Instruction Section (IS) Website

Instruction Section Logo

The Instruction Section of the Association of College and Research Libraries enhances the ability of academic and research librarians to advance learning, teaching and research with respect to information literacy in higher education.

Become active by joining the Instruction Section!

Opportunities include:

  • Presentations at ALA and ACRL national conferences,
  • Discussion Groups,
  • Standards and Best Practices,
  • Networking opportunities,
  • Resource Sharing

IS Current Issues Discussion Group @ ALA Annual 2015 

Where to Begin? Advice to Instruction Librarians for Building Strong Relationships With Faculty

Saturday, June 27th
4:30pm - 5:30pm
MCC 200-212

Discussion Convener: Amy Wainwright, Outreach and Student Engagement Librarian, John Carroll University
 
Building strong relationships with faculty is an important first step to creating a healthy and flourishing instruction program at your library. This discussion hopes to address many of the current issues and roadblocks associated with developing these partnerships and introduce communication building strategies and reflective teaching methods that will empower librarians to construct more robust instruction programs on their campuses.
 
For more information, and recommended readings, review the discussion digest
 

The Instruction Section is sponsoring a pre-conference workshop at ALA Annual, for the first time in many years. See below for details and visit the website for additional information.

Reflective Teaching: Self-evaluation to assess and improve your teaching practice

Friday, June 26, 1-4 pm

Workshop leaders: Wendy Holliday and Anne-Marie Deitering

Reflection is a central component of effective teaching practice and successful student learning. But reflection can sometimes seem fuzzy, without purpose, and lack connection to larger program goals. In this three-hour workshop, participants will learn techniques and strategies for more structured and intentional reflection. Participants will learn how to identify, articulate, and diagnose teaching and learning “problems” that they encounter in the classroom, analyze their role as a teacher in that situation, and then apply techniques of reflective practice to address those learning problems and improve student learning. Participants will also explore collaborative reflective practices in order to build reflective practice into their instruction programs.