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Makerspaces tend to be overwhelmingly male and white. This poster highlights our makerspace’s efforts to shift this narrative by giving our student staff a teaching platform. These workshops highlight that all levels of expertise are valued and accepted and signals that the makerspace is for all students by challenging the typical makerspace curriculum focused on digital fabrication and trendy technologies. It also teaches our student staff to value their own expertise and create innovative practices. Colin Nickels, NCSU
Malaka Friedman, NCSU Practicing inclusive teaching is critical to reaching all learners. The more we learned about inclusive, antiracist, and critical pedagogy, the more we realized those practices aligned perfectly with our teaching philosophies and values. However, many of the resources and strategies we found in our research were aimed at instructors teaching semester-long, credit-bearing courses. Our poster adapts those suggestions for instructors teaching one-time library sessions or workshops, with an additional page of further readings and tips for those looking for a deep-dive into inclusive pedagogy. Dayna Durbin, UNC-Chapel Hill
Jade Bruno, UNC-Chapel Hill This poster takes the audience through the 18 month process of redesigning George Mason University Libraries’ former tutorials page. Taking the user-centered approach, our team surveyed university students, librarians, and faculty about their feelings, usage, and learning preferences related to the library tutorial page. First, using a technology-free method, we immersed ourselves in the tutorials webpage to understand the user experience. Along with the pre-design survey data this method helped us to see the scope of our webpage and how overwhelming it was to our users. We visualized how the new page could be designed in order to be inclusive of our students’ varied learning needs and our librarians’ and faculty’s instruction responsibilities using Universal Design for Learning (UDL) as our framework. Through this work, we redefined the scope of acceptable content. We weeded outdated tutorials, identified instruction gaps, and created new content to address those needs based on UDL principles. We built a completely new page to include sustainable coding, improved navigation, universal icons, and user-centered language. To test the efficacy of the new page we conducted librarian focus groups and a post-design usability study with 39 students. This data informed additional changes, including tutorial title and description wording clarification. The most recent version of our tutorials page may be viewed here. Valerie Linsinbigler, George Mason University
Janna Mattson, George Mason University Anna Murphy-Lang, George Mason University Christopher Lowder, George Mason University Our Needle in a Haystack poster describes the process we followed in incorporating the Association of American Colleges & Universities’ LEAP principles in to an information literacy course, including examples of how activities and assignments were transformed based on these principles and how we assessed improvements in learning. For more information about LEAP (Liberal Education and America’s Promise), see https://www.aacu.org/sites/default/files/files/LEAP/Introduction_to_LEAP.pdf Barbara Petersohn, University of North Georgia
Amanda Nash, University of North Georgia |
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