Learner Empathy and Library Instruction
Because my interactions with students tend to be limited in the classroom, the feedback I get can be rare. From what I have gathered over the years, I tend to see a lot of comments about the repetition of concepts from other classes where myself or another librarian has taught similar skills. I empathize with students when there is a lack of coordination between courses and this is a constant structural issue librarians work towards finding solutions for across the field.
One place where I tend to get a lot of informal feedback and thoughts from students is through one on one research consultations where students will be more candid about their thoughts on their assignments, research requirements, and feeling unsure about what exact skills they need to succeed. My empathy map tries to illustrate some of these feelings and actions because I think they tell a larger story about the need for more collaboration and open communication amongst instructors and other support areas across campus.
I recognize that these are more structural issues that are hard to resolve within the classroom. I use varied strategies and gather advice from my colleagues about how to better align my lessons with course content and to encourage more interaction in class, which has helped over time. I still explore other ideas to keep my lessons fresh and avoid repeating activities between courses to account for some of that noted repetition.
I found the practice of seeing these issues through the lens and experiences of a student valuable as it is a reminder that the work involved in addressing these issues is still important.
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