I thought I should mention other articles (in addition to the one mentioned yesterday) in the latest issue (volume 22 no. 1) of priced publication portal: libraries and the academy. It includes:
- “Making It Happen”: Building Relational Teaching into the Online World of COVID-19 by Carol A. Leibiger, Alan W. Aldrich
- Privacy Literacy: From Doomscrolling to Digital Wellness by Alexandria Chisholm, Sarah Hartman-Caverly
- Primary Source Literacy in the Era of COVID-19 and Beyond by Heidi Craig, Kevin M. O’Sullivan
- Keep Teaching: Leveraging Disruption as a Catalyst for Change by Rachel W. Gammons, Suzanne Wilson, Lindsay Inge Carpenter, Benjamin Shaw ("In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work.")
- Reexamining Geospatial Instruction through the “Digital Place” by Méch Frazier, Kelsey Rydland ("This article discusses how the authors changed their approach to geospatial and data analysis instruction during the COVID-19 pandemic.")
- Imperfect and Flexible: Using Trauma-Informed Practice to Guide Instruction by Katherine Nelsen, Kate Peterson, Lacie McMillin, Kimberly Clarke
- Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity by Meghan Salsbury, Mary Anne Hansen
- Fish, Not Fishing Lessons: A Pragmatic Reprioritization of Reference Services by Sarah E. Fancher, Sarah H. Mabee ("Reference services in academic libraries often focus on user education and giving students the skills to perform their own searches. This article describes a new Research Concierge Service established in response to the COVID-19 pandemic by Ozarks Technical Community College (OTC) in southwest Missouri. The service entails library staff curating a small number of sources in response to a student’s research request. In many cases, the librarians’ guidance has led to sustained interactions with students, refining their questions and helping them to focus their research interests. The Research Concierge Service has become so popular that the high level of individual contact it requires may eventually exceed the capacity of OTC’s limited staff. OTC librarians believe, however, that such personal interactions are more valuable than any of their current opportunities for group tutorials or library instruction.")
Go to https://muse.jhu.edu/issue/47125
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