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Making "Thinking Time" for Curricular Development

In academia, we often hear faculty discuss the need to find time to write.  I've recently been reading Helen Sword's Air & Light & Time & Space, in which she discusses the need for those very things in writing.  In the first chapter, she notes, "[A]cademics talk constantly about making time, finding time, carving out time to write. We fantasize about having more of it, and we bemoan our chronic lack of it."[1] 

I find the same is true for developing and assessing curricular programming. As librarians, true public servants, our profession is rooted in our service to others. Even if we are not scheduled for the reference desk or to attend a meeting, our "availability" is our calling card and in some cases our badge of honor.  It's expected that we will stop what we're doing should a patron come to our door or call on the phone.

The problem is that without free time to think, to think uninterrupted, we cannot innovate.  We keep with the sta…
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Recognizing and Supporting Unlearning In the Classroom

Students in legal research classes or workshops often struggle with unlearning.  Since most students have done some type of research during their undergraduate education, we are asking them to do something (at least somewhat) familiar in a new way.  When students are try to unlearn something, they will understandably stumble over old habits.  After all, if they've always done research a certain way, like tossing search terms into a Google-like search box, it's become automatic for them, a task they do without any conscious thinking. When we ask them to use an index or Table of Contents or another tool instead, it takes conscious effort for them not to resort to their ingrained research habits.

In fact, it's actually more challenging to make a conscious effort to change an existing habit than it is to make a conscious effort to do something new.[1]  Their previous processes have already become streamlined in their brain and building new structures based on new learning is h…

Embracing Learner-Centered Pedagogy

Most educators pride themselves on putting our students first and try to make teaching decisions with our students' best interests in mind. But, what does learner-centered teaching really mean?

In their 2017 book, Learner-Centered Pedagogy: Principles and Practice, Kevin Michael Klipfel and Dani Brecher Cook set out to answer this question--and how it can be applied to teaching in a librarianship context. When asked to articulate what having a learner-centered approach means, most point to individual exercises or classroom techniques they employ or try to avoid, but are unable to describe the philosophy as a larger concept.

Ultimately, Klipfel and Cook's definition of learner-centered pedagogy is "who we are as people matters."[1] They explain it in further detail as: "Our conception of learner-centered pedagogy encourages library educators to encounter the learner as an individual with personal interests, preferences, and motivations, and uniquely human set of …

Revamping the Lecture

Lecturing has a bad name in today's world of experiential learning, but it's an often necessary component to legal research classes as students have to have some bibliographic information before we jump into the databases. As I conclude one semester and begin prepping for the next, I've been doing a lot of reading on how I can make my lectures more effective and engaging learning experiences for my students.

As Todd Zakrajsek notes in his 2017 Teaching in Higher Ed podcast on Dynamic Lecturing, "You can't just take bad examples of something and claim that the whole concept is bad." Instead, we should focus on what makes a lecture compelling for our students in our course planning and evaluate our lectures after our classes for their efficacy, reflecting on what worked well and what didn't.

So how can we make the most of our lectures?  Here's a few ideas I've come across:
Make your objectives clear to your students. Don't hide the ball--let you…

Research Instruction and Resilience

Law students can quickly become frustrated when they struggle with legal research--perhaps due to the fact that one of the narratives they tell about research is that it's easy. This may be especially true for students suffering from a fixed mindset

Students need help building resilience to overcome this frustration and to be able to accept critical feedback.  Legal research instructors can help students overcome these struggles and stay engaged in their intellectual growth by taking concrete steps to build their resilience.  In fact, most research courses are well-positioned to help students grapple with failure because most already include multiple assessments that will give students room to practice and develop their skills throughout the semester. These multiple opportunities for performance allow us to observe and point out our students' growth.

In her recent article, Framing Failure in the Legal Classroom: Techniques for Encouraging Growth and Resilience, Professor Kac…