The grounded instruction librarian : participating in the scholarship of teaching and learning
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書誌事項
The grounded instruction librarian : participating in the scholarship of teaching and learning
Association of College and Research Libraries, 2019
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Includes bibliographical references
内容説明・目次
内容説明
The Scholarship of Teaching and Learning (SoTL) refers to original research and scholarship on teaching and learning practice in higher education conducted by scholars across disciplines interested in understanding student learning, teaching innovations, and transforming higher education. SoTL work is situated in a specific time and place, publicly disseminated, and diverse in discipline, theory, and method.
Across four sections—Pedagogical Content Knowledge/Signature Pedagogy, SoTL Theory, SoTL Research, and SoTL as Professional Development—The Grounded Instruction Librarian engages SoTL through different lenses and provides a sense of the varied ways it’s currently being conducted in academic libraries in North America and Europe. Each section begins with a foundational chapter from SoTL leaders that discusses central questions, highlights important theories and literature, and introduces the SoTL-in-practice chapters that follow. The practical chapters highlight work at the more local level and take a range of forms, from case studies from specific institutions, reflections on individual participation in SoTL work, to explorations of a particular topic or theme.
The Scholarship of Teaching and Learning unleashes great potential in librarianship, and academic librarians are ideal candidates for participation in SoTL projects: We’re inquisitive, passionate, and we care about student success. The Grounded Instruction Librarian can provide innovative ideas and methods to help you use SoTL as a professional development tool, a research agenda, a way to create theory, or for a deeper understanding of your teaching and your students’ learning.
目次
Acknowledgments
Foreword
Introduction to the Scholarship of Teaching and Learning
Section I. Pedagogical Content Knowledge/Signature Pedagogy
Chapter 1. Examining Information Literacy Instruction through Signature Pedagogies and Pedagogical Content Knowledge (Foundation Chapter) — Lauren Hays
Chapter 2. Asking “Good Questions” about How Academic Librarians Learn to Teach — Eveline Houtman
Chapter 3. Scholarship of Teaching and Learning and Transfer of Information Literacy Skills — Rebecca Kuglitsch and Lindsay Roberts
Chapter 4. Crosswalking the Disciplines: Reimagining Information Literacy Instruction for a History Methods Course — Bobby Smiley
Section II. SoTL Theory
Chapter 5. Theory and the Scholarship of Teaching and Learning: Inquiry and Practice with Intention (Foundation Chapter) — Nancy L. Chick
Chapter 6. Visions of the Possible: A Critical Pedagogical Praxis for Information Literacy Instruction — Christine M. Moeller and Roberto A. Arteaga
Chapter 7. Historicizing the Library: Information Literacy Instruction in the History Classroom — Maura Seale
Chapter 8. Not Missing the Point(s): Applying Specifications Grading to Credit-Bearing Information Literacy Classes — Kathy Shields, Kyle Denlinger, and Meghan Webb
Chapter 9. Teaching the Creation of New Knowledge: Applying the Constructivist and Social Constructivist Theories of Learning — Cynthia A. Tysick, Molly K. Maloney, Bryan J. Sajecki, and Nicole Thomas
Chapter 10. Using a Model of the Teaching-Learning Environment as Part of Reflective Practice — Pamela McKinney and Sheila Webber
Section III. SoTL Research
Chapter 11. Inside/Outside/In-Between: Librarians and SoTL Research (Foundation Chapter) — Emma Coonan
Chapter 12. At the Intersection of Theory and Experience: How Qualitative Interviews Enrich the Scholarship of Teaching and Learning — Ann Marshall and Sarah Wagner
Chapter 13. Instructor-Librarian Collaboration to Improve Students’ Searching, Evaluation, and Use of Scientific Literature — Sarah Bankston, Micah J. Waltz, and Heather K. Moberly
Chapter 14. Assessment of a One-Credit Course for Humanities Graduate Students: A Phenomenological Approach to Identify Thresholds and Impacts — Denis Lacroix and Lindsay Johnston
Chapter 15. Uncovering the Comfort Levels of Students Who Are Conducting Library Research — Donna Harp Ziegenfuss
Chapter 16. Using O’Brien’s “Compass”: A Case Study in Faculty-Librarian Partnerships and Student Perceptions of Research and Writing in Anthropology and Sociology — Catherine Bowers and Shelly Yankovskyy
Chapter 17. Mapping the Information Literacy Skills of First-Year Business Students: A Journey Through Lesson Study — Norm Althouse, Peggy Hedges, Zahra Premji, and Justine Wheeler
Chapter 18. If the Rubric Fits: Library Instruction, Teaching Efficacy, and the Practice of Collective Reflection — Sara Maurice Whitver
Chapter 19. How Do I Know If They Learned Anything? Evidence-Based Learning and Reflective Teaching in a First-Year Learning Community — Jill Becker and Alison Olcott
Section IV. SoTL as Professional Development
Chapter 20. SoTL Difference: The Value of Incorporating SoTL into Librarian Professional Development (Foundation Chapter) — Peter Felten, Margy MacMillan, and Joan Ruelle
Chapter 21. Finding Common Ground: Developing Partnerships Between the Academic Library and Campus Teaching Center to Advance Teaching and Learning — Amanda Nichols Hess
Chapter 22. Five Concrete Collaborations to Support SoTL Across Campus — Noémi Cobolet, Raphaël Grolimund, Cécile Hardebolle, Siara Isaac, Mathilde Panes, and Caroline Salamin
Chapter 23. Breaking New Ground: Librarians as Partners in a SoTL Fellowship — Thomas Weeks and Melissa E. Johnson
Chapter 24. DiYing Your Own Framework: Partnering with a CTL to Construct Local Learning Outcomes — Amy Fyn and Jenn Marshall Shinaberger
Chapter 25. Re-centering Teaching and Learning: Toward Communities of Practice at the University of Nebraska-Lincoln Libraries — Erica DeFrain, Leslie Delserone, Elizabeth Lorang, Catherine Fraser Riehle, and Toni Anaya
Chapter 26. Cultivating Teacher-Librarians through a Community of Practice — Maoria J. Kirker
Chapter 27. Cultivating a Librarians’ Community of Practice: A Reflective Case Study — Corinne Laverty and Nasser Saleh
Chapter 28. SoTL as Professional Development: Participating in the Scholarship of Teaching and Learning as an LIS Graduate Student — Erin Durham
Conclusion
Editor Biographies
About the Contributors
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