Transforming ourselves
著者
書誌事項
Transforming ourselves
(Instructional identities and information literacy / edited by Amanda Nichols Hess, v. 1)
Association of College and Research Libraries, 2023
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 163-180)
内容説明・目次
内容説明
Are librarians teachers? Many academic librarians enter teaching roles with limited experience or education in instruction, discovering how to engage students in learning from their own observations, trial-and-error, or professional learning opportunities.
Grappling with this potentially unexpected identity comes amid a time of significant transition for higher education itself. Academic librarians must figure out how to counter mis-, dis-, and malinformation, address shrinking funding for collections while costs increase, and establish meaningful partnerships in diverse, data-driven environments. And writ large, librarianship as a profession continues to grapple with its responsibility to challenge information illiteracy across contexts, its support of systemic systems of oppression under the guise of neutrality, and its value to a society flooded with information.
In three volumes, Instructional Identities and Information Literacy uses transformative learning theory—a way of understanding adult learning and ourselves—to explore the ways librarians can meaningfully advance how we think about our identities, instructional work, and learning as transformation. Three volumes explore:
Transforming Ourselves
Transforming Our Programs, Institutions, and Profession
Transforming Student Learning, Information Seeking, and Experiences
Chapters include transforming a critical, feminist pedagogy with antiracist pedagogy; becoming an advocate for library instruction to promote student success; the intersection of reluctant professionals and the academy; transforming STEM learning and information-seeking experiences; using the Framework to reshape student responses to media narratives; and much more. Instructional Identities and Information Literacy contains many ways to consider the programming, dispositions, behaviors, and attitudes we can use as we continue to advance information literacy instruction and reshape our profession.
目次
Volume 1
Table of Contents
Preface
Amanda Nichols Hess
Part I: Personal Identities and Perspective Transformation
Chapter 1. Centering BIPOC: Transforming a Critical, Feminist Pedagogy with Antiracist Pedagogy
Anna Boutin-Cooper
Chapter 2. From the Classroom to the Stacks: Creating Contexts for Transformative Practice
Abigail Mann
Chapter 3. Uncovering the Intersections of Personal, Professional, and Instructional Identities
Donna Harp Ziegenfuss
Chapter 4. There is Power in Vulnerability: Leading with Self-Acceptance and Embracing Inclusive Pedagogies in Visual Literacy Instruction
Jacqueline Huddle
Part II: Professional Practices and Instructional Identity Development
Chapter 5. Instructional Identity Development Through Narrative Discovery
Addison Lucchi
Chapter 6. Post-Instruction Reflections: An Analysis After Three Years
Elena Azadbakht
Chapter 7. Against All Odds: Becoming an Advocate for Library Instruction to Promote Student Success
Camille Abdeljawad
Chapter 8. Shaping the Science Librarian: Building Teaching Competency and Critical Practice
Megan Bresnahan
Chapter 9. Build on What You Have: Developing Strategic Information Literacy Through Curriculum Mapping
Alicia G. Vaandering
Part III: Collaborative Experiences for Instructional Identity Development
Chapter 10. Compounded Trauma and the Teaching Librarian: Reflections on Trauma-Informed Approaches and the Practice of Radical Empathy
Sheila GarcÍa Mazari and Maya Hobscheid
Chapter 11. Transforming Together: Developing a Professional Learning Community of Information Literacy Educators
Rachel Dineen, Stephanie Evers, Natasha Floersch, Darren Ilett, and Brianne Markowski
Chapter 12. Transformative Role Playing: Embracing Non-Library Instructional Opportunities to Enrich Professional Identities
John Stawarz and Sebastian Modrow
Bibliography
Author Biographies
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