Jessica: Welcome to episode number four of the Librarian’s Guide to teaching podcast! I'm Jessica…
Amanda: And I’m Amanda. Jessica: And on today's episode we have librarian Romel Espinel as our guest and we're going to be talking about critical librarianship and social justice and how it can be used in our library instruction. So before we get started with our interview, how are you doing? Anything exciting going on this week? Amanda: Oh, I'm doing good! Yeah, things are moving along. So I am the co-chair of our Library Association’s regional conference that we have every year in January and things are progressing. We have our keynote. He did this really great documentary about scholarship. It’s called “The Paywall”? I’m trying to think of the rest of the name of it but I think it's shaping up to be a really great keynote. I think it's going to align with our theme this year and we have a really great set of breakout sessions, you know. And it's really nice ‘cause it's our colleagues in the local area so it's really nice to see everyone come together and share their knowledge in this small...I mean, it’s not that small. It’s about 300 people. But smaller, you know, conference. Jessica: Yea, it’s always great. I miss going to that conference from working in Jersey but New York has our stuff, too. Amanda: Yup, yup, so what’s going on with you? Jessica: Speaking of professional development, I actually have some fun stuff coming up this week so I'm excited for that. Tomorrow our Teaching and Learning Commons department is running an Innovative Assignment webinar so I'm going to attend that virtually. And then on Friday I'm going to an ACRL New York Discussion Group about making the best of the one shot session. So I'm really interested in that because that's mostly what I teach. So I'm hoping to get some interesting information and motivation in that discussion. So lots of cool professional development coming up. Amanda: Yeah, yeah for sure, for sure. All right so let's get into a quick bio of Romel. Romel Espinel is the web services librarian at the Samuel C. Williams Library at Stevens Institute of Technology where he primarily manages the library's digital assets and implements emerging technologies. In addition to this role, he teaches information literacy classes and workshops. His research interests and praxis are in the areas of critical pedagogy and thinking and user experience. In the fall of 2019, he became an adjunct professor in the College of Arts and Letters. Romel is also a dear friend of mine. We've been working together through our local library association for several years. And we also worked together at Berkeley College many many moons ago. He was actually the person who trained me on my first day. So without further ado, Romel Espinel! (Brief pause) Amanda: Welcome, Romel! Thank you for coming to talk to us! Romel: Thank you for having me, this is great. I listened to the last two episodes so I prepared myself. Amanda: Oh, awesome! Oh, thanks for being a listener, we appreciate it! Romel: Sure! You guys have a nice rapport, it’s really nice. Jessica: Yay! Amanda: Yea, we previously did this on an internal podcast so we kind of have a little experience of the back and forth banter. Romel: Nice, nice. Amanda: Yea...so let’s jump right into our questions and our interview today. Can you talk a little bit for our audience about how you interpret critical librarianship and how social justice is a part of all of that? Romel: Um, that’s the $60,000 question. Well critical librarianship for me is just an extension of critical pedagogy and kind of just like how I’ve approached teaching which is, which is how do you match up the content that you teach in your class to the real world. And, and so that and how do you teach critical thinking skills so that you don't - it doesn't become you know, isolated content that's not used in the real world. And to make it kind of a...the social justice part of that is so that it becomes very clear, kind of using those critical thinking skills to see the world in a much different light and hopefully be able to confront the inequities that exist in society from knowing that kind of, those realities that exist. Critical librarianship is interesting because you know, for the most part, all of us do these one-shots or smaller section classes so it becomes a challenge to you know, you know, challenge of what you can do over the long period. Because there is no long period. It’s just very short unless you have a semester long class. So you know what you have to figure out is, number one, you don't do one shots. Or number two,you know like maybe you can have multiple sessions. You could have, try to figure out what's the most important aspects of what you can teach in a class. And you know that's actually been really liberating for me because I think, you know, when when I started teaching librarian - information literacy - it was really about teaching all this stuff and being like, “Wow,we’re really throwing a lot of things at students and are they ever going to be able to retain this information”. And number two, another point is that we were just kind of banking in a very [inaudible] analysis, we were just taking what we knew and banking it to students, crossing our fingers and hoping that students would retain that information. And in reality, they’re really not going to do it unless they’re doing in a critical thinking way. And hopefully if you get them interested and I know, from a personal perspective, say as a person of color, thing that interested me had to do with the real world and what was going on in the real world. And you know if you can put it in those kind of contexts, I always find it more interesting for students and they can relate to a little bit better. Jessica: Yea, that’s a great definition. That's really, really interesting and I definitely like the idea of how you can kind of marry those two things together. How critical librarianship is critical thinking and social justice is using that critical thinking to see the world differently. That's a nice way to connect those together. So I guess taking that definition a step further, you already mentioned how one shots can be challenging and things like that. Do you have some examples of how you've implemented these two concepts into your teaching? Romel: Yeah, so I think you know at Stephen’s, at my current job, what it’s come down to is really just having an exercise and then say having someone search. I always hated the demonstrations that we had to do. Because that right there you know is actually something critical for me as librarian and doing critical librarianship and understanding the powers-that-be and control everything. I always felt really compromised that I was demonstrating thingsthat I wasn’t getting paid for. You know, I’m not getting paid by Elsevier or one of these, EBSCO, these databases to be up there kind of like a game show person like, “Hey! Look at this! Look at these great databases!” So and another aspect of that, as a person that does user experience and understands user experience in that people, libraries spend so much money say, whether it’s someone hired specifically to help to do your search experience, why are we showing people the library website? Or a website. They know how to use websites. Especially our young generation of students who have been using websites forever. And that’s a very important part of my teaching is that I want to learn from the students and what they know. And I think a lot of times librarians don't take the time out to understand what students know coming into the classroom. And so I think that's a big, something really important for say a critical pedagogy or librarian perspective. Is how do we incorporate students’ knowledge into the learning community? Which is a classroom, whether it’s a one-shot or a semester long. How do we incorporate their knowledge so everyone is learning at the same time. And so in my classes a lot of times I use, and I’m not going to say the product, it’s an audience response system, but I’m not getting paid by them. So I use audience response systems for kind of like basically a demo. I give them a subject, an author for them to search for and they fill out these responses. And I want to see you know if they can do the search. I never show them the library page. They just go to the library website. And you can see that like, they can find the things if they understand what the keywords are, what they subjects are. Say if they’re searching for an author and stuff. So I think that’s just key. I developed that like a year ago and I would just say, “you know what I'm going to do demonstrations anymore”. I’m going to try this out and and see what the students do. And the great thing about that is that, you have some great discoveries. You might misstate a question and then think about correcting it but then how you find out whether you messed up that question is that people start asking you, “what do you mean by that question?” Then I was going to go correct that one question and then I was just like, “Nah, you know what? I'm not going to fix it.” Because it could be a moment of scaffolding, you know, formative assessment because I’m sure everybody else is going to ask that question. And the question is like, second to last question, like “what are the differences between the two articles that you found?” So the students are always like, “What do you mean by formal differences?” So I just stop the class and say, “If you’re looking at both articles, what are the differences that you can see?” And so they break it down on their own. They’ve already done it on the audience response systems so I can always go back and see how they’re answering. But we have that discussion in class which is really great. So yeah that’s just like the critical thinking parts. I’m not sure if that answered your question. But I think that's how I know those are some of the ways that I tried getting people to think in class and stuff. Amanda: You know, it’s such a small thing that, you know, talking about not doing the demos and considering prior knowledge and engaging the students but I can hear other librarians now saying like, “But that's going to ruin my whole presentation!” or “That's going to throw my my my whole presentation off track! How do I prepare for that?” Romel: Sure, sure. Amanda: So I think a lot of librarians might feel nervous to kind of go off script. Romel: Well then, so then the basic question there is like what's the most important part of that class. Is it the discussion and the relationship that you’re building with students as a librarian or is it your content? I am of the firm belief, that especially in the first year experience, that’s mainly what we do at my school, the experience that they have with me as someone they can come to, as someone reliable is much more important than the content. Just because hopefully they’ll see me one day at the research desk and be able to come to me because there’s a lot of anxiety and intimidation to going up to someone and asking them how to search for something. Especially when they have Google in their pocket or you know some kind of search engine. The relationships are really what I’ve developed. Even to the extent that I want to know people’s names in one shots. I’ll have them write their name plates and you know like I may never retain that but at least if there’s silence in a class I can call on you know say, John or Susan by name and maybe later on I will remember their name like that. I think they would appreciate it more if we called them by their name instead of just pointing to them. Jessica: That’s true! Amanda: Yea nobody likes to be called out - even adults. Romel: No, no. Amanda: I think you bring up a really good point but I think again, just to play the devil's advocate and the push back because I agree with you 100% but I think a lot of librarians might say how do you strike a balance to meet the faculty needs, meet your learning outcomes and then also integrate this critical practices into your instruction. How can you get it all done in one session? Romel: Well the Jedi mind trick is to have it built into your learning outcomes. And the learning outcomes of the class itself. So like the thing that I was speaking about - the discovery and going to the website - first learning outcome: students will know or recognize the library's website. Well, how will they know and recognize library website? You either demonstrate it or you have them do it. So then I always think that the subtlest thing is that if you’re going to do a search for something or have them search for something, you could do it on something relevant. You know? Like whether it’s vaccines, the anti-vaxxers, or climate change. Climate change is huge! I mean, we’re at a point where we can say, there’s a lot of bad information out there on climate change. And you should be trying to be critical about any information that comes from any kind of information source. So I think it’s just built into the learning outcomes when you look at them, how can you develop ones that you can play with them, you’re kind of covering all the bases and stuff. And where I am, we work really closely with the faculty, the first year 101 class if you want to call it. Just to make sure that these are the things that they want to learn. Luckily for that first year writing course it's always something relevant to what's going on in the world right now. So like this year the topic is education so all the students will be writing about education and so the readings that they’re doing, I’m actually teaching one of those sections this year so I know what their readings are and stuff like that. [unintelligible] Where I am, it’s called CAT 103 but if you’re at FC101 or ENG 101, all those essays that they’re reading for those classes are topical so the classes are already political so you can already raise it or work with the professor to say, “You know, what are they researching?” and they’ll say, “This!” so you can point them in this direction. And be really critical about the where information comes from. Knowing that there's no mythical solution to researching information. It’s a process. And that’s the most important part. For some of my CAT classes, I write in big words: “Process”. Because it's all a process. Whether it's your researching. Whether it’s your writing. It’s a process and you can’t take it for granted that it just happens. That’s the myth of the Internet. That you can just go there and get information. And it’s not just there. You have to really dig in and figure out different tools that you can use. It’s all a process. Amanda: Just a follow up. How much of a conversation do you have with the faculty about this type of instruction you are going to provide before you go in? Do you have a full length conversation with them saying, “Well, this is how I'm going to run the class.” I would think that professors are very...they’re expecting that kind of demo instruction from librarians. Romel: Yeah, you know, I think it's interesting because there may be one or two professors who are just like, “You have to show them this. You have to show them that.” And we don’t have that much at Steven’s. We’ve been integrated into those 1st year classes that they’ve kind of like, we’re integrated into the class’s learning outcomes so our learning outcomes are like four things. We've had that discussion with the leadership of E101 and so then they kind of like, that class is standard. Everyone is doing it the same way. We’ve established pretty good relationships with a lot of the faculty because they’ve been there a while. They just understand that we coming there with a session. Jessica: Romel, could you just share two or three tips for some who really hasn’t been doing these types of critical thinking exercises or incorporating social justice into their instruction? Maybe they're stuck in that lecture/demo format and they want to try to embrace these things? What would be some practical tips to get started? Romel: You know what it’s actually really interesting because I think for a lot of librarians...And I don't know whether people are getting more instruction than I was when I left. And I was kind of lucky because when I was at Pratt we had a few people that were constructivist activists/active learning people. So I don't know how much practice they’re getting but I think they need to practice and just do exercises where you can just hear people learning and trust that, you know, that the exercises that you might be giving them might be working. They might fail. It’s ok to fail The lesson that I do now for my first-year students has been in development and it's kind of nice that I'm able to do the same thing for the same class and just experiment and be like, “What works?” I’m sure when I started teaching at Steven’s, I think I was going through like the regular mill of kind of like demonstration, showing slides. I think that I was probably at 21-22 slides. Right now I’m at four. Jessica: Whoa! Romel: Like four slides! And one’s an introduction and one’s a cover and the other one is just a links slide. So those other two slides are the activity and the other one just kind of like to remember, to sum up what we’re done. And that's only three points. So I think, I think the tendency for a lot of librarians to just, “oh my gosh, I have throw everything in there!” and believe me as a web services librarian, librarians are always like, “Let’s put this up there! We have to have this there.” And you have to make it as easy as possible. So I think simplifying your lesson so it’s kind of the basic, the most important aspects is really important. And I think it's especially if you’re in a one-shot. You’re not going to be able to teach everything where they're going to retain that information. It’s just not possible. And so what’s the most important thing? Well the most important this is to have an activity where you can have a conversation. And so if you can build it an activity that develops the conversation, that's probably one of the best things you can do. And who knows, sometimes it’s open ended and it might not finish but at least you had the discussion and they got to know you and you got to know them and stuff like that. Jessica: So I guess a follow up question to that is obviously you said experimenting is fine so you’ll probably get flops with this but how do you get quiet students talking? Because that’s kind of been my experience sometimes is I try to get them talk and they don't really want...and I don't know if it's sometimes they have library anxiety with me in the room and I’m not the normal Professor. So like you said it’s building the relationship in the moment at the same time as getting them talking about topics. So would it just be bringing in topics that you think they might connect with? You know? How, how was your experience with that been? Romel: I think so, too. I'm really interested with classroom silence. I’ve been thinking about writing something about that. Because is it just that they’re being quiet or do we have anxiety about that silence? Jessica: Mhmm Romel: Should we just wait for someone to respond? Because someone’s gotta blink? You know, I bet you the tendency is and I know for me, I blink all the time. Alright, no one’s going to answer, so this! But I think there’s gotta, like I said, one way is...so combat silence. One way to combat silence is to just wait longer. It might drive some people crazy but maybe somebody will respond in that time period. Maybe some people are processing. And that's the other thing I think developing - that's why I asked for people's names. I know people don’t like to be called out but I’ll just look at them and say, “What do you think?” You know? So, I just don’t want to throw out everyone’s name. So I think developing those relationships, the demeanor. It always goes back to how you approach and respect students and I think respecting students is really important. If they get a vibe that you’re patronizing them, they’re not going to talk to you. Jessica: Right. Romel: And establishing a learning community in your classroom even if it’s a one-shot is really important. Be like, “Hey, we’re all going to learn from each other today.” So like I said, the audience response system, I don’t just, I especially don’t just use it to collect data. But I use it to show people that their ideas are important and they have similar ideas to everybody else. So even if they don’t talk, I can show them their ideas because their ideas are there. They’re typed them out. And they haven't spoken but I'll be like, “This is a really good idea.” And maybe that’ll make people speak a little more. Jessica: I like that. I like using the technology to let them speak and bring their voices out and once you’ve commented on what they said they'll feel more comfortable. Romel: Yea exactly. I think that’s actually one of the ways I wanted to have their voices in the classroom. I was like, “okay well we have this data of how they’re answered the question. Let’s put it up on the board without their names”, because you can do that with some of these systems, without their names and just leave it as anonymous. And say, “Wow, that’s a really good idea. So that’s kind of like, it’s all a mixture of ways to kind of get people to speak. I think there's just sometimes classes that are going to be harder than others, you know? We’ve just gotta be, we can’t not take away that a lot of these students have gone through an education that might only teach them how to like stay quiet, learn the information, copy the information, take a quiz, take a standardized test on it and that’s all their required to do. Hopefully it’s not like that in a lot of places still but you can see that some people, a lot of students are trained to be that way. And a lot of teachers are, too. And librarians. Amanda: Yea, yea. Jessica: Right. Amanda, you want to ask that last question? Amanda: Sure! So we have one more question for you which is, what are you most curious about in this topic? What are you researching or tweeting about or reading about with regards to critical librarianship? Romel: You know what, I am really interested right now in learning outcomes. Developing like learning outcomes that places the student relationship with librarian as really important. From a place like of empathy, critical thinking and social justice and how can we kind of develop some kind of learning outcomes ecompasses that and just instead of just like just skill-based. So and I think a lot of times you know like our learning outcomes can be a little too much skill-based. I know that’s what they're expecting, too. But I know that some Professors would be like what do you mean by that? Say like, students will learn how to critically think about information and how to use that information to say change the world. That’s grandiose but I’m just speculating. But I’m just interested in seeing how we can develop more socially conscious outcomes. And if not for the class and what you put on paper, just for myself. And I think I think that's kind of like that you know a critical issue for me. So what do I want to develop for this class? What are the relationships I want to develop? Depending upon what the course is. know that this is the first year in a very long time I’m teaching a semester long class, so it’s just amazing how you’re able to do that on a, througout a 12-week period. But it’s not impossible to do in one-shots where you really get to know somebody. And you said, “Hey, just come by and talk about research.” It’s interesting because a lot of times I see librarians when let’s say, you’re tabling or if you go up to a research desk, librarians just start talking. Instead of talking, have them talk! Just ask a question. Like, “Hey, where are you from? How are you doing?” Just find out what their deal is before you throw them the pamphlet of services and resources that you have. Because it’s important to listen because building a relationship is more important. At least for me, the relationships are more important so that they can come to me later on for research ideas. Jessica: Yea, that’s an interesting idea, you know? Listen first! Romel: Yea, exactly. Listen first! Hey, how’s your day going? Jessica: [Laughs] Romel: That’s a novel idea! Amanda: I think that throws them off because I try. Whenever I have to work the desk, I try and ask them like, “Hey, how’s it going?” and some of them pause like, “are you talkin to me?” Like, “Yes! I’m talking to you!” Jessica: [Laughs] Romel: You know what, it’s pretty amazing. And it’s little things like that amaze me that sometimes. I don’t know if you listen to the WTF podcast with Marc Maron. So I listen to him all the time. You know that’s like “THE” podcast. Amanda: Yea, it is. Romel: So the great thing about him is the, he always ends, and he’s really into talking and building relationships in his interviews and the great thing at the end of every conversation he’s just like, “We good? I’m good. Are you good?” Jessica: [Laughs] Romel: So at the end of every class, I end my classes with, “Ok, so that’s all I’ve got. Are we good?” And everyone seems surprised that I ask that question all the time. Like I actually care about how they’re feeling or their welfare. And it’s kind of important. And they’re like, “Yea. We’re doing pretty good, thank you!” So I’m just kind of surprised that it was even that kind of reaction. Just like, “Yea!” This past week, I asked “Are we good?” And this one student was like, “SO good!” Amanda: Awwww! Romel: I was just like, “Awesome!” Jessica: That’s great! Romel: Yea he was just like, “So good” and I said, “Great! Come visit us.” Amanda: Well, great! Thank you so much for all of the great ideas and great tips. Jessica: I know, I feel super motivated! Amanda: I know, me too! I mean, I have some instruction coming up in the next few weeks so I'm going to try and try these out and see how it goes. I’ll hopefully share a Triumph in the upcoming episodes. So speaking of triumph or fails, we are going to move into our segment now where we share a work triumph and/ or a work fail. As our guest, Romel, would you like to start? Romel: Um, triumphs. I think, well, kind of what we talked about, most of the time the triumph is the class, you know, the lesson plan I have for that one class. Because I think it works really well right now. It’s such a learning experience for me everytime. You know, how to adapt and how to change it. Like this year, like I actually, oh, there was one thing. I had them search for the information and so they would find the article that they were supposed to find, they would find the article and ok, that’s the title. And so what I was doing before was then I would move on to the next question which was, “what’s the citation?” But this year, I’m going to the website and I think maybe I showed them where the database was but this year I’m just going to the library website and asking, “So where did you find it?” So the students start talking and they’re like, “Oh, I used the main search bar here.” or “I went the A to Z databases list.” And I’m just like, “Oh, that’s really good.” Someone out of the blue, like four classes down, someone out of the blue said, “Oh, I used the Journal Finder” cause it was new at the time. So I was just like, “Wow!” So like you start to discover the different ways that they learn to use the website. And they figured out a different path and I can just scaffold and say, “Well there are 5 different ways to get to the NY Times.” because that’s what the article was. So it’s just about trying. I’m learning everyday because of how the students interact. That’s pretty cool. Then a fail...oh you know what, I think a fail was from like last semester. I started teaching a workshop on data visualization which which was just kind of like an informational session about data visualization. It got packed! And I was just like, oh, it got really busy. And for workshops, usually 4 or 5 people show up or something like that. This one had like 20 people show up. So I was just like, “Wow this is great” But people were really wanting to learn how to do it and I was just like “ohhhh, you’re in the wrong class.” ‘Cause you have to remember these are data scientists, these are people who are actually data scraping and I'm just like, “I'm just showing you how to use Google Maps.” Everyone: [Laughs] Romel: I’m not going to be showing you like, J Query or J Labs, or J Library or stuff like that. That was kind of like, it was just a success in that wow, there was actually an interest in this subject but wow I really have to change what I’m teaching about this. Because, they're expecting something else. They were actually wanting to learn how to do it where all I wanted to show you was either the tools available to you or the resources at the library have so that you can learn how to do it. Amanda: Right Romel: So we took a little timeout from that. Amanda: Ah, well thanks for sharing! Jessica, you want to go? Jessica: Sure! So today I taught two classes for standardized instruction that I haven't taught yet since I've been at my new job. So, Romel, I don't know if you know I just started at Pace University in September so I've only been in this instruction position for 2 months and so this is the first in a set of standardized we do for an English class. So I was really pumped to try something new because I’ve kind of been doing the same stuff for the past few weeks. So I did the classes and they went well. The assessments came out great, the students were understanding and meeting the learning outcomes. So I count that as a triumph. But I think my fail is kind of along the lines of what we talked about with Romel today. I even felt watching the students that I had a little too much lecture and demo. That I was starting to lose them after a while. And you know it's the first time I've been doing the classes and we have the set learning outcomes and I can do what I want with it. And I just wasn't very adventurous in my lesson planning but I feel really motivated by this conversation to really flip it and make it more a discussion based and more focus on critical thinking than just you know, “Here’s how to find the research. Now you do it.” I think I’m going to flip it. You do it and then let’s talk about it. Amanda: So my work fail and my work triumph are connected. So my fail is that I went into an English like a 101 class and it was a workshop. I only go into a class if I can do a workshop with them. I don't do me stand up and talk the whole time. So the fail is that even with the workshop component I was losing the students. Like they were just very chatty with each other. Half the class was paying attention. The other half wasn’t. And I was just like I'm losing these students. And I just felt like I just lost control of the room. And so I tried to get them back. I tried to pull them in and it just, I just felt like it was a fail. Then I had one student who really threw me off and the topic was just, I hate to sound so mean here but the topic was terrible. Romel: Really? Amanda: I didn’t want tell the student that their topic was terrible but like, they had to, he wanted to write about Argentina and Brazil. And like this like competitiveness that they have with each other. Romel: Oh, yea yea. Amanda: He was so against using the library resources no matter what and like I couldn't flip him. And then like it just threw me all off and it was just a hot mess. And so I feel like I just spiraled from there. So I got through the session. I got through the workshop. Later that day< I was working the desk and I saw two students were passing and one student was in the class. She said to her other student, she wasn't even looking at me, didn’t even think I was paying attention, she said, “Have you ever had this librarian in your class before?” And he’s like, “No”. And she said, “She’s amazing! You have to take one of her classes. She did such a good workshop.” And I was like, “Yes!” So excited. That even though I might have not reached that one particular student there were students who still found value in the workshop. Jessica: I love that! ‘Cause sometimes I get the same thing when I read the post feedback evaluations that I have them do in a form and it's just like I think that I've lost them the whole time and then I read the feedback and it's like “She was excellent. I really felt like I was prepared for what I had to do and I was really engaged.” And I was like, you didn’t look engaged! But I’m glad to hear that! Romel: Well you know, it’s funny, I always tell people that a lot of time said that the quiet ones in the back are probably the most engaged ones. Because they’re probably really listening and for whatever reason of intimidation, you know, racism, sexism, or just the power structures of a classroom structures. You know like they just don’t feel like talking or their voices have never been validated. So yea, it’s always important that they are listening. It’s like when you have a kid. You’re trying to whisper over here and they’re like, “We can hear you!” Everyone: [Laughs] Romel: They’re listening, they’re listening. They’re trying to learn from you. Jessica: You’re right, that’s true. Amanda: So again, thank you so much being our guest for our third episode… Jessica: Fourth! Amanda: Fourth! Sorry! You know, we’re releasing our third episode tomorrow so I’m a little off. Romel: Oh, ok. Amanda: So I’m going to edit that out. Romel: No! It’s actually nice, it’s authentic. Amanda: That’s true, I try not to edit too much out. Just the gaps and silence. Romel: Thank you so much for having me. This has been fun. Amanda: Jessica, you want to share where can people can find us? Jessica: Sure! Everybody can find me on Twitter @LibraryGeek611 and you can find Amanda @HistoryBuff820. And you can send us an email at [email protected]. We are also now available on iTunes so make sure to find us on there and subscribe and rate the podcast. And also send us an email or a tweet to send us your questions or ideas for potential discussions or you triumphs and fails in the classroom. You can also hashtag your tweets with #LibrariansGuideToTeaching! Amanda: We want your feedback and questions and encourage you to share your triumphs and fails to be read on an upcoming episode.I also want to share that the podcast also now has its own Twitter page. You can find the podcast @Librarian_Guide. We hope to see you follow us on Twitter and continue the conversation there! Thanks!
0 Comments
|
About the podcast:The LGT podcast is hosted by two instruction librarians interested in sharing their experiences teaching information literacy, discussing current trends, and having meaningful conversations about librarianship. Archives
May 2021
Categories |