| Topic | Presenter | Notes |
|---|
| Introductions | all | - Welcome / introductions / icebreaker
- Name, role/department, pronouns, interesting object
|
| Committee orientation | Lauren, Reanna | - This year’s focus will be on PD and co-learning
- Topics that came up in the survey
- Anti Racist instruction practice, primary source instruction, social justice
- One meeting will be a reading
- Second meeting will focus on lesson plans, practice, etc.
- Ground rules
- We are all learners, instructors, and colleagues, so please be respectful. Meet people where they are at and ask that others do the same for you.
- PD discussion sign-up at https://cornell.box.com/s/1rgmrtnphvk3oylwj63zxnstzhxwxybw
- Meetings on 2nd Fridays from 1-2pm
- We can always readjust the meeting time if needed
- Charge
- The Critical Literacies and Pedagogies Team (formerly, the Instruction Team) provides leadership for library-wide instruction initiatives, and supports CUL in its commitment to effective instruction and comprehensive information and related literacies (data literacy, visual literacy, media literacy, primary source literacy), by serving as a clearinghouse for information, facilitating a community of practice, and partnering with other groups on initiatives and projects of shared import.
|
| PD Discussion | led by Reanna and Lauren, all | - Based on the Introduction and Chapter 1 of Critical Library Pedagogy Handbook, Vol. 1, edited by Pagowsky and McElroy
- Group discussion:
- Intro Summary
- Explains what critical pedagogy, overview of the book, and why critical pedagogy is important for library instruction
- Ch 1
- Created a last minute activity of giving each group of students a different resource type and their context → Ended up being a great discussion
- Break into small group Zoom Rooms to discuss the reading
- Discussion provocations (may or may not discuss all of these items... fodder for discussion)
- "We don't need to think of engaging in critical pedagogy as learning an entirely new way of teaching, but a means to expand what we're already doing and consider additional perspectives." (p. xix). Reflect on this quote as a group-- does all or part of this statement resonate? Why or why not?
- Have you ever taught a lesson, whether intentionally or accidentally, that engaged critical pedagogy? If so (and if you are comfortable), consider sharing an example with the group.
- "[Reflection] invites us to take a step back and [take] stock of what we're doing and why." (p. 6). Do you reflect on your instruction? If so, how and when do you do so? If not, how might you prefer to reflect on an upcoming instructional opportunity?
- Come back together as a group, and have a group member share a main takeaway from the small group discussion.Q&A
|
| Takeaways from the discussion | all | - Practice of reflecting and importance to use these reflections to revise lesson plans
- When co-teaching it is really nice to do this with a partner
- Adapting this activity to show them a resource and how to find it
- Importance to give students the space to speak
- The need for control and to seem like an expert can sometimes hinder experiential learning environments
- Feeling of being evaluated
- Navigating the desire to have more open session when faculty ask for a different format or lots of topics
|
| Niche Academy | Lauren, Diana | - Niche was at ACRL
- Librarian presented on how to use it in conjunction with lib guides
- Works with canvas
- Feedback
- Overall, they were very basic and the trial did allow you edit
|
| Questions, Updates, announcements, and next steps | all | - CTI tech and our relationship
- We should build up this relationship
- Reading recs
- Chris's resource: How to Read (and Understand) a Social Science Journal Article
- Tracey's resource: Reading Games: Strategies for Reading Scholarly Sources
- Format for leading the discussions
- Format is flexible
- We are happy to help
- Can focus on a reading, an activity, or really just brainstorming/talking through a topic/activity
|
