Primary and secondary educators are making the move to using digital learning resources, and are increasingly integrating technology into the curriculum. With training as both a teacher and an information specialist, the school librarian is in a position to help facilitate this transition to digital.
Nurses can benefit from strategies that build resilience to counterbalance trauma exposures. Adverse childhood experiences (ACEs) and adverse community environments are common; nurses frequently encounter trauma victims and hear trauma narratives in most care settings. Having skills to manage the triggers present in health-care environments is essential. Contemplative practices can help to meet these needs. Breathing exercises can be used as needed throughout the work day; gratitude practices are simple but powerful; and visual journaling can help nurses process experiences. These practices are easy to implement and can profoundly affect health outcomes for nurses.
This essay is an overview of three lessons that the author learned while teaching during the pandemic. In making adjustments to her courses, she realized the importance of purposeful care, creativity, and community-building. As the title implies, all three can be achieved by committing just thirty minutes.
This article reports on the preliminary results of a pedagogical experiment instituted by a community of practice (CoP) called the Creativity Collaborative, which is composed of scholars from varying disciplines, backgrounds, and scholarship interests: library and information science, technical education, academic librarianship, media literacy, and rhetoric and composition. In a desire to broaden approaches to teaching and research, the CoP came together around the shared interests of visual methodology and arts-based expression and embarked on a journey to infuse creativity in their professional practice. Through the methodology of self-study, including the CoP acting as a critical friends group, the Creativity Collaborative engaged in individual research activities and then brought data from those projects to the group for discussion and reflection. The results thus far indicate that providing students with opportunities for creativity and arts-based expression lead to a welcome and positive disruption of traditional teaching and learning, increased student engagement, meaning making and real-word connections, and collaborative risk taking that decenters traditional pedagogical systems. Together with students, the Creativity Collaborative discovered the freedom to depart from the normative traditions of higher education pedagogical practices.
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