Preparing to Teach

Connect

Reach out to your writing instructor two to three weeks before your first day of library instruction to set up a meeting. (When you are teaching on your own, you can invite the student instructor to join this meeting if you wish.)

Here is a sample email you could send:

Hi [name of writing instructor]!

My name is _____, and I will be your librarian for your Writing 150 library sessions on [date]. I would love to visit with you briefly (in person or over zoom) to discuss the library homework modules and anything specific you would like me to cover. What times are you available?

Here is a link to the suggested library homework if you would like to take a look at it: https://wrtg150.lib.byu.edu/class-assignments

Thanks! I look forward to working with you!

When you schedule a time to chat, plan for about 15-20 minutes.

Collect

Here are some questions you could consider asking the writing instructor:

Research Assignment

• What is the research prompt? (You can request that they send you a copy.) 
  
• What are the source requirements for this assignment?  
  
  • Academic? Popular/public? A mix? 
  • How many of each type? 
• When is the assignment due? (This gives you an idea of the timeline the students are on.) 

Preparation for Library Sessions

• Where will the students be in developing their research question? (Will they have just a topic? Key words and synonyms? A fully developed question?)  
  
• Will the students be completing the online library assignment? 
  
  • The assignment is found here: wrtg150.lib.byu.edu/class-assignments. Make sure you communicate clearly with the professor which modules need to be done for the classes and which are optional. You should have received that information in the scheduling email you received from the Instruction Department.
  • Let the writing instructor know that having the students complete this will make the class more effective because they will have been exposed to some of the content ahead of time, which will help them learn the material better in the library session.   
  • If they are not doing the library homework, be sure to ask how the students will be preparing for their library time so you know what you need to build on. 

Basic Library Session Info

• Tell the writing instructor the basic things you generally cover in the library session(s).
  
• Is there anything they want you to focus on (or not focus on) during the library session?

Other Questions

• Do they have a classroom ChatGPT/AI policy? (Ask this if you are thinking of using AI in the class.)
  
• What is the general temperament of their class(es)? (Quiet and reserved? Participatory? Chatty? Thoughtful? Timid?) 

To download these questions, get this document.

As you prepare to teach, make sure you are in close communication with your mentor. Together, you will need to decide who will teach what and how you will collaborate. You will probably do most of the following activities together:

Create a formal lesson plan.

Here are some tips to make the most out of that document!

1. Empathize with your learners. Figure out what they already know and what they need to know to reach their goals. Consider their mental models, assumptions, expectations, and biases. 
   
   1. You might need to back up a step or skip a step in your instruction. 
   2. You might need to reframe the lesson or revise the word choice in the lesson. 
      
2. Identify 2-3 learning outcomes or goals for the lesson. Write them at the top of your lesson plan. 
   
   1. Don’t overcomplicate it. Set too many goals and you lose focus. 
   2. Communicate those goals to your learners. Help them know what the point of the lesson is. 
   3. Maybe collaborate with your learners on the learning outcomes. If they feel ownership, they are more likely to participate in the lesson. 
      
3. Incorporate diverse learning activities like pair-shares, small group discussions, writing prompts, slides, videos, visual examples, demonstrations, games, etc. 
   
   1. For this generation, you may need to switch activities every 5-10 minutes. Write the planned length of each part of the lesson on the lesson plan. 
   2. Know the advantages of each activity and use them deliberately. 
   3. Have a backup activity in your pocket in case one of them doesn’t work. 
      
4. End class in a meaningful way. 
   
   1. You could return to the outcomes and ask learners to explain how or if they met them. 
   2. You could remind the learners about key points brought up during class. 
   3. You could ask the learners themselves to identify a key takeaway. 
   4. You could ask the learners to pose questions that they still have. 
      
5. Use document design principles to create your lesson plan. 
   
   1. Use clear sections, bold headings, bullet points, consistency, etc. 
   2. Write a lesson plan that someone else could use. Be organized and clear. 

Links

• See also, Sample Lesson Plan
• Here is a storehouse of learning activity ideas. Feel free to add your own.

Learning the Basics

Here are some things you can learn behind the scenes so that your are comfortable with the content you will be teaching. You can learn these in a number of different ways throughout your training: by observing classes, attending the New Instructor Training session (held after the first few weeks of classes), asking your mentor, and doing some practice on your own.

Library Assignment Modules

When you receive your invitation email to teach a library session, you will also get a suggested list of which modules to have the students complete for which day of instruction. If you did not get that list, email Toni Pilcher (toni_pilcher@byu.edu) or Stacey Hatch (stacey_hatch@byu.edu).

Databases

• Know how to get to the database(s).
• Practice how to narrow and widen searches using Boolean operators.
• Be familiar with the different limiters in the database (source type, language, geography, etc.).
• Know how to access articles (through "Get It! @ BYU" or through interlibrary loans, etc.). 
• Know how to save the articles you want to RefWorks.

RefWorks.

• Try different databases to find how they save to RefWorks. 
• Know how to save books titles from the library. 
• Know how to save things from the internet.
• If needed, watch RefWorks tutorial videos found on YouTube. (You can also access these from the little YouTube-looking icon on the righthand end of the blue bar across the top of the RefWorks page.)

Classroom Technology

• Know how to access and navigate any documents, slideshows, and/or videos you want to use.
• Know how to access and use and interactive programs you are using, such as Menti, Kahoot! etc.
• Know how to use the raspberry pie and the different screens and auxiliary devices you could use (camera, HDMI, etc.).

Student Instructors

Activities

• Practice the activities the students will be doing so you can give clear directions. 
• If doing any source evaluations, be very familiar with the different things they could do with your sources (reading laterally, going upstream) so you know what they might do. 
• Practice any searches you plan to do in class to see where they might go. 
• Have a RefWorks account and know how to use it. 

Other Tips

Be able to navigate it, find the librarians, show students the RWC page, etc. Learn the general library layout so you can speak knowledgeably about what is on which floor, what subjects the help desks specialize in, etc.