Two students have come to me in the last week saying that they listened and understood while taught how to navigate the MLA International Bibliography, but then when they tried it themselves, nothing seemed to work. This tells me two things. First, MLA is hard. Second, I’m teaching it wrong. There are caveats, of course.
At the end of most of my instruction sessions now I ask students to do a combination Metacognitive Exercise and assessment form that consists of three questions: What is one thing you learned that was new and/or helpful? What is one thing that is still confusing or that you would still like to know about?
First of all, I’m back! I’ve been devoting any writing energy to some article revisions, but now those are all submitted and I don’t have to feel guilty about cheating on my article with my blog. What a relief. Anyway, this morning I spent nearly all of my time shirking other responsibilities in order to
If I could only be un-nervous and fully supported in my geekery in every class (by profs and students), they could all be as fun as last Tuesday’s class was. I’ve done similar things in other classes, but I often come out feeling like people were just kind of baffled by the crazy librarian who