "only" a student. I don't want anyone to feel that way when I'm leading an instruction session, so I use their work and their ideas as example fuel. I want to show them how to best use the resources available to them and to understand why they get the results they get in the context of their research. When teaching art history, I don't usually start with established theory because that takes you away from the art too quickly. I work first with the images and what students actually see to lift up their ideas and then introduce theory to encourage them to think both about why they see their way and why theorists see things their way.
Encouraging Fun and Sparking Interest. I want to humanize the learning process to push people past their initial assumptions. In doing this, I hope to make people laugh (or at least guffaw). I want to break down the assumption that research is dull and about getting things "right." Discovery is exciting but also full of missteps. I want to authentically model the resources available to students and part of that is modeling how to laugh when things go wrong. When I teach improv, part of encouraging people to participate is showing that the rehearsal room is a safe space for making bold choices even if they don't always work out. In the classroom, the same thing holds. Encouraging fun means encouraging an atmosphere where it's safe to experiment and learn and having fun means information stays with people longer.
(Selected) Instruction Philosophy Inspiration
Falk, J.H. (2006). An identity-centered approach to understanding museum learning. Curator: The Museum Journal, 49(2), pp. 151-166.
Knutson, K. & Crowley, K. (2010). Connecting with art: How families talk about art in a museum setting. In M.K. Stein & M. Kucan (Eds.), Instructional explanations in the disciplines. Springer Science+Business Media, New York, pp. 189-206.
Lave, J., & Wenger, E. (2002). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press, pp. 27-43.
Renninger, K.A., & Hidi, S. (2016). The power of interest for motivation and engagement. Routledge: New York, pp. 1-31.
Visual Thinking Strategies: https://vtshome.org/
Knutson, K. & Crowley, K. (2010). Connecting with art: How families talk about art in a museum setting. In M.K. Stein & M. Kucan (Eds.), Instructional explanations in the disciplines. Springer Science+Business Media, New York, pp. 189-206.
Lave, J., & Wenger, E. (2002). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press, pp. 27-43.
Renninger, K.A., & Hidi, S. (2016). The power of interest for motivation and engagement. Routledge: New York, pp. 1-31.
Visual Thinking Strategies: https://vtshome.org/