I taught elementary school and adult education/literacy in Argentina. In the U.S., I conducted instruction on information literacy topics as an academic librarian, taught an introductory course for undergraduate students, and I am currently an adjunct professor in the USF School of Information‘s Masters and Bachelors programs in Information Science. Becoming a full-time faculty member is, along with my research interests, the main reason why I am pursuing this doctorate degree.

I was formed in a teaching program in Argentina where they emphasized constructivist approaches and pedagogical theories aligned with Paulo Freire, Emilia Ferreiro, and other critical pedagogy theorists. One of my experiences in that setting was to teach literacy to adolescents and adults who had not completed elementary school when they were kids. These were students who had to work since a young age and for lack of resources they didn’t finish or attend school. This experience marked me as a teacher. The socio-economic and cultural aspects of these students’ education were so impactful that I became interested in the power of education to address disparities and marginalization ever since.

I strongly believe that, as an educator, my role in the course is being a learning facilitator. I strive to teach with a culturally responsive and authentic methodology by addressing the students’ differing needs, by applying best practices in inclusive design and accessibility, and by trying to position myself culturally and as the instructor who sets up opportunities to learn with and from the students. I believe that diversity enriches everyone, equity gives all of us what we need to learn, and inclusion ensures that all our voices are heard. You can read more on my full Teaching Philosophy below.

In my work as a librarian I taught many information literacy courses, lessons, and workshops in a community college setting. I prepared lessons for what is called “one shot” instruction, for specific assignments, specific instructors, and both general education courses and discipline-specific. I prepared many learning objects (tutorials, quizzes, slides, videos, and of course, “LibGuides”), I taught virtually during the Pandemic, and I also taught a 1-credit introductory course to research, LIS 2004.

Having had experience in teaching in all these modalities (in person, hybrid, and online) and formats (one session, workshop, lesson, course) helped me develop an interest for instructional design, as each of those contexts requires different decision making. I am also interested in the connection between the theoretical principles that instructors rely on and the results on their design of instruction. For example, how does a constructivist, learner-centered theory translates to an asynchronous online course? What LMS features can be leveraged to entice students’ participation in discussions that are asynchronous? How do decisions such as releasing modules weekly affect students who are working professionals and their socio-economic needs? Is online education helping to leverage access to education for BIPOC students, students in rural communities, or first-generation college students? These are some connections between issues of social and cultural aspects and curriculum design, and pedagogical practice, that I am interested in exploring.

My doctorate path as educator

When I enrolled in the doctorate program at MU SISLT, I chose a minor in Higher Education (Education Leadership and Policy Analysis – ELPA). I wanted to explore and learn more on educational theories but also on curriculum design (see Design page) and policy, especially policies related to DEI and other socio-cultural contexts in education. The program’s emphasis in Learning Technologies also helped me expand my knowledge of emerging technologies that can be used in online teaching.

Some courses I took related to curriculum (ELPA 9442 and ELPA 9448) allowed me to work on instructional design based on specific theories and on evidence-based pedagogical practices. As part of the coursework, I designed a complete Program of Studies for a 12-credit hour Certificate. This project included designing the Plan of Studies, the four courses’ syllabi, one course’s whole curriculum including learning outcomes, activities, assessment, and materials, a course map and a program map. In addition, I also practiced “backwards design” and other strategies, developed a philosophy of teaching statement (included above,) and created interactive lectures.

As of Spring 2024, I am enrolled in ELPA 9440, Race, Ethnicity, and Gender in Higher Education. I am very fortunate to be able to take this course with Dr. Michael Steven Williams. As part of my emphasis in diverse students, this course directly relates to my research. I have been working on research in the topic of “sense of belonging,” and Dr. Williams is an expert researcher in this area, having worked with Dr. Strayhorn, the author of many studies that I was using in my research. I am interested in applying this model to my study of marginalized students in LIS.

As instructor, in addition to designing my own course for USF SI, LIS 5566 (Multicultural Literature for Children and Young Adults), this past year I was offered the opportunity to teach a course in the Bachelor of Science in Information Science program (BSIS). This course (LIS 4934) is a Capstone for students in Information Studies. The students come from different concentrations such as Data Analytics, Cybersecurity, Visualization, and others, but in this course they have to synthesize their program in a capstone format. I had the chance to work with a colleague to re-design this course, and we adopted an e-Portfolio format for their culminating project. The work on this course is still ongoing (I am currently teaching it) and I am excited at applying some of the knowledge acquired in the doctorate program at SISLT.

You can see below some examples of materials created in ELPA courses (a plan of studies and an interactive lesson):

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Professional Development:

I believe in continuous learning and professional development, and as an instructor, this is even more important. For that reason, I am grateful for the learning opportunities in the doctorate program, but I also pursue professional development and certifications that might contribute to enrich my teaching.

At USF I completed the following training:

• DEI Certification: University of South Florida, 2021 
• QM (Quality Matters) Certification, 2020 
• Online Learning Certification, 2020

Also, as a result of my teaching, I was invited to be a guest lecturer at the Central Philippine University – Library and Information Science School, Iloilo City, Philippines, by Dr. Ana M. Cantell (December, 2023, virtually) and I was invited to be a guest speaker at the College Board’s Conference about Latino Students (“Prepárate 2022”) in New York City.

I am a member and attended the ALISE (Association of Library and Information Science Educators) Conference in 2022 and 2023 and I am part of the Innovative Pedagogy SIG. I am also a member of ASIS&T, the Association of Information Science and Technology. You can see more in the Service page.

Below is a list of all my teaching experience:

My experience in Higher Education

Adjunct Instructor – University of South Florida, School of Information

Currently teaching (Spring 2024):

• LIS 4394 Bachelor of Science in Information Studies – Senior Capstone (2 sections)
• LIS 5566 Multicultural Materials for Children/YA

Past courses:

• From 2016 to 2023: LIS 5566 Multicultural Materials for Children/YA
• Fall 2023: BSIS Senior Capstone (Information Science)
• Fall 2015: LIS 6465 Materials for Children (Literature for Children)

Adjunct Instructor – State College of Florida, Manatee-Sarasota

• Spring 2014: LIS 2004 Introduction to Internet Research
• Summer/Fall 2013: LIS 2004 Introduction to Internet Research for Paralegal Studies

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My experience in K-12 Education

Lomas de Zamora School District – Buenos Aires, Argentina

• Adults & Adolescents Teacher – Levels 1-3 (Evening School/Adults Literacy)
• Elementary School Teacher– Varied grade levels, from 1st to 6th grade