DISCUSSION OF TEACHING

Abigail L. Phillips

The field of information science encourages students to evaluate the world around them,
critically analyzing the way in which information is created, organized, used, and communicated.
My approach to teaching is one of active guidance, helping students to further hone critical
thinking skills that support this evaluation. This approach is focused on collaborative learning in
which students have ownership over their educational experience. The shared practice that
occurs in the classroom motivates students to assess not just what they are learning but also
apply it to past academic, professional, and personal experiences.

The world of information is not easily defined, described, or understood. Our field can be seen
from many different perspectives, without a designated right point of view or clear
explanation. One of the difficulties of teaching information science is the ambiguity of the term
information, even for those within the field. However, this ambiguity can be beneficial when
encouraging critical thinking and reflection in the classroom. The nature of information science
supports communicative and thoughtful discussion within the curriculum

My previous instructional experience has shown that class discussions on the definition of
information, perceptions of information, and representation of information inspire students to
question their own assumptions and beliefs of how they define and perceive information in their
everyday life. The student-centered approach of my teaching method can be seen through my
attention to how students' respond to course materials, discussions, and current, topical readings.

Because information science involves the ways in which information can be transmitted,
conversation and the open exchange of ideas is important in my classroom. Learning should be
collaborative, with both student and instructor learning something new from the process. The
study of information asks that students question their conceptions of information, the creation of
information and the dysfunction inherent in its communication, which can be an eye-opening
experience for students and instructors.

My teaching method typically includes a combination of small group activities and class
discussion, often incorporating social media as another conversation venue. By diminishing the
prominence of traditional lectures in my classes, I break down some of the barriers between
instructor and student. Technology has become an important part of classroom activities, as it has
become a large part of our everyday lives. Discussions that take place in class carry on through
online discussion boards, and social media encourages students to take time to reflect on and
engage with the thoughts of their peers beyond the scheduled class period.

My learning goals are assessed primarily through class discussion, individual papers, and group
projects. In place of employing assessments such as exams and quizzes, I evaluate student
comprehension through assessments that are more collaborative in nature. Discussions, small
group work, and self-reflective papers encourage students to participate actively in the learning
process. Presentations of group projects and individual papers provide students with
opportunities to hone public speaking skills and on your feet thinking, skills that are critical in
the workplace.

Discussion of Teaching - 1
In previously held instructor positions, I maintained an active role in advising undergraduate and
graduate students with a focus in library and information science, information technology, and
information communication technology. Additionally, as a teaching assistant, I supported
instruction in undergraduate and graduate level coursework in school library media, curriculum
design, and social media management. My teaching format expertise includes both online
distance education (asynchronous and synchronous) and face-to-face.

For the past two spring semesters and again this upcoming semester, I have taught an
asynchronous masters-level course focusing on public libraries for the Department of Library
and Information Studies at Valdosta State University. This course has received a significant
amount of student interest, so much so that they have opened up a second section which I will
teach next spring semester.

While I pursued my doctorate in the School of Information at Florida State University, I served
as a lead instructor for an undergraduate face-to-face course Introduction to Information Science
for two semesters and adjunct professor of Social Media Management, another undergraduate
face-to-face course. As a regular instructor for Library Juice Academy, an online professional
development resource for librarians, I modified the undergraduate social media management
course I taught previously at Florida State to fit the educational needs and experiences of
practicing librarians. These multiple teaching opportunities across platforms have enhanced my
abilities for instructing, engaging and supporting students from all ages.

The teaching audience I envision for myself includes undergraduate, masters, and doctoral
students. As a postdoctoral fellow, I have spoken during colloquiums, doctoral seminars, and
department panel discussions. Early steps into doctoral student education. My experiences
teaching both undergraduate and masters students within LIS schools motivated me to seek out
instruction opportunities outside of LIS. During the upcoming spring semester in the Department
of Instructional Technology and Learning Sciences, I will assist Dr. Victor Lee in course
development for an online undergraduate Introduction to Instructional Design course.
Additionally, I will observe and support Dr. Breanne Litts face-to-face undergraduate/graduate
Crafting Technologies course. This unique course provides students with hands-on experience
with low-tech maker technologies and design thinking.

In closing, I view teaching as a mutually beneficial experience. As a result of past and current
work with online and face-to-face instruction, I now possess an improved understanding of the
multiple venues of teaching and the different approaches that may be applied. I am enthusiastic
about the idea that my teaching will continue to evolve, and I look forward to applying my
experiences and new knowledge to student engagement.

Discussion of Teaching - 2