It’s been over two months since attending ACRL Immersion Teacher Track in Seattle and I have yet to post about my experiences because, quite frankly, I haven’t had time. In the weeks following Immersion my mind was racing at over 100mph. How could I do justice to this transformative experience by only summarizing it? And in the immediate weeks following Immersion, a summary seemed the like the only post I could create. This past Friday gave me an opportunity to push beyond a summary.
Immersion provided great practical advise on how to improve what I was already doing. Let’s begin with what I incorporated immediately:
- A vast network of kick ass librarians – Honestly, this is probably the most valuable asset I gained from Immersion. The librarians I met and became friends with offer objective opinions on teaching strategies and tools I want to incorporate into my classes. A simple Tweet about an idea garners response from many of these librarians. I have a connection of information literacy professionals spread throughout the country at my fingertips.
- More (and better) assessment – I already was assessing in many of my information literacy sessions, but now my assessment actually aligns with the learning theory I was teaching. The new assessment pieces often take more work to analyze, but the students perform better and you can see real learning.
- Hell hath no fury like learning outcomes scorned – I used learning outcomes before Immersion, but I wasn’t utilizing them to their fullest potential. I feel more confident constructing learning outcomes in order to assess whether or not my students are learning. (See what I did there.)
There are also some much larger, programmatic components to Immersion that I brought home with me. This past week, I had the opportunity to present to faculty about how the Library can help teach and assess the information literacy learning outcome in a course they’re developing for Creighton’s new Magis Core Curriculum. It’s critical for the Library to become involved because it’s the only course in the new curriculum that is required to assess information literacy.
In preparation for the meeting, I presented to my coworkers in reference. Throughout the course of this preliminary meeting I found myself talking about learning outcomes versus the tasks to achieve them, something I have a distinct memory of Lisa Hinchliffe discussing. For example, learning Boolean operators isn’t a learning outcome, but it’s a skill that can help them to construct an effective search strategy. It was an opportunity to teach the teachers.
The faculty meeting went well. Most faculty seemed on board with incorporating the Library into their courses; however, only time will tell. It’s an exciting opportunity for the information literacy program at Creighton, and one in which I’ll have the experiences and lessons learned at Immersion to help support me in leading the Library in this new and exciting chapter.