There’s no such thing as a creative type. As if creative people can just show up and make stuff up. As if it were that easy. I think people need to be reminded that creativity is a verb. A very time consuming verb. It’s about taking an idea in your head and transforming that idea into something real. And that’s always going to be a long and difficult process. If you’re doing it right, it’s going to feel like work
-Milton Glaser (via NITCH)
We wanted to share something we’re quite excited by, that our book Learner-Centered Pedagogy was reviewed and recommended by Karen Muller in her “Librarian’s Library” column for American Libraries Magazine.
We’re particularly pleased that the review considers the book useful for school librarians in a K-12 educational setting: though we wrote it, in some sense, with academic librarians in mind (since we’re academic librarians), we do think that the book is applicable for all kinds of libraries, and transfers to any context where librarians are connecting with learners or other educators in some way.
Happily, the review agrees:
Learner-Centered Pedagogy: Principles and Practice, by Kevin Michael Klipfel and Dani Brecher Cook, is intended for academic librarians, but the concept of having empathy for the learner and what that person needs or wants to learn has broad applicability.
We promise we won’t share every review of the book, but we may share some so it’s not just us saying that we think the book is good!
Also exciting, I might add, is the column’s general focus on the importance of librarians as educational leaders.
In advance of the former heavyweight champion’s appearance Saturday night at the Seminole Coconut Creek Casino, where he will perform his one-man stage show, “Mike Tyson: Undisputed Truth,” I asked Tyson if he remembered the origins of that quote.
“People were asking me [before a fight], ‘What’s going to happen?,’ ” Tyson said. “They were talking about his style. ‘He’s going to give you a lot of lateral movement. He’s going to move, he’s going to dance. He’s going to do this, do that.’ I said, “Everybody has a plan until they get hit. Then, like a rat, they stop in fear and freeze.’ ”
What I like so much about the quote is that its application stretches far beyond boxing. It really has meaning in any area of life, whether the blow comes from a health issue, losing your job, making a bad investment, a traffic jam, whatever.
It’s how you react to that adversity that defines you, not the adversity itself.
“Exactly,” Tyson agreed. “If you’re good and your plan is working, somewhere during the duration of that, the outcome of that event you’re involved in, you’re going to get the wrath, the bad end of the stick. Let’s see how you deal with it. Normally people don’t deal with it that well.”
He laughed. There’s another way to spin his famous quote:
“How much can you endure, buddy?” he said. “Most talkers, they can’t handle it.”
Based on about four years of periodically checking this blog’s traffic, here’s my super scientific impression of the percent of people who click on various kinds of links when I link to something on this blog.
Any anecdotal thing I’ve said about threshold concepts that I thought about for less than three seconds: 92.4%
Ryan Gosling memes: 72.3%
Links to personal websites of guest bloggers: 68%
Links to persons, places, or things I just insulted: 49.6%
Papers we’ve authored: 19.1 %
Articles I think are extremely important for people in our profession to read: <1%
I don’t generally comment on what other people in the profession are writing or blogging about (ironically, I suppose, I don’t read any library blogs), but on my esteemed co-blogger’s twitter I came across and enjoyed this post by Lane Wilkinson on “Dealing with Both Sides in Your Library.” I liked it not just because I tend to agree with its general sentiments :re folks with morally repugnant and intellectually indefensible positions, but also because I haven’t seen a ton of discussion (though I haven’t really looked) about how dumb it is to think that “pro” vs. “con” or “for” and “against” is at all an interesting or nuanced way to think about research, debate, or anything else that is not a sporting event.
This has come up in a variety of professional contexts for me (e.g., at one job I had I was against showing freshmen the “Opposing Viewpoints” database because, well, there’s just evidence for or against a particular claim, not “opposing viewpoints, which aversion was met by horror for some other librarians) and it’s nice to see someone explaining why it’s not all that great.
More controversially, perhaps: I really like the tone (at least in this post) Lane writes with, and am glad to have people who conduct themselves that way publicly in the profession.
Our publisher just sent over a link to the first review of Learner-Centered Pedagogy and it’s … a good one!
Fusing theory with practice, this handbook is exceptionally organized and presented, making it a valuable and very highly recommended resource to help every practitioner connect with learners more effectively. Enhanced with the inclusion of a eight page bibliography (Directions for Further Reading) and an eleven page Index, “Learner-Centered Pedagogy: Principles and Practice” is an unreservedly recommended addition to college and university Library Science collections and community library staff in-service training supplemental studies reading lists.
Here’s where you can read the whole review in full, Mom.
(*Small correction to the review, if anyone cares: I’m not, as the review suggests, currently a lecturer in moral and existential philosophy at Virginia Tech – that was a past life. I’m the Instructional Design and Assessment Librarian at the University of Southern California Libraries).
In our times, from the highest class of society down to the lowest, every one lives as under the eye of a hostile and dreaded censorship. Not only in what concerns others, but in what concerns only themselves, the individual or the family do not ask themselves—what do I prefer? or, what would suit my character and disposition? or, what would allow the best and highest in me to have fair play, and enable it to grow and thrive? They ask themselves, what is suitable to my position? what is usually done by persons of my station and pecuniary circumstances? or (worse still) what is usually done by persons of a station and circumstances superior to mine? I do not mean that they choose what is customary, in preference to what suits their own inclination. It does not occur to them to have any inclination, except for what is customary. Thus the mind itself is bowed to the yoke: even in what people do for pleasure, conformity is the first thing thought of; they like in crowds; they exercise choice only among things commonly done: peculiarity of taste, eccentricity of conduct, are shunned equally with crimes: until by dint of not following their own nature, they have no nature to follow: their human capacities are withered and starved: they become incapable of any strong wishes or native pleasures, and are generally without either opinions or feelings of home growth, or properly their own. Now is this, or is it not, the desirable condition of human nature?
-John Stuart Mill, On Liberty, Chapter Three, “Of Individuality, as One of the Components of Well-Being,” 1859