Back in the summer, I had… a very strong notion about what library instruction would look like this school year. There was no way to have a clear picture, given all of the uncertainties inherent in planning for a year like this, but I felt like I’d developed a clear plan and was ready to put it into action.
I shared an earlier version of my research instruction menu in the summer, and had further refined it before sharing with teachers as we prepared to head back to school. I was excited! This seemed like a great way to communicate what we do, and to build on existing collaborative relationships.
And I honestly believe that in a “typical” school year, it would have been. But this year is, as we know, anything but typical. In addition to managing the challenges of a hybrid schedule, we’ve also switched to semester-based classes for the year – which means teachers are trying to teach in a semester what they used to teach in a year. And while the number of contact hours has not been cut in half, there is still less time overall, and less time for students to process information and skills in the way that is so important to information literacy development. We’ve been collaborating on some familiar projects, but others have been abbreviated or cut. I am a little nervous that many teachers are going to try and do a research project in January before the semester ends. I know that the impact we saw on research instruction last spring and throughout this year means that we’re going to need to adapt future instruction in order to fill in some gaps.
Another challenge has been the way we deliver instruction. My original plan was to do flipped instruction, providing video tutorials of instruction and then following up with student check-ins or other formative feedback. This, also, has not gone how I thought it would. We’ve created some instructional videos, and many of the shorter “how to” ones are useful, but I’m not sure about the longer ones. One issue is that few, if any, other teachers are using videos for flipped instruction. Given that we’re an outlier, I’m not sure if students know what to make of these instructional videos. And, honestly, I miss the connection of being with students. So much of good instruction is built on relationships, and those are harder to build in videos. We’ve been able to get into the classroom a little more, and to Zoom with students, and will continue to adapt.
I am holding onto my research instruction menu, and will try again with it next year. But for this year, I’m focusing on being flexible and adapting as we all figure out how to make the most of a very challenging year.