Skip to main content

16x16 Challenge, or How A Tweet Resulted in Building a Community of Law Librarians Thinking & Writing About Teaching

Twitter is a space in which I've made connections with so many Law Librarians and many others within legal academia--and strengthened connections with others--and learned so much from and been inspired by colleagues across the country.

This past weekend, Emily Barney, Technology Training & Marketing Librarian at Chicago-Kent College of Law, was live-tweeting a panel from the WP Campus (Where WordPress Meets Higher Education) Conference called "The Infamous 9x9x25 Challenge," by Todd Conaway, from the University of Washington--Bothell. Started in 2013 at a community college in Arizona, faculty members were challenged to write 25 sentences a week for 9 weeks about teaching and learning. It gave faculty members the chance to reflect on what they do, share experiences and ideas, and see what their colleagues are up to over the course of the semester. And the challenge has spread in various iterations to college campuses across the United States.

This seemed like a wonderful sharing opportunity--and I suggested on Twitter that it might be cool to do it beyond the university, but as a collaboration of Law Librarian professionals from libraries across the country. After all, sharing ideas is something we do well, and I never get sick about hearing what amazing teaching ideas my colleagues have. And, as I've said before, we have to make space and time to think about what we're going to do in the classroom and to reflect on what has and hasn't worked to be effective teachers; taking time and space to think is what allows us to develop creative new ideas for instruction and assessment. As librarians, this time and space can be hard to come by, but I thought creating a space and making a challenge out of it may be a way to inspire more librarians to carve out some time for writing just a few paragraphs a week. Unsurprisingly, a large portion of the active #LawLibrarians Twitter community responded and said they'd be interested in participating.

So this week, after some helpful suggestions for spaces to host the challenge, we've set up a Slack channel devoted to the 16x16 Challenge. (Special props to Mari Cheney, Assistant Director for Research and Instruction at Lewis & Clark Law, for helping this Slack newbie figure out how to use that platform and her willingness to share a pre-existing Slack group as the place to set up this challenge.)

Here's how it will work: each week beginning Monday, August 12th, participants will post 16 sentences about teaching and learning each week. It's that simple--there are no parameters to what you'll tackle in your posts so long as it has to do with how you teach or how your students learn. I will post a prompt each week to help inspire posts for anyone that may be struggling with what to write about that week, but reading other participants' posts is sure to inspire lots of food for thought, too.

How to sign up: Email me at alyson.drake@ttu.edu and I'll send you a link to the Slack channel and you'll be ready to go.

We hope you'll join us for what I'm confident will be a lot of excellent and informative conversations about teaching and learning this semester. Can't wait to get started!

Popular posts from this blog

Letter to A First-Time (Legal Research) Instructor

Dear Friend,

Seven years ago this week, I was prepping madly to teach my first legal research class.  Three months earlier, I'd been a law student myself.  To say that I was nervous is an understatement; mildly terrified was probably a more apt description.  The truth is I didn't really know what I was getting myself into, but I knew that I wanted to teach legal research differently than I had been taught legal research, where at best it was viewed as a skill less important than everything else being taught at law school and at worst an afterthought, a skill that students should be able to do with very little training. 

There are many points I wish I knew then that I know now and that's what I want to share with you today. 


First and foremost, students will forgive many imperfections in the classroom if they know you care about their learning.  At the start of every semester, I re-read Kent Syverud's "Taking Students Seriously: A Guide for New Law Teachers,"…

Why Experts Can Struggle to Teach Novices

This week in our Slack group on teaching, there was an interesting discussion about expertise and the amount of time needed to prep for instruction. I mentioned something that I recalled reading: that experts can be less effective in teaching novices because often the expert skips cognitive steps that the novice learner needs to understand.  I thought I'd dig into this a little more today on the blog.

The fact is novices and experts learn very differently.  The major reason for this is that experts not only know a lot about their chosen discipline, but they understand how that discipline is organized. As such, what has a clear structure to the expert is a jumbled set of unorganized information to the novice.  The information presented to novices "are more or less random data points."[1]  In contrast, when the expert learns something new in her area of expertise, she just plugs it into the knowledge structure that already exists in her long-term memory. Because the new in…

Four Aspects of Effectual Teaching (& Why Instructional Design Is the One Missing In Many Law Courses)

There are four general components of teaching, which all must come together for a teacher to be successful:
Knowledge of the Subject Matter: Most instructors in higher education have this covered. The largest potential hurdle of this aspect of teaching is perhaps remembering to view the material from the perspective of the beginner learner, as opposed to from the teacher's own advanced learner status. In my first year of teaching, I found this to be an issue, as I jumped over steps that were so obvious to me that I didn't even notice them anymore. It was only by students asking questions that illustrated I was missing an important step in their comprehension and by watching the legal writing professor I co-taught with that I began to break down my material into pieces that were more digestible for my students.

Interaction with Students: Instructor-student interaction can take a myriad of forms. As L. Dee Fink writes in Creating Significant Learning Experiences,

"Teacher-stud…

Elaborative Interrogation in the Legal Research Classroom

One type of activity legal skills professors can incorporate into their classrooms is elaboration. As described by Yana Weinstein and Megan Sumeracki in Understanding How We Learn: A Visual Guide, "[e]laboration describes the process of adding features to one's memories."[1]  It helps with organization of information within the knowledge structures in one's minds, making it easier to retrieve this information later. But what activities will help students to add features to their memories?

Weinstein and Sumeracki recommend three elaboration techniques that can all be applied to the legal research classroom: elaborative interrogation, concrete examples, and dual coding.[2] Studies of each has shown improvement in student learning and long-term retention. Today, we're going to look specifically elaborative interrogation.

With elaborative interrogation, students ask themselves questions about the reason and way things work.[3]  While it's easy to presume law stud…