I believe that instruction should be student-centered and strive to create context-aware, flexible activities and scaffolded assignments. Through years of experience, I have learned that teaching is less about planning than it is about reading the room, negotiating the needs and expectations of each community of students, and engaging students in critical analysis. I collaborate closely with faculty in other disciplines on the timing and goals of library instruction, encourage experimentation (and leave room for failure and iteration), and facilitate active learning experiences in all teaching environments.
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