不完善和灵活:运用创伤知情实践指导教学

IF 0.8 4区管理学 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE

Portal-Libraries and the Academy Pub Date : 2022-01-06 DOI:10.1353/pla.2022.0003

Katherine Nelsen, Kate Peterson, L. McMillin, K. Clarke

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引用次数: 3

摘要

2020年春季，明尼苏达大学双城分校(UMN)迅速转向在线课程，促使教学图书馆员与教师和学生合作的方式发生了变化。图书管理员采用了一种了解创伤的方法，为学生提供了一种稳定感、能动性，以及与大学和彼此之间的联系。UMN图书馆员增加了在线图书馆研讨会的种类和数量，以新的方式重新利用在线指导和教学内容，并为一年级课程创建了一本选择自己的冒险的电子书。在经历了混乱的一年之后，作者分享了他们的计划、进展、成功、失败和对未来的希望。

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Imperfect and Flexible: Using Trauma-Informed Practice to Guide Instruction

abstract:The rapid shift to online courses at the University of Minnesota Twin Cities (UMN) in spring 2020 prompted a change in the way instruction librarians worked with faculty and students. The librarians adopted a trauma-informed approach that provided students with a sense of stability, agency, and connection to the university and one another. UMN librarians increased the variety and number of online library workshops, reused content in new ways for online orientation and instruction, and created a choose-your-own-adventure e-book for first-year courses. After a chaosfilled year, the authors share their plans, progress, successes, failures, and hopes for the future.

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来源期刊

Portal-Libraries and the Academy INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

1.80

自引率

8.30%

发文量