Contact Mia Breitkopf via email at Breitkopf at Gmail dot com.
Personal Philosophy of Education Statement
As a librarian-teacher I will assist students in developing information literacy skills, finding, understanding, evaluating, creating, and communicating information. I aim to facilitate transformative learning experiences in my community by creating learner-centered environments where play is valued. I will plan and implement learner-centered lessons and provide work spaces that allow for students to be self-directed learners. As a lifelong learner, myself, I will incorporate continual assessment so both my students and I can grow.
Because each person has a unique learning background and needs, I will work to accommodate individuals’ learning differences by creating flexible learning environments. By using the Universal Design for Learning (UDL) framework, I will be able to create instructional goals for learners with varied learning needs and learners from varied cultural and language backgrounds. Examples of ways I will incorporate UDL in my work include: providing information in multiple modalities (see it, hear it, etc.), allowing learners to express their learning and to communicate in multiple ways (write it, say it, build it, draw it), and developing intrinsic motivation by giving learners a chance to self-assess and reflect on their learning experience.
According to Mezirow’s transformative learning theory, learning is a process. I aim to facilitate the learning process by helping students through a series of transformative experiences leading them from a disorienting experience—one that disrupts their boundaries of reality—to developing new boundaries for understanding their relationship to the world. Faced with a situation that shakes her understanding of the world, a learner recognizes others feel the same way and creates a plan for acquiring new skills or knowledge, figuring out how to deal with this change in boundaries. This leads to a boost in self-confidence.
Learners should experiment, playfully trying things to see what happens, critically examining and reflecting on the effects. They should be encouraged to make some changes to test what they’ve learned and to try again. I will create learning environments supporting playful inquiry, critical reflection, and trying new ideas.
Formative assessment allows the librarian-teacher and the learner to measure success. It will be a vital part of my teaching practice. I intend to assess individual learners using tools such as rubrics, portfolios, observations, and self-evaluation.
Deci and Ryan’s Self-Determination Theory proposes that the key factors in an individual’s motivation to be persistent and to become more creative are their personal experience of autonomy, competence, and relatedness to others in their community. As a librarian, I will encourage learner autonomy through the application of the UDL (Universal Design for Learning) framework. I will support the development of learners’ perceived competence through critical inquiry and self evaluation. And I will provide opportunities for individuals to develop a sense of relatedness with others through shared transformative learning experiences.
M.S. in Library & Information Science (2013)
School of Information Studies (iSchool)
Graduate Leadership Award recipient (recognizing exceptional scholarship, service, and commitment to the School of Information Studies by a graduate student)
- Meaningful Gamification (in libraries and all types of learning environments) with professor Dr. Scott Nicholson
- Information Design
- Planning, Marketing and Assessing Library Services (created a project plan for implementing a community art gallery and art creation programming at Fayettevile Free Library, Fayetteville, NY) with professors Jill Hurst-Wahl and Barbara Stripling
- Digital Libraries
- Information Architecture for Internet Services
- Library Budgeting
- LIS Skills and Tech Trends with Dr. David Lankes
- Reference and Information Literacy Services
- Information Policy
- Information Resources: Organization and Access
- Management for Information Professionals
- collaborated with professors and librarians to design learner-centered instruction
- planned, taught, and assessed undergraduate information literacy classes in multiple subject fields in accordance with ACRL information literacy standards and an active learning instructional approach
- provided virtual and and in-person reference services in Syracuse University’s main library
- designed instructional resources including Lib Guides, video tutorials, and worksheets
B.M. in Music Education
State University of New York, College at Potsdam
The Crane School of Music