Imperfect and Flexible: Using Trauma-Informed Practice to Guide Instruction

Katherine Nelsen, Kate Peterson, Lacie McMillin, Kimberly Clarke

Research output: Contribution to journalArticlepeer-review

Abstract

The rapid shift to online courses at the University of Minnesota Twin Cities (UMN) in spring 2020 prompted a change in the way instruction librarians worked with faculty and students. The librarians adopted a trauma-informed approach that provided students with a sense of stability, agency, and connection to the university and one another. UMN librarians increased the variety and number of online library workshops, reused content in new ways for online orientation and instruction, and created a choose-your-own-adventure e-book for first-year courses. After a chaos-filled year, the authors share their plans, progress, successes, failures, and hopes for the future.

Original languageEnglish (US)
Pages (from-to)177-197
Number of pages21
JournalPortal
Volume22
Issue number1
DOIs
StatePublished - Jan 2022

Bibliographical note

Publisher Copyright:
© 2022 by Johns Hopkins University Press, Baltimore, MD 21218.

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