I see my research and creative work as both deeply connected to my teaching. I apply guided inquiry approaches to empower students to play an active role in the construction of knowledge. Through service learning, active discussion, and creative projects, I help students to gain critical and innovative perspectives on pressing issues.

Below are descriptions and syllabi for some of the courses I've taught. Feel free to get in touch with me if you'd like further information about activities, assignments, or other resources used for any of these classes.

Classes

INLS 385 Information Use for Organizational Effectiveness (UNC)

This undergraduate course covers information use in organizations from historical, sociological, information theoretical, and management science perspectives. In the course, students investigate how individuals and organizations encounter, use, and make sense of information. Students look at how individuals collaborate in teams, groups, and other organizational structures. The course emphasizes the current dynamic global context, and especially the influence of technologies on how individuals and organizations interact with information.

INLS 465 Understanding IT for Managing Digital Technologies (UNC)

This mixed-level course provides an introduction to how a variety of information technologies function, and the impact of these technologies on managing digital collections in cultural heritage contexts. Students gain a deeper technical understanding of computing systems, as well as the social, political, and economic dimensions that have influenced the development of these technologies over time. The course encourages students to apply this knowledge to the management of digital collections, ranging from decisions about particular preservation or access strategies to long-term planning and administration.

INLS 550 History of the Book (UNC)

This graduate-level course offers a broad survey of the history of recorded information, including manuscripts and books, popular formats like comics and newspapers, and digital formats like e-books, websites, and social media. Students consider how cultural heritage professionals both attend to and influence the history of these information objects. Complementing this information and library science lens, the course draws upon readings from a variety of disciplines including history and art history, sociology, comparative literature, media studies, and communication. The course is driven by object-based learning, as students bring in examples of the material culture discussed in the readings, and visit cultural heritage institutions on several occasions throughout the semester.

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