2024 Mar :
Present: Lauren Mabry, Hannah Toombs, Reanna Esmail, Christian Miller, Devin Sanera, Julia Gardner, Julia Mizutani, Nina Scholtz, Patricia Abraham, Robin Gee
| Topic | Presenter | Notes |
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| Welcome, invite announcements from committee members | Lauren Mabry / all | - (Reanna) - next Thursday, she is hosting an AI community of practice. Reach out to her for details. Seeking student recommendations to participate in algorithmic literacy workshop on Friday, 3/22.
- (Christian) - EdTech Day at Ithaca College next Thursday. Full schedule shared out, including a focus on AI. Devin is attending and will report back to the group.
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| Professional development on practical incorporation of social justice into instruction | Hannah Toombs | - ACRL Framework defines Information Literacy; shared a separate definition of Critical Information Literacy that is student-centered.
- Guiding questions: Takeaways, benefits in context of course, deliverables, sustainable output/outcomes, how and why for finding sources, empowering students as researchers, critical focus of "traditional" library topics. Consider "non-disposable" or "single-use" outcomes that are created and then never used again.
- Intro to research → personal vs. academic research & information privilege
- Citation → citation justice
- Synthesizing and analyzing sources → information bias
- etc.
- Citation Justice Activity: Using ZoteroBib Manual Cite, create citations for three examples of primary resources from the Smithsonian NMAI collection.
- discussion topics, especially art history and archaeology: archival silences, information bias (who created these records)/historical bias, auditing reference list, defining citation justice, how to address it in research & writing, etc.
- Sciences - idea: audit list of references for inclusion.
- Student takeaways: authority is constructed and contextual, information creation as a process, scholarship as a conversation
- Information bias and privilege activity ideas:
- Close reading (who is cited, who is the author/authority, who is the audience, who can access the piece) to analyze how different topics are covered
- Zines
- Students can share observations on Jamboards (digital sticky notes)
- Information accessibility
- personal vs. academic research activity. Compare search results from an internet search engine vs. a database that has been introduced, discuss Wikipedia. Reanna > good for comparing Google's algorithm (personalization) vs library database algorithms (consequential).
- digital storytelling: StoryMap, podcasting, etc. = multimedia ways of sharing information and who the information is accessible to (literal access, as well as audiences)
- Tips:
- Adapt from existing guides, lesson plans, OER repositories, older workshops, previous coursework, conference presentations and teaching demos, recent scholarship, etc.
- Collaborate with instructor in advance of the session (prior to the semester, especially!)
- Embedded instructor within Canvas-- saves time, and gives more opportunity than a single 50 minute session by embedding traditional resources and maximize hands-on activities in the classroom.
- Outreach with instructions-- be in touch with them!
- interactive
- Final thoughts: Think about deliverables and usable skills after library session, how and why re: research skills that you are teaching.
- Reanna > terminology - think critically about words that we use to describe ourselves/communities vs. library subject headings, and reinforce how researchers think about communities.
- Patricia shared activities that she did with former students re: refugees that led to multimedia products that students were able to take with them and build upon
- Robin discussed a citation mapping example for indigenous plants and medicine, authority, science value for being outside of the community vs. indigenous authority for being part of the community, tracking citations to see who becomes the authority on a subject.
- Lauren asked about auditing reference lists and how to find out information efficiently about author identities; Hannah and Reanna shared thinking about list more broadly (not quite so specifically) and less one-by-one, and then also to consider publishers of the resources included in collections.
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| Questions, Updates, announcements, and next steps | all |
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