Imperfect and Flexible: Using Trauma-Informed Practice to Guide Instruction
portal: Libraries and the Academy
; 22(1):177-197, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1833485
ABSTRACT
The rapid shift to online courses at the University of Minnesota Twin Cities (UMN) in spring 2020 prompted a change in the way instruction librarians worked with faculty and students. The librarians adopted a trauma-informed approach that provided students with a sense of stability, agency, and connection to the university and one another. UMN librarians increased the variety and number of online library workshops, reused content in new ways for online orientation and instruction, and created a choose-your-own-adventure e-book for first-year courses. After a chaos filled year, the authors share their plans, progress, successes, failures, and hopes for the future.
ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Academic Libraries; Pandemics; Educational Practices; Educational Change; Online Courses; Trauma; COVID-19; Minnesota (Saint Paul); Distance Education; College Students; Minnesota (Minneapolis); Library Instruction
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
Portal: Libraries and the Academy
Year:
2022
Document Type:
Article
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