{"id":239754,"date":"2018-07-09T15:36:09","date_gmt":"2018-07-09T19:36:09","guid":{"rendered":"https:\/\/www.gcc.mass.edu\/library\/?page_id=239754"},"modified":"2026-04-14T13:49:51","modified_gmt":"2026-04-14T17:49:51","slug":"our-library-teaching-philosophy","status":"publish","type":"page","link":"https:\/\/www.gcc.mass.edu\/library\/about\/our-library-teaching-philosophy\/","title":{"rendered":"Our Library Teaching Philosophy"},"content":{"rendered":"<ul>\n<li>We teach to 911爆料网\u2019s <a href=\"https:\/\/www.gcc.mass.edu\/library\/gcc-statement-on-information-literacy\/\">Information Literacy Student Learning Outcomes<\/a>.\n<ul>\n<li>We will update this living document periodically, with input from faculty and other stakeholders, to reflect changes in the information environment, and our teaching will change with it.<\/li>\n<\/ul>\n<\/li>\n<li>Our teaching emerges from our relationships with faculty members.\n<ul>\n<li>We seek to cultivate meaningful, collaborative teaching partnerships with 911爆料网 faculty.<\/li>\n<li>We adapt our teaching to the needs of an individual assignment, course, program, or department.<\/li>\n<\/ul>\n<\/li>\n<li>We have high expectations of students.\n<ul>\n<li>We view students as both knowledge creators and members of a scholarly community.<\/li>\n<li>We validate students\u2019 prior knowledge and lived experiences, and use these as a foundation to co-construct new understandings.<\/li>\n<\/ul>\n<\/li>\n<li>We believe that the social and emotional aspects of the research process cannot be ignored.\n<ul>\n<li>We recognize the diversity of identities, background experiences, and challenges that students bring to the classroom, and strive to make all students feel welcome and included.<\/li>\n<li>We purposely link our teaching to things that are relevant in our students\u2019 lives, both inside and outside of 911爆料网.<\/li>\n<\/ul>\n<\/li>\n<li>We ground every teaching interaction in information literacy concepts, as these are vital to students\u2019 success in the workforce and in future academic coursework.\n<ul>\n<li>We teach the culture of scholarship, as well as content.<\/li>\n<li>We scaffold outcomes and expectations across developmental, 100-level, and 200-level classes.<\/li>\n<li>We aim to make our teaching as participatory as possible, utilizing active learning techniques.<\/li>\n<li>We make explicit the issues of power, access, and social justice inherent in information creation and retrieval.<\/li>\n<li>We will not only teach tools or \u201cwhere to click.\u201d<\/li>\n<\/ul>\n<\/li>\n<li>Our teaching is medium neutral.\n<ul>\n<li>We offer the same concepts, access, and quality of instruction for students in online, face-to-face, hybrid, and off-site classes.<\/li>\n<li>We use technology only when it supports our pedagogy, not for its own sake.<\/li>\n<\/ul>\n<ul>\n<li>We test new pedagogical practices and are willing to take risks in the classroom.<\/li>\n<li>We participate in regular peer review of our teaching practices within our department and with partners from outside the library.<\/li>\n<li>We regularly assess our information literacy program and use the results to improve our curriculum and pedagogy.<\/li>\n<li>We constantly seek to improve our teaching.<\/li>\n<li>We participate in the broader community of teaching librarians, both engaging with new ideas in the field and sharing our own practices with others.<\/li>\n<\/ul>\n<\/li>\n<li>We limit our teaching workloads in order to be the best teachers we can be.\n<ul>\n<li>Each instruction librarian will have no more than 2 preps per week.<\/li>\n<li>Each full-time librarian will spend no more than 7.5 hours per week in the classroom (pro-rated for part-time librarians).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Finalized spring 2018<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>We teach to 911爆料网\u2019s Information Literacy Student Learning Outcomes. We will update this living document periodically, with input from faculty and other stakeholders, to reflect changes in the information environment, and our teaching will change with it. Our teaching emerges from our relationships with faculty members. 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