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Teaching from the Outside: Inclusive Pedagogy and the Adjunct InstructorExcerpt from Introduction: The Syllabus as a Lens through Which We Analyze Our Practice: A master’s degree in library and information science (MLIS) represents more than the credentials needed to become a librarian. It is often the point of entry into the profession, when graduate students are introduced to the cultural values, expectations, norms, and standards of behavior for librarians. What and how we teach students in our programs has much to do with the frames of mind new librarians bring to their work in the information literacy classroom and beyond. MLIS programs, like much of higher education, are increasingly reliant on adjunct instructors to teach courses on topics such as academic librarianship, teaching and pedagogy, discipline-focused searching, and many others. An aspect of equitable and inclusive pedagogy that can often be overlooked is the role of librarian adjunct instructors in MLIS programs and the influence they will also have on the pedagogy of future librarians. We four coauthors are academic librarians who serve as adjunct instructors in MLIS programs, and each of us has varying levels of agency within our associated programs and with course design. We explore how our positionality within the MLIS program impacts our abilities to integrate inclusive pedagogies into our adjunct teaching. We consider inclusive pedagogy paramount to our teaching philosophies. Although each of us endeavors to use inclusive teaching practices as we do in our work as full-time librarians, our ability to actualize these pedagogies is often curtailed by our tenuous position as adjunct instructors. We authors chose to collaborate together through community and a collective sense of joy in engaging with this work, when typically our experiences would be siloed teaching different courses at different campuses.
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Information Literacy Skills of Incoming First-Year Pharmacy Students: Survey ResultsObjective: To assess the information literacy of entering first-year professional pharmacy students to obtain a baseline measurement of library knowledge. Students with a bachelor’s degree on entry were compared to students without a bachelor’s degree.
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Information Literacy Skills of First Year Pharmacy Students: Focus Group ResultsTo assess the information literacy skills of incoming first year pharmacy students using focus groups. The findings from the focus group will be used to develop a tool for assessing information literacy skills of all entering students. Two focus group sessions were held with a total of fourteen student volunteers in the second semester of their first professional year. A series of nine open-ended questions were given with follow-up probing questions. Each session was fifty-five minutes and was held during lunch. Both sessions were audio recorded for accuracy, transcribed, and analyzed. These students had skill levels ranging from low to high. The typical search strategy was first using Wikipedia, then PubMed and then MD Consult. Students indicated they did not use physical resources, but relied on electronic resources. If an article was not available electronically, they would not retrieve it. They also had trouble understanding the difference between types of databases and how to search them and would often rely on Google. Insights provided by the students will allow both the librarians and the instructors to make adjustments in their instruction of information seeking skills and will help in creating a survey tool for incoming first year students prior to starting fall courses to determine their information literacy skills. Being able to address deficiencies and strengths in their skills through effective instruction will benefit future students in their competency skills as they enter rotations and ultimately professional practice.
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Crafting the Internship: An Empathy-Driven ApproachAt their core, internships are for student learning and career preparation. Students aim to get hands-on experience in a professional environment, building specific competencies and skills and deepening their understanding of a particular field and potential career path after graduation. At the University of Arizona, students are encouraged and often required to complete real-world experiences as part of their degree programs. The 100% Engagement initiative, an outcome of the university’s strategic plan in 2013, called for “100 percent of our students to have the opportunity to engage in integrating and applying their knowledge through real-world experiential learning.” 1 In response to this initiative, the School of Information added an internship requirement for its master’s in library and information science degree in 2015.2 The school has approximately two hundred students in its program, with the majority being distant students who are seeking local or remote opportunities. Even students who aren’t required to complete an internship as part of their program often seek one out as a way to supplement course instruction and strengthen their qualifications and future job prospects. 184 Chapter 11 Most graduate-level internships hosted at the University of Arizona Libraries are designed as structured learning experiences, so they are unpaid and compensated through academic credit. The time and effort required for a student to complete an internship is equivalent to a three-credit course, which is nine hours per week during a regular (fall or spring) semester. Departments across the library host interns regularly, including Student Learning and Engagement, Research Engagement, the Health Sciences Library, and the University of Arizona Press. The majority of library interns are graduate students seeking master’s degrees from the School of Information, though interns have come from a range of disciplines and have also included high school students, undergraduate students, and PhD students. Some of our library internships are publicly posted, competitive positions, whereas others are individually tailored to specific students. This book chapter focuses on those tailored experiences.
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Payām-i ḥaqq (1992)Islamic State of Afghanistan, Ministry of Irshad and Augaf, Department of Publication, 1992
