Pedagogy:Toolkit 2.0 CFP

From DLF Wiki
Revision as of 18:41, 13 October 2020 by (talk) (simplifying the proposal and description of a rolling submission deadline)
(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)
Jump to navigation Jump to search


The DLF Digital Library Pedagogy group invites all interested digital pedagogy practitioners to contribute to an immersive technologies centered #DLFteach Toolkit, an online, open resource focused on lesson plans and concrete instructional strategies. Further information about the scope and planned work scheduled is found below. We welcome practitioners from all digital library and academic settings, roles, and career stages. Experience is less important than the willingness to be involved in the process of creating this resource.

The DLF Digital Library Pedagogy group (aka #DLFteach) is a grassroots community of practice within the larger Digital Library Federation that is open to anyone interested in learning about or collaborating on digital library pedagogy.

#DLFteach Toolkit 1.0 has been published online and is available for view.

Due to the Covid-19 pandemic, both the deadlines for contributor submissions to this toolkit and the publishing workflow will progress on a rolling basis. To accommodate difficulties for contributors, including limitations on testing lesson plans in the Fall 2020 semester, we will accept submissions to undergo editorial revision over three quarters of the 2020 year, and we expect to publish toolkits on a flexible basis in 2021.

Interested contributors should submit the brief intent to contribute form before Thanksgiving. The submission of drafts for review will be flexible through the fall and winter. Use this form. For more information, see the publishing schedule below.

Please contact immersivepedagogy [at] gmail [dot] com with any questions.


As 3D/VR technology becomes relevant to a wide range of scholarly disciplines and teaching context, libraries are proving well-suited to coordinating the dissemination and integration of this technology across the curriculum. We seek to publish a collection of instructional resources that recognizes and reflects the diversity of context and practice within this broad, emerging field. We take as models for the DLF Teach Toolkit the popular Library Instruction Cookbook (eds. Sittler and Cook) and Critical Library Pedagogy Handbook (eds. Pagowsky and McElroy).

We plan to adopt a template for submissions, as modeled by the Collections as Data Facets project. We envision that contributions will be lesson-plan like: while they won’t necessarily be full lesson plans, they should focus on providing examples of instructional goals and activities that can be put into practice.

We hope to encourage collaborations that connect participants with new areas of expertise, especially between practitioners of different levels of experience in different areas.

Prospective contributors may elect individual authorship, form their own collaborative pairs or groups, or request to be paired with a collaborator of complementary interest by an Editor. Authors will be connected with a Section Editor who will facilitate the process.


The #DLFteach Toolkit 2.0 will focus on lesson plans to facilitate disciplinary and interdisciplinary work engaged with 3D technology. For our purposes, 3D technology includes, but is not limited to Augmented Reality (AR) and Virtual Reality (VR) technologies, 3D modeling software, and 3D game engines, as well as 3D printers and extruders. This proposal builds on the Immersive Pedagogy symposium, which was organized by 2017-19 CLIR postdoctoral fellows. Immersive Pedagogy: 3D Technology Teaching and Learning Symposium for Humanities Practitioners was held at Carnegie Mellon University on June 26-27, 2019 assembling practitioners representing libraries, academic departments, and professionals who developed teaching materials for 3D/VR/AR, through interactive workshops.

The workshops aimed to produce materials that are shareable with a broader audience, including syllabi and lesson plans, as well as templates that could be adapted in a variety of pedagogical settings. 3D technology, while becoming affordable for institutions in the past few years, is often adopted without a clear and responsible plan for pedagogical use. The symposium tackled challenges and affordances of critical teaching materials for immersive pedagogy. We invite further contributions for the #DLFteach Toolkit that aim to be attentive to decolonial methodologies, intersectionality, accessibility, and other critical/humanistic contexts in presenting practical applications of technology for scholarship and pedagogy.

Examples of Contributions

  • An introduction to building 3D/AR/VR environments for use in the Humanities classroom
  • A multi-session outline or description of embedded approach to combining archival research with a project in immersive technology
  • Activities to critically evaluate a digital resource in 3D (accessibility, decolonial theory, representation of underrepresented people and histories, or through other theoretical lenses)
  • Lesson plans using less expensive forms of immersive technology like phone-based headsets
  • Critical 3D digital humanities methods that incorporate intersectional feminist and decolonial approaches
  • Exercise that has students work with underrepresented archives to develop ideas for digital projects that highlight the lives and histories of women and people of color
  • Lesson plans or resources for rapid response online pedagogy (transitioning the face-to-face course to an online course that uses immersive pedagogy)
  • Models for augmenting traditional face-to-face courses with immersive elements and components
  • Best practices for creating immersive components of museum exhibits
  • A workshop on creating or using immersive technology for community histories and archives
  • Combining archival research with a 3D digital project to enhance learning and accessibility
  • Creating critical 3D digital exhibits or archives
  • Discussion assignments to critically evaluate the claim that immersive technology can act as an ‘empathy machine’
  • Matching tools and methods with learning goals
  • Critical information literacy and critical digital library pedagogy
  • Universal design principles and learner-centred teaching strategies for immersive technology
  • Creating immersive technology in languages other than English

Next Steps for Participation

  • Complete the Intent to Contribute: Use this form to suggest topics and ideas and/or to volunteer for a particular role. If you contribute a topic or idea but do not want to volunteer in another capacity, you will receive acknowledgment credit.
  • Completion of the form will also add you to a focused email group list for this project.

To accommodate difficulties for participants due to the Covid-19 crisis, we will work on a distributed, iterative, and collaborative process to unfold on a rolling basis throughout the rest of 2020. We are accepting submissions of the Intent to Contribute form and rough drafts of lesson plans throughout the Fall semester.

After submitting your Intent to Contribute form, editors will reach out to you and work with you to identify a submission timeline that works with your schedule.