Continuity during COVID: Critical digital pedagogy and special collections virtual instruction
Document Type
Article
Publication Date
7-13-2021
Keywords
Distance education, library and information science, education, pedagogy, special collections, rare books, collection development, archival collections, services, multicultural populations, user populations, digital libraries, virtual libraries, information providers
Digital Object Identifier (DOI)
https://doi.org/10.1177%2F03400352211023795
Abstract
When the world began to take notice of the growing risks of COVID-19 in early spring 2020, the University of South Florida Libraries–Tampa Special Collections shifted to virtual instruction sessions to provide students with access to rare books and primary-source archival materials. To respond to the need for a quick shift to online instruction, the department formulated a plan to support students with an open-access digital learning experience using ArcGIS StoryMaps. Building on critical digital pedagogy and feminist digital humanities, the sessions provided online teaching resources for faculty who could not schedule students for physical visits. Over the first year of remote work, the department created sessions for 15 course sections. Looking to the future, Special Collections will continue providing the option of virtual sessions as part of its instruction. The digital nature of the courses lends to a recursive pedagogy, allowing for continued adaptation that is complimentary to academic cycles.
Citation / Publisher Attribution
IFLA Journal, v. 48, issue 1, p. 99-111
Scholar Commons Citation
Boczar, Amanda and Jordan, Sydney, "Continuity during COVID: Critical digital pedagogy and special collections virtual instruction" (2021). Tampa Library Faculty and Staff Publications. 22.
https://digitalcommons.usf.edu/tlib_facpub/22
