Librarians Active Learning Institute
LALI, July 30-August 1, 2018
LALI-ASC, August 8-11, 2018
LALI, July 30-August 1, 2018
I have raved about my experience at LALI and encourage anyone who is looking to revitalize or refocus their teaching to attend.
–LALI participant, 2016
BECOME A BETTER TEACHER
When is the last time you were able to spend several days focused solely on your teaching? The Librarians Active Learning Institute (LALI) and the Archives and Special Collections track (LALI-ASC) provide the opportunity to devote time and attention to one of the most rewarding aspects of your work. By exploring evidence-based practices that maximize student learning, you will come away with new approaches and ideas to incorporate into your teaching. Your students will have more fun, learn more, and maybe even change their minds—and yours—about what library instruction can accomplish.
Reinvigorate your practice in a community of peers.
Whether teaching at the reference desk or forming instructional partnerships with faculty across the disciplines, librarians are becoming increasingly responsible for research instruction. While this instruction can prove to be a gratifying aspect of librarians’ professional lives, meeting the teaching and learning expectations of various constituencies can prove challenging.
LALI and LALI-ASC are designed to develop librarians and archivists as teachers by introducing them to the practice of active learning pedagogy—that is, pedagogy in which students are made active collaborators in the common endeavor of research instruction. Students engaged in active learning are transformed from novices attempting to absorb information, to developing experts strategically constructing their information literacy.
LALI and LALI-ASC are designed so that participants will experience what it is like to be students in an active learning environment, in that the institute facilitators not only “talk the talk” but “walk the walk” of active learning.
WHAT YOU WILL LEARN
These institutes help librarians and archivists develop and refine their skills as learner-centered teachers, instructional designers, and collaborators. To make sure that the institute meets the needs and interests of participants, the instructors design each multi-day institute around active learning principles, the LALI and LALI-ASC learning outcomes (as described below), and the specific challenges identified by each year’s group of participants.
To achieve our goals, we embrace three simple principles of student-centered learning: MEET. ENGAGE. REFLECT.
Throughout the Institutes, participants learn by doing and by reflecting, together, on what they have done.
As a result of participating in LALI and LALI-ASC, participants will:
- Experience and reflect on active learning pedagogy and practice;
- Explore methods for assessing students' existing research competencies and habits;
- Strategize about ways to work with faculty to craft research assignments with clear and measurable outcomes;
- Determine which active learning methods are most useful in a variety of library instruction scenarios;
- Explore tools that might be used to support active learning;
- Leave LALI with specific strategies for how they will incorporate active learning into their teaching.
In addition, LALI-ASC participants will:
- Experience creating and developing class sessions
- Co-teach part of a class session
- Receive constructive feedback and reflect on their experiences
Dr. G. Christian Jernstedt is Professor Emeritus of Psychological and Brain Sciences at Dartmouth College, Adjunct Professor Emeritus of Community and Family Medicine at Geisel School of Medicine at Dartmouth, and Director Emeritus of the Center for Educational Outcomes at Dartmouth. He has co-founded and been Chief Scientific Officer of several high technology companies using the neuroscience of learning. He specializes in human learning.
At Dartmouth, Dr. Jernstedt taught introductory psychology and undergraduate courses in learning, evaluation research, the brain and technology, and experimental methods. He has received national recognition for his teaching and received both of Dartmouth’s awards for distinguished teaching. In the graduate program at Dartmouth, he taught courses in learning theory, teaching methods, philosophy of science, and experimental methodology, and supervised Ph.D. students. He received Dartmouth’s Robert A. Fish 1918 Memorial Prize, which honors career achievement in teaching and scholarship. He offers seminars and lectures throughout the country on learning and teaching and on potentials of the human mind.
Dr. Jernstedt's research is in the area of learning as it occurs both in formal classroom settings and in the natural environment. This research is directed towards understanding the breadth of learning, including its cognitive, behavioral, and affective aspects. He examines what leads to learning, what happens during learning, and what outcomes emerge from learning experiences. He has examined intentional learning, technologically enhanced learning, service-learning, and experiential learning programs.
Laura Barrett is Director of Education and Outreach (E&O) at the Dartmouth College Library. She and members of the &O team develop programming that supports teaching and learning both for Library staff and for Dartmouth faculty. Laura has taught information literacy to students for over a decade at the university and community college level. She presented on LALI at the 2013 LOEX Conference with the other LALI instructors, and she has been actively involved with the ACRL Immersion Program as a repeat attendee and a past member of the program planning committee. Laura currently is a member of the Board of Trustees for the Lebanon Public Libraries, and she is proud to be Dartmouth’s West House librarian.
Peter Carini is the College Archivist for Dartmouth College. Peter is a member of the teaching team in Rauner Special Collections Library where over 130 class sessions are taught each year using archival documents, rare books and manuscripts. Peter has been facilitating the use of primary sources materials in the classroom for more than twenty years and writes and presents regularly on the subject.
Cindy Tobery is Associate Director of the Dartmouth Center for the Advancement of Learning and a former member of the Library’s Education and Outreach Committee. Her primary focus at DCAL is developing and facilitating professional development workshops on teaching for graduate students and postdocs, including her Future Faculty Teaching Series. Cindy has been involved in DCAL’s faculty Active Learning Institute and Teaching Science Seminar since she joined DCAL in 2007 and is on the board of the New England Faculty Development Consortium.
Who Should Attend...
College and university librarians, archivists, and special collections librarians with teaching responsibilities including liaisons, managers, instruction coordinators, and others. Both new and experienced teachers are welcome and will benefit from the program.
What People Are Saying...
“It was a wonderful, hands-on experience that gave me the vocabulary to talk to professors about pedagogy, and the confidence to implement tools in the classroom.” –LALI-ASC participant, 2016
“It was an intensive, hands-on, and collaborative engagement with the principles and practice of active learning, tailored to the needs of teaching librarians. It was also the most responsive, supportive, and welcoming professional development experience I've had to date.” -LALI participant, 2015
“I found LALI-ASC to be one of the most beneficial professional development experiences of my career. The content was extremely valuable and timely for our profession... I was very impressed with the faculty who were enthusiastic, approachable, and extremely thoughtful in their design for the Institute.” –LALI-ASC participant, 2016
“LALI challenged me to think about engagement in the classroom — why I choose the activities that I choose, and how I can do more and lecture less. It also included one of the most useful keynotes I've ever heard, and it featured a great team of instructors who were each genuinely invested in my learning experience.” -LALI participant, 2015
“This was one of the best professional development opportunities I have had.” –LALI participant, 2013
“I've fostered a greater commitment to active learning exercises after LALI . . . I also feel more confident about presenting to faculty what my teaching paradigm is and inviting collaboration on that.” –LALI participant, 2012
“It was an excellent and complementary interweaving of the theoretical and the practical. Some portions of it were inspiring, others challenging, but never a dull moment.” –LALI participant, 2012
“An excellent experience for all levels of teachers. Will allow you to examine your teaching and find new ways of approaching classroom interactions.” –LALI participant, 2011
The Librarians Active Learning Institute is a re-envisioning of Dartmouth’s extraordinary Active Learning Institute (ALI), a two-day workshop for faculty sponsored by the Dartmouth Center for the Advancement of Learning. For seven years, Dartmouth faculty have come to ALI to explore the principles and practices of active learning. With about a dozen faculty from across the college participating in ALI each year, the culture of teaching was changing at Dartmouth to the point that librarians were expressing increased interest in active learning. In their teaching statements, Dartmouth librarians were asking for ways to enhance their teaching by facilitating better discussions, improving participation, and making better use of active learning practices. Additionally, faculty—in particular our writing faculty—began considering in their conversations how active learning might be used to enhance library research instruction. Conditions were perfect for creating a Librarians Active Learning Institute.
LALI was designed with the aim of introducing librarians to these active learning principles and practices. Our goal was not only to give librarians additional tools to improve instruction, but to get them to think differently about instruction.
LALI was offered at Dartmouth for three consecutive years from 2011-2013, and all Dartmouth librarians with teaching responsibilities attended. The response was overwhelmingly positive from both experienced and novice instruction librarians. The positive results of this shared professional development experience are evident throughout our teaching activities, conversations, and programming. In 2015, expanded LALI by inviting librarians from other institutions to come to Dartmouth and learn together with us. In 2016, recognizing the need for the integration of active learning into archives and special collections instruction, Dartmouth added a the Librarian Active Learning Institute, Archives and Special Collections.
Application & Selection...
The 2018 application will open February 1, 2018.
The instructors read all applications and select participants based on:
- overall quality of each application.
- how the various teaching approaches, challenges, and goals complement one another and help us form a community of learning for the institute.
LALI's interactive approach makes it ideal for a group of 12-16 participants. We strive to create a group representing a diversity of experiences, roles, and institutions.
Tuition & Accommodations...
Tuition amounts and due dates will be posted in January 2018.
The comprehensive tuition includes the following:
- Full program participation
- All instructional materials
- All meals beginning with dinner on day 1 and ending with lunch on the final day of each program
- Single occupancy on-campus room with internet service
- Access to athletic facilities
Directions, Transportation, & Parking...
Directions and travel options can be found on Dartmouth's website.
Participants will receive parking passes for Dartmouth's Dewey Lot, (.5 mile walk from the Library, .3 mile walk from the dormitory). [H 1-2 on this map]
The LALI facilitators are happy to help with further questions about directions, transportation, and parking.
Cancellations must be submitted via email to Laura Barrett. Cancellations received prior to June 30 are subject to a fee of $100. Cancellations received on or after June 30 are subject to the full program tuition.