Best Practices (a combined session with two presentations as outlined below)
Narrative Inquiry as an Assessment Tool
Conducted by: Lesley Farmer
Electronic journaling enable students to: self-assess areas for improvement; and assess peers’ situations and problem-solving approaches. Journals help instructors to
assess: 1) students’ areas of concern; 2) how students solved critical issues; 3) degree to which course content dealt with the critical events. The activities also fostered a sense of a community of practice, and helped link academic coursework and field experience. The session focuses librarianship, but the processes apply to other academic domains.
This session is targeted to college and University faculty interested in assessing student reflections to determine student understanding and curriculum effectiveness.
1. Define narrative inquiry.
2. Identify ways to incorporate narrative inquiry into learning activities.
3. Analyze narrative inquiry.
4. Use narrative inquiry to improve student learning.
5. Use narrative inquiry to improve course delivery.
Dr. Lesley Farmer, Professor at California State University Long Beach, coordinates the Library Media Teacher program. She earned her M.S. in Library Science at the University of North Carolina Chapel Hill, and received her doctorate in Adult Education from Temple University.
Dr. Farmer has worked as a teacher-librarian in K-12 school settings as well as in public, special and academic libraries. A frequent presenter and writer for the profession, Her research interests include information literacy, collaboration, and educational technology.
Mapping Strategies: Constructing Stance as a Framework for Learning
Conducted by: James Dahl
The practice of “mapping stance” conversationally reveals the psychic work of this self-authoring process in teacher formation, and suggests an epistemological relationship between the teacher learners, and their teaching style. Becoming an effective teacher means responsive and authentic engagement with actual contexts of the classroom in addition to mastery of subject matter and the curriculum. These tasks pose new inter-subjectivity, which only emerges through conceptualizing, or recognizing, ones own perspectives and the perspective of other learners. Considering three student teacher interviews reveals their points of view on gender, morality, relationships and subject matter awareness, and their points of view toward facilitating learners construct new knowledge. Mapping models an assessment practice linked with to a developmental conception of the learner.
College and University faculty interested thinking through points of view on learners that emerge in conversational interviews;
The audience should be interested in building philosophical understandings of critical thinking that acknowledge difference while remaining systematic, intellectually rigorous and caring.
- New familiarity with the nexus between transformative learning, constructive growth for adult learners;
- Consideration of “open-endedness” in understanding teacher learners in the arts and humanities;
- An application of the mapping process suggested by Belenky (1986) Women’s Ways of Knowing as an assessment of the reflective processes of learners;
- A practical application of how to connect of transformative learning paradigms to cognitive growth and development theory.
Assistant Professor of Art Education at Cal State Fullerton, Jim Dahl prepares future visual art educators in the CSUF Single Subject Credential Program. A 1992 MFA graduate of Rutgers University, Mason Gross School of Art, he recently completed a Masters in Education from Columbia University with a focus upon epistemology and visual arts. Living in New York City 1986-2003, he actively promoted community arts festivals on the Brooklyn waterfront while working as an art educator in NYC schools and the Brooklyn Museum. He currently resides in Fullerton with designer-entrepreneur wife and three elementary school age children. He is currently at work on an exhibition about transformative vision.