The Equity, Diversity, and Inclusion Committee of the Liberty Chapter of the Medical Library Association would like to invite you to take part in an online Racial Equity Training Series, offered by Health Resources in Action.
Session 1: Health Equity: Wednesday, November 29th, 11am-1pm
Session 2: Unpacking Our Biases: Wednesday, December 6th, 11am-1pm
Session 3: White Supremacy Culture and Organizations: Tuesday, December 12th, 11am-1pm
Here is a full description of each training session.
Cost is $75 per participant (for Liberty Chapter MLA members) for all 3 sessions, and we recommend signing up only if you can attend all three sessions, as the training is interactive and each session builds upon the last one. Registration will be open until Friday, Nov 17.
If the cost of the program is a potential barrier for you, consider applying for one of three full scholarships for the training series. The application is due by Wednesday, Nov 15. Scholarship recipients will be notified by Friday, Nov 24, and a full invoice waiver will be set up for them.
If you have any questions about this training, please reach out to Sarah Jewell, the Equity, Diversity and Inclusion Committee Chair at email@example.com
If you have any questions about logging into your member account, please contact firstname.lastname@example.org.
Registration is free and open only to members of the Liberty Chapter
Please log in to your member account before registering
Helen-Ann Brown Epstein
"Game on!" Teaching gamification principles for library instruction to health sciences information professionals using interactive, low-tech activities and design-thinking modalities
Capdarest-Arest N, Opuda E, Stark RK. J Med Libr Assoc. 2019 Oct;107(4):566-571. doi: 10.5195/jmla.2019.636
Background: Gamification is correlated with increased motivation and engagement of learners and is increasingly being incorporated into library instruction. Opportunities for librarians to learn and practice principles of gamification can be helpful for those desiring to incorporate gamification into instruction. This report describes the development and delivery of an interactive special content session at MLA '18, the 2018 Medical Library Association annual meeting in Atlanta, Georgia, focusing on principles of low-tech game design for health sciences library classroom instruction.
Case presentation: The special content session, titled "Design, Play, Learn: A Special Content Session to Design a Game for Database Instruction," was designed and delivered using multimodal instruction (e.g., flipped classroom, didactic component, active learning) that also incorporated principles of design thinking. A pre- and post-survey was given to all participants at the beginning and end of the session to measure confidence and desire to incorporate gamification into instruction and as a formative feedback indicator for instructors. Participants reported increased confidence and desire to use games for library instruction after participating in the session. A selection of games was uploaded to a shared content folder designed for course participants as an ongoing repository for ideas and communication.
Conclusions: For librarians who are interested in incorporating principles of gamification into library instruction, attending a relatively short hands-on workshop can facilitate learning and confidence around prototyping and creating games for use in library instruction. We intend to improve upon the workshop and offer it again in additional contexts, based on direct observations of the session and participant feedback.