Speakers
Thursday Afternoon Pre-Conference Workshop
Brewing up New Flavors of Assessment: Using Student Writing as Artifacts of Learning
Iris Jastram
Carleton College
Biography
Iris Jastram has been a Reference & Instruction Librarian at Carleton College in Northfield, Minnesota, since 2005. She speaks and writes on information literacy and instruction, is a founding member of the Library Society of the World, and serves on the editorial board of the Journal of Creative Library Practice. She also blogs about these topics (as well as technology and intellectual property and whatever else comes to mind) at pegasuslibrarian.com. Together with the other members of the Carleton Library Reference & Instruction Department, she has engaged in the Information Literacy in Student Writing project since 2008, helping to draft two publications and several presentations and workshops based on that work, all of which are linked from http://tinyurl.com/CarletonILSW.
Heather Tompkins
Carleton College
Biography
Heather Tompkins has been a Reference & Instruction Librarian at Carleton College in Northfield, Minnesota, since 2003. She has published or presented with colleagues on, the role of student curated exhibits in connecting visual and information literacy, the curricular uses of visual materials, collaborative models for digital humanities support, and information literacy in student writing. She is past-chair of the Women and Gender Studies Section (WGSS) of ACRL and an active member of Government Documents Roundtable (GODORT). Together with the other members of the Carleton Library Reference & Instruction Department, she has engaged in the Information Literacy in Student Writing project since 2008, helping to draft two publications and several presentations and workshops based on that work, all of which are linked from http://tinyurl.com/CarletonILSW.
Friday Morning Plenary Session
Anne-Marie Deitering
Oregon State University
Plenary Address: Reflections on Reflection. Or, How I Learned to Stop Worrying and Embrace the Meta
As teaching librarians, we firmly believe that reflective thinking improves learning and improves practice. At conferences, in hallway conversations, alone in the early morning hours — we reflect on our teaching and on our students' learning. For some of us, reflection is easier than breathing. For some of us, it's a struggle. Reflective thinking is a powerful tool, one I can't live without, but it's not without its own dangers, pitfalls and stressors. It can make us feel powerful and accomplished, or alone and confused. It can point the way forward, or reinforce our existing assumptions and prejudices. And sometimes, the easier it comes, the less useful it is.
In this session, I want us to turn a reflective eye on our own reflective practice. We're constantly evaluating and reevaluating our teaching. Our reflective habits need the same kind of attention and focus or they can become pro forma, stagnant and a whole lot less useful. When we don't critically examine our reflective practices reflection can become just another tool we use to justify whatever we want it to, instead of inspiring meaningful change. Pushing ourselves -- to uncomfortable truths, to activities that challenge us, to complicated ideas -- keeps our reflection fresh and useful.
Biography
Anne-Marie Deitering is the Franklin A. McEdward Professor for Undergraduate Learning Initiatives at Oregon State University Libraries & Press. She is also in the middle of a 3-year term as Head of the Libraries' Teaching and Engagement Department. At OSU, she serves on the university's Curriculum Council, works closely with the composition program, and is a founding member of the university's U-Engage (first-year seminar) program. She loves to do in-depth, qualitative investigations of student research behavior and curiosity, and is increasingly fascinated by the interplay between affective and cognitive dimensions of learning. She thinks on these topics often, and writes about them (occasionally) on her blog, Info-Fetishist (http://info-fetishist.org). She is also found on Twitter as @amlibrarian.
Saturday Morning Plenary Session
Bridget Arend
University of Denver
Plenary Address: Groups and Games and Flipping, Oh My! Remaining Purposeful Amidst a Multitude of Teaching Options
The popularity of active learning methods and the explosion of online, web-enhanced, and flipped delivery options means that college teachers have increasing freedom to choose among a wealth of teaching methods. As we in higher education finally begin to challenge the established lecture paradigm, we are faced with overwhelming choices of teaching methods, strategies, and approaches. How do we sort through all the options and choose the most effective methods? In this presentation, we will explore a framework for organizing and choosing among seven ways of learning in higher education. We will go beyond usual discussion of tips and techniques to explore the underlying purpose, rationale, and best use for the most popular teaching strategies. Participants will have an opportunity to reflect on their goals for student learning in their own work, and explore the recommended teaching methods.
Biography
Bridget Arend is the Director of University Teaching at the University of Denver. She works in the Office of Teaching and Learning, consulting with faculty members, running workshops, and organizing teaching-related initiatives. Bridget has consulted in the areas of teaching, assessment, and educational technology in both educational and corporate settings for over 15 years. She publishes in the area of teaching strategies and educational technology in higher education, specifically on topics related to assessment and encouraging critical thinking in online learning environments. Bridget recently co-authored a comprehensive book about instructional practices in higher education, Facilitating Seven Ways of Learning: A Resource for more Purposeful, Effective and Enjoyable College Teaching. She teaches with the Morgridge College of Education and University College at the University of Denver in online, on-campus, and hybrid formats. Bridget received her Ph.D. in Adult Learning and Higher Education from the University of Denver.
