Christina Neigel, MLIS

Teaching Philosophy:

Beginning my career as a librarian, it is my conviction that healthy communities require informed and engaged citizens.   This belief also shapes my attitudes and approaches to teaching.  I believe, as an instructor of undergraduate courses, that it is my role and responsibility to inspire students to be curious about the world around them.  I present students with an open and respectful learning environment that encourages questions and self-reflection.  I want my students to challenge their assumptions about the world and, more specifically, the field of library and information studies so that they may think critically about the field and their potential role within it.  I challenge students to see themselves as active members of their communities who have the potential to positively influence the ways in which people are able to access and use information. 

 

I feel it is incredibly important to understand and incorporate the diverse experience and backgrounds of students into the classroom environment through a wide variety of activities.  The classroom is constructed as a safe place for students to step beyond themselves as passive learners to become inquisitive.  Students are often called upon to break up into small groups to explore new technologies or examine sample problems.   It is common for me to ask students to participate in think-pair-share and small group brainstorming as a way of developing confidence and understanding.  Through regular discussions and activities, students are also encouraged to be mindful that their voices are part of a diverse community of “others”, a requisite skill for those working in libraries and information centres. 

 Technology is a significant component to the field of library and information studies and students are frequently tasked with producing and sharing information in ways that use and analyze technology.   This often occurs as hands-on labs and assignments but it may also involve group projects, discussions and lectures.  I insert outside expertise whenever possible and spend a significant amount of time speaking with practitioners about changes and issues emerging in the field so that my teaching remains relevant and valuable.   Despite being removed from day-to-day practice, I remain actively engaged in the profession of librarianship.

 As an essential component of the learning process, I dedicate a great deal of time and effort to providing students with formal and informal feedback.  However, I also encourage students to take responsibility for their own learning by giving them opportunities to problem solve on their own.  My classes are well-structured but remain flexible to accommodate the unexpected.  Through regular discussion and analysis of current events, I am able to bridge classroom activities to their application in the “real” world.

 

Research Interests:

In addition to conducting research to support the continued development of course materials, I am also keenly interested in the relationship between applied programs and the professions they serve.  I am interested in examining how leadership is often taken up as being a widely supported solution to solving the problems of change and crisis. I am interested in moving past assumptions about what it means to lead in order to reveal how library workers and educators might better cope with the problems of change. 

My blog explores the various activities and their effects within the library community: http://libitufv.blogspot.ca/

Teaching Interests:

LIBT 230 Information Services for Children

LIBT 235 Information Services for Young Adults

LIBT 345 Advanced Internet Information Retrieval

LIBT 380 Emergent Library Technologies

LIBT 381 Leadership for Library Technicians

LIBT 382 Promotional Planning

LIBT 383 Diversity in the Workplace

LIBT 385 Information Privacy, Rights and Freedoms

 

RECENT PRESENTATIONS & WORKSHOPS

Inclusiveness or Hypocrisy?  How do Libraries Really Measure Up?

   Canadian Library Association Conference, Ottawa, June 2012

Shape Shifting: Library Education, Work and Expectations for the Future

    British Columbia Library Conference, Richmond, May 2012.

Future by Design: Building Creativity and Innovation in a Library Culture

     British Columbia Library Conference, Richmond, May 2012.

Panel Discussion: Re-inventing Libraries. Thinking Outside the Book

     CUPE BC Library Workers’ Conference, Vancouver, June 2012.

 

PUBLICATIONS

REPORT: 2011/12 Accreditation Feedback and The Next Step, 2012. Working Paper

Accreditation for Library Technician Programs in Canada: A Proposal, 2011. Working Paper.

“Think Big.” Associates: The Electronic Library Support Staff Journal 18:2 (Nov), 2011.

Creating New Educational Opportunities for Library Technicians: The UFV Post- Diploma Certificate for

Library Technicians.  Ontario Association of Library Technicians NewsLetter.  Fall 2011.

UFV’s Library and Information Technology Program: A 30-Year History Sets the Tone for the Future”,

Feliciter, 56:6, 2010.

Editor: Workbook for DDC 22: Dewey Decimal Classification, Edition 22, Ottawa: Canadian Library

Association, 2006.

"Library Education:  Making it Count!"  BCLA Reporter 4, Jan/Feb 2004.

Book Reviewer: CM: Canadian Review of Materials.  Manitoba Library Association,  2002 - Present.

“Library Notes.”  Omega  (UCC Student Newspaper), ongoing February 2002 -2003.

“Academic Library Instruction.” BCLA Reporter, 46:6/7, 2002.

“A Blue Print for Action: A Needs Assessment for the South Fraser Regional Library,” Bibliotecha Medica

Canadiana, 21:4, 2000.

 

 

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