kYmberly Keeton joined the TATIL Advisory Board in 2017. She brings a creative and dynamic mindset to her participation on the Board and to the many accomlishments she describes in this interview.
Q: kYmberly, thank you for joining us! Please tell us about your job. How do you spend your time? What do you like or love about your position?
kYmberly: I am the newly appointed African American Community Archivist & Librarian at the Austin History Center, Austin Public Library, in Austin, Texas (the state capital). I have the opportunity to document and curate the African American narrative through acquiring and processing archival collections, be a cultural fixture in the city through outreach, create programming and form collaborative partnerships, and design and coordinate exhibitions.
Dominique Turnbow is Instructional Design Coordinator for the UC San Diego Library in La Jolla, California, USA. She joined the TATIL Advisory Board in 2014 and has been a key contributor to the development of the Threshold Achievement Test for Information Literacy (TATIL). In this interview she describes her work as an instructional designer, her focus on student learning, and the challenges of bringing Design Thinking to academic library instruction.
Q: Dominique, thank you for your time. Let's start with you telling us about your job.
Dominique: I am an Instructional Design Librarian at the University of California, San Diego. I work closely with our Instructional Technologies Librarian to design, develop, and deliver information literacy learning objects. My part in this process is largely focused working with faculty and liaison librarians to understand what they want students to learn. I use systematic processes grounded in instructional design theory and practice to translate historically in-person instruction to an online environment. I love being able to look at an instructional challenge from a 10,000 foot perspective and create big-picture solutions. The solution typically has a few components, including an online learning object. A big part of the work I do is to also create ways to evaluate the effectiveness of our work and assess student learning.
Meet Lyda McCartin, a member of the Advisory Board for the Threshold Achievement Test for Information Literacy in 2017. Here she shares her thoughts about teaching, assessment, and mentorship.
Q: Please tell us about your job. What do you find most satisfying?
Lyda: As Head of Information Literacy & Undergraduate Support (ILUS) at University of Northern Colorado, I lead a department of three full-time faculty, one 9-month lecturer, and one full-time administrative staff person. Two of ILUS’ strategic initiatives focus on information literacy - The Core Library Instruction Program (CLIP) and the Credit Course Program. The CLIP integrates information literacy into large-scale undergraduate programs including Composition and First Year Experience. The Credit Course Program includes seven courses plus internships and directed study. All courses are embedded into a degree-granting program or are required for an academic program. For example, LIB 160 is required for Criminal Justice majors while LIB 151 is required for students in the honor’s program. We’ve also developed online information literacy modules that faculty can use to embed information literacy into their courses; this is a new initiative that we are just now getting off the ground. ...continue reading "Meet the TATIL Advisory Board: Lyda McCartin"
Today we talk with Joseph Aubele, Librarian at California State University Long Beach in California. Joseph joined the TATIL Advisory Board in 2015 and has been instrumental in making the new test come to life. Learn how his approach to teaching has evolved from feeling like an imposter to handing over control to students. Read his perspective on using assessment results, the library patron as customer, and more!
Q: Please tell us about your job. What do you do? What do you like about your job?
Joseph: At the most basic level I am a reference and instructional librarian -- and almost anyone reading this will have some idea of what that entails. Beyond the obvious, as a tenure track librarian, I engage in research/writing. I also have an administrative assignment as Internship Coordinator for our library which has me meeting with graduate students who are interested in participating in our semester-long experience and then mentoring them once they’re here (and beyond!).
Dr. Jane Liu is a founding member of the Advisory Board of the Threshold Achievement Test for Information Literacy. She is a faculty member in the Chemistry Department at Pomona College and she incorporates elements of information literacy in her teaching.
Jane, we are so pleased to have you on the Advisory Board for the Threshold Achievement Test for Information Literacy. You bring a valuable perspective to our work, particularly as a faculty member in the sciences. Please tell us about your position as Associate Professor of Chemistry at Pomona College.
Jane: I have a fantastic job! I was hired to primarily teach biochemistry, which I describe as understanding how cells and organisms work, at a molecular level. I teach this subject in the classroom, mostly to third- and fourth-year undergraduates, but I’m a firm believer that some of the best ways to learn science is to actually do science. So I also engage students in my research lab where I investigate how genes are turned on and off in bacteria. My students and I work side by side, wearing lab coats and gloves, growing bacteria, isolating DNA, RNA and proteins, and doing experiments on these materials to answer questions that we do not know the answer to. There is a great deal of learning that can occur when tackling the unknown – and there are always a few unexpected surprises that are uncovered.