I gave a presentation with Cornish Librarian Megan Smithling at the 2013 TYCA-PNW & Pacific Northwest Writing Center Association
Joint Annual Conference wherein we shared how we in the library work with different departments at Cornish College of the Arts. I have included the slides from our presentation below.
We opened with these remarks:
Libraries -- and librarians -- are collaborative by nature. We work closely with our patrons to support their information needs -- helping them explore and find inspiration in many areas of interest. We encourage them to question, research, refine, and repeat.
We believe in collaborative research processes -- and the power of collective knowledge. Our philosophy is to teach our students [ and often our faculty ] “to fish.” But as librarians, we also learn and adapt as we teach. This sounds lofty; but librarians do “play well with others” :)
The purpose of this presentation is to provide you with some examples of this kind of collaborative teaching/learning, from the library’s perspective, and to hear what collaborative models and/or projects you might have developed, or plan to develop -- or wish you could develop -- at your own institutions.
At the Cornish College of the Arts Library, we work with several departments in our community of visual and performing artists to better align their own practices in the studio/performance space, with a more “traditional“ academic research process. We are particularly interested in pursuing collaborative development with faculty on integrating information literacy and research skill development within their courses -- whether traditionally academic or studio classes. These collaborations can be simple or complex -- for example, we might make a subject-specific research guide that can be accessed online; we might be available for one-on-one consultations with students working on a specific research project, or see a class in the library for a one-shot session-- all the way to working with courses and instructors where we are virtually “embedded” in the classroom.
In terms of our students, we do our best to promote student-centered learning, with a focus on addressing multiple learning styles. This is particularly crucial with a visual/performing arts student body -- their primary interest is “making and doing “ and they are often kinesthetic/visual/aural learners.
Joint Annual Conference wherein we shared how we in the library work with different departments at Cornish College of the Arts. I have included the slides from our presentation below.
We opened with these remarks:
Libraries -- and librarians -- are collaborative by nature. We work closely with our patrons to support their information needs -- helping them explore and find inspiration in many areas of interest. We encourage them to question, research, refine, and repeat.
We believe in collaborative research processes -- and the power of collective knowledge. Our philosophy is to teach our students [ and often our faculty ] “to fish.” But as librarians, we also learn and adapt as we teach. This sounds lofty; but librarians do “play well with others” :)
The purpose of this presentation is to provide you with some examples of this kind of collaborative teaching/learning, from the library’s perspective, and to hear what collaborative models and/or projects you might have developed, or plan to develop -- or wish you could develop -- at your own institutions.
At the Cornish College of the Arts Library, we work with several departments in our community of visual and performing artists to better align their own practices in the studio/performance space, with a more “traditional“ academic research process. We are particularly interested in pursuing collaborative development with faculty on integrating information literacy and research skill development within their courses -- whether traditionally academic or studio classes. These collaborations can be simple or complex -- for example, we might make a subject-specific research guide that can be accessed online; we might be available for one-on-one consultations with students working on a specific research project, or see a class in the library for a one-shot session-- all the way to working with courses and instructors where we are virtually “embedded” in the classroom.
In terms of our students, we do our best to promote student-centered learning, with a focus on addressing multiple learning styles. This is particularly crucial with a visual/performing arts student body -- their primary interest is “making and doing “ and they are often kinesthetic/visual/aural learners.