Space for Tisch Librarians to share their teaching efforts at Tufts University
I felt this lesson could have gone better. I faced difficulty because of the length of the lesson, a Zotero exercise that needs to be revised, and the number of students. All of this made room management a struggle.
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I used a combination of the AASL Standards Framework for Learners and the ACRL Information Literacy framework to support these Chinese high school graduates.
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This method solved a dilemma for me: reinforcing what students already learned, providing an intro for students who haven’t had instruction, and reframing but not repeating our efforts in English 1.
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The main goal of this session was to encourage students to incorporate research into their argumentative essays, an assignment with no required research.
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We research to listen in the scholarly conversations around a topic and join the conversations with our own voice rather than to find answers to an assumed position/argument prior to the research.
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One of the challenges of being the social science data librarian is that often I’m in the position of needing to introduce basic research skills & information literacy, as well as data literacy skills at the same time.
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The seminar leaders felt it was important for REAL students to have early exposure to the library.
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