On teaching ethics, to technologists or otherwise
The Loon is neither philosopher nor trained ethicist. This puts her at some disadvantage when faced with the challenges of imparting a reliable, pragmatic sense of ethics to her students,…
Read moreIn which “learning outcomes” can go right back in
When the Loon has a new course to design, she starts a (completely disorganized stream-of-consciousness) list of what she thinks students want and need to learn, assignment ideas that will…
Read moreThe niche course numbers game
The Loon had a perfectly pleasant conversation with one of her workplace’s graduates the other day, in which the said graduate brought up one of the Loon’s least-favorite topics: “why…
Read moreApplication essays and congruence
It is that time of year again: the Loon is reading applications to her program. She has made suggestions before on these (also on recommendation letters, to whose authors the…
Read moreThe black art of course titles
As the Loon has previously intimated, she is not fond of the “library schools aren’t teaching {thing, usually new thing}!” genre of the LIS literature. This particular flavor of tomato…
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