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    The presenter discusses how they drew on empathy-driven pedagogy and trauma-centered design principles to teach information literacy online to undergraduate students during a difficult time marked by the pandemic, racial injustice protests, and a polarizing election. Specific strategies discussed include acknowledging students' circumstances, fostering authentic research interests, accounting for traumatic narratives, and providing multiple ways for students to engage with content. The presenter reflects on how centering empathy can improve the learning experience and engagement with library staff.

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    The presenter discusses how they drew on empathy-driven pedagogy and trauma-centered design principles to teach information literacy online to undergraduate students during a difficult time marked by the pandemic, racial injustice protests, and a polarizing election. Specific strategies discussed include acknowledging students' circumstances, fostering authentic research interests, accounting for traumatic narratives, and providing multiple ways for students to engage with content. The presenter reflects on how centering empathy can improve the learning experience and engagement with library staff.

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    © All Rights Reserved
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    46 views1 page

    Guy Loex2021

    Uploaded by

    api-549370341
    The presenter discusses how they drew on empathy-driven pedagogy and trauma-centered design principles to teach information literacy online to undergraduate students during a difficult time marked by the pandemic, racial injustice protests, and a polarizing election. Specific strategies discussed include acknowledging students' circumstances, fostering authentic research interests, accounting for traumatic narratives, and providing multiple ways for students to engage with content. The presenter reflects on how centering empathy can improve the learning experience and engagement with library staff.

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    of 1

    Empathy-driven What emoji describes how you feel about doing academic research right now?

    Examples

    Online Learning “This is not great” slide

    during a Pandemic,
    Black Lives Matter
    Uprising, 2020
    Presidential Election, Library worksheet
    and, and, and… I used Poll Everywhere to check in with students during synchronous online one-shot lessons.

    PRESENTER:
    Criss Guy Principles and Strategies
    Twitter: @thiscrissguy
    LinkedIn: Criss Guy
    Acknowledge our full lives

    Background • Say that things are not great in the world when they are indeed not great
    Teaching information literacy online in fall • Start with a confidential check in question
    Video playlist
    2020 was…difficult. I drew on multiple
    sources to center empathy in my pedagogy
    to make research less daunting for UNC-CH
    undergraduates in first-year writing courses.
    Non-Cognitive Predictors of Student Success:
    Foster authentic research interests A Predictive Validity Comparison Between Domestic and International Students

    Sources • When appropriate, show how you would choose a personally meaningful topic
    Cooke, N. A. (2020). Critical library
    • Prioritize topic development activities
    instruction as a pedagogical tool. Reflections
    Communications in Information Literacy,
    Centering empathy can lower the
    14(1), 86-96.
    stakes of virtual learning. This can
    https://doi.org/10.15760/comminfolit.2020.14 increase student engagement with
    .1.7 Account for trauma-centered narratives library staff during and after class
    sessions.
    • Include content warnings if working with difficult subject matter or material
    hooks, b. (2014). Teaching to transgress:
    • Let students, especially students of color, choose to engage with difficult material We can use online strategies during
    Education as the practice of freedom.
    in-person instruction.
    Routledge. • Include alternative resources and activities that do not center traumatic narratives
    https://doi.org/10.4324/9780203700280 Centering empathy in learning
    design is challenging but can
    Klipfel, K. M., & Cook, D. B. (2017). Learner- improve learning and teaching
    Provide multiple ways for students to engage experience.
    centered pedagogy: Principles and practice.
    ALA Editions. • Record lesson if possible I completed this work in my former
    • Let students participate via chat, confidential prompts, and or audio role as a Carolina Academic Library
    Torres, J., & Stivers, J. (2020, June 24). Associate at UNC Chapel Hill which
    • Share your slide deck began in fall 2019 and continued
    Healing reading trauma: rebuilding a love of
    through spring 2021.
    reading through libraries for liberation. • Include worksheet to scaffold research process
    [Conference session]. ALA Virtual - • Convert long recording into short, captioned video playlist (asynchronous)
    Community Through Connection
    Conference, online.

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