Readings
Class Colloquium 11/20/20
Erik Nordman (Biology) The Uncommon Knowledge of Elinor Ostrom: Essential Lessons for Collective Action book coming out 2021.
Ostrom’s message of shared collective action is more relevant than ever for solving today’s most pressing environmental problems. She laid out 8 design principles for sustaining a common-pool resource: boundaries (physics of water flow, social – landownership), locally-tailored rules, graduated penalties, democratic rule-making (having a say in how resources are managed), conflict management, right to self-organize, systems organized into layers of nested governance (polycentric). Governing a commons is complicated, messy, and doesn’t always succeed. But communities can establish institutions following the design principles and succeed. Ostrom died in 2012 but the Paris Agreement is based on her work, as are the 2030 Districts (water & energy conservation program), space commons, cybersecurity.
Teach-in 11/11/20
"Supporting LGBTQIA+ Students of Color"
The LGBT Resource Center has an intersectional student support group called "Colors of Pride." Students thrive with mentorship but it's hard to identify mentors. Students may have to choose between identities, or create their own spaces and programming. What can I do to support them? Make a new Zoom background. Make a section in the libguide for POC/LGBT intersectionality.
"Title IX - effect on LGBTQIA+ survivors"
Institutional policies are more inclusive than the federal policy.
"Action, Advocacy, & Allyship in Allendale"
The presenters gave a lot more info about the protests over the statue in the park than the news had. "Bimose Ode" = walk with heart, an organization founded by Joe Cadreau.
College of Liberal Arts and Sciences Faculty Research Colloquium, October 16, 2020
Kristin Hedges (Anthropology) ‘Addy’-ing it all up: ethnographic analysis of students’ perspectives on ‘study drugs’ as their key to success in college.
Students don’t view Adderall as a drug but as a tool for studying and productivity. But it’s in the same category as amphetamines/meth, is addictive, significant side effects, and when stop using – harder to focus, long-term use organ damage.
Imran Mazid (Advertising and Public Relations Program, School of Communications) Political Public Relations Messages on Facebook: A Study of Social Media Virality, Social Presence Strategies, and the 2018 U.S. Senate Elections
Video contributes to vividness, especially if I come across as animated while authentic, and give a message of competence – these will increase the likeability of the message (library instruction).
Reading: here are 2 interesting articles.
Gillen, Andrew L. September 16, 2020. "A Different Way to Deliver Student Feedback." Inside Higher Ed. https://www.insidehighered.com/advice/2020/09/16/stem-instructor-offers-tips-giving-students-feedback-hes-learned-performing-arts
I have substituted "creator" for "artist."
2 main roles: creator (learner) and responder (teacher or peer)
- "Responders state what was meaningful, evocative, interesting, exciting and/or striking in the work they have just witnessed.
- "The creator asks questions about the work. In answering, responders stay on topic with the question and may express opinions in direct response to the creator’s questions. The learner asks the instructor for the specific feedback they are ready to receive in that moment.
- "Responders ask neutral questions about the work, and the creator responds. Questions are neutral when they do not have an opinion couched in them. E.g., “What motivated you to choose your method?”
- "Responders state opinions, given permission from the creator; the creator has the option to say no. Reassure the students before asking a question like, “Can I share with you my view on the conclusions you’ve made?”
"At the very least, ask the student what particular feedback they want at that moment. For example, the student might be fully aware that their grammar is terrible at this time and want you to focus on the main ideas. It saves you the trouble and saves them the heartache."
Heffernan, Kari. 2020. "Loaded questions: The Framework for Information Literacy through a DEI lens." College & Research Libraries News 81(8). https://crln.acrl.org/index.php/crlnews/article/view/24597/32410
"After donning “DEI glasses,” and perusing emerging literature on the interrelationship between social justice and information literacy, each frame begins to raise questions.
- Information Has Value asks how the deprivation of access to information for those without financial means creates the digital divide, and its consequences.
- Authority is Constructed and Contextual questions the value and diversity of authors of “scholarly sources” and which voices go unheard.
- Research as Inquiry probes whose questions get asked and researched. Does everyone have the means to conduct research about topics important to them?
- Scholarship as Conversation queries who is privileged to participate in those conversations. Does the information created reinforce the perspectives/experiences of the participants, potentially excluding voices systemically marginalized from the institutions that generate scholarship?
- Information Creation as a Process examines access to that process and its value within different cultural contexts.
- Searching as Strategic Exploration gives rise to questions regarding search technologies, their encoded biases, and the cultural capital required to navigate existing knowledge organization systems.2
Interpreting the ACRL Framework through a DEI lens enables librarians to elevate their own critical information literacy (IL) when approaching the design of IL instruction."
Heffernan lists many potential questions for each item in the Framework.
