Transforming student learning, information seeking, and experiences

著者

• Hess, Amanda Nichols

書誌事項

Transforming student learning, information seeking, and experiences

edited by Amanda Nichols Hess

（Instructional identities and information literacy / edited by Amanda Nichols Hess, v. 3）

Association of College and Research Libraries, 2023

注記

Includes bibliographical references (p. 175-193)

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 3 Preface Amanda Nichols Hess Part I: Professional Dispositions and Preparatory Work Chapter 1. Countering Denialism: Librarians as Advocates for Bias-Reducing Information Institutions Mandi Goodsett Chapter 2. Using Parts of Reflective Teaching to Create a Space for Learning Diane Anderson Chapter 3. From Committee to Classroom: Growing Your Instructional Identity together with Colleagues and through Class Instruction Holly Jackson Chapter 4. Transforming Student Learning and Consultation Experiences through a Servant Leadership Lens Rachel E. Cannady Part II: Pre-college and First-year Experience Chapter 5. Developing Virtual Information Literacy Skills during the COVID-19 Pandemic: Partnership Development with the Estacado Early College High School and the TTU College of Education Amy Dye-Reeves Chapter 6. Information Literacy as First-Year Experience: A Case Study Jennifer Joe Chapter 7. Advancing the Librarian-Writing Classroom Relationship Derek Malone and Robert Koch Chapter 8. The Messy Sense-Making World of First-Years Kimberly Mullins Part III: Discipline-grounded Learning Experiences Chapter 9. Confronting the Challenges of Teaching Hard History Through a Role-Playing Assignment Iris Finkel Chapter 10. The Enduring Value of Tertiary Sources in Information Literacy Instruction in the Humanities Claudia Peterson Chapter 11. Finding the Win: Transforming STEM Learning and Information-Seeking Experiences Kate Mercer and Kari D. Weaver Chapter 12. Just-in-Time Learning in a Tumultuous Time: An Asynchronous, Virtual Lab Course Model using the Framework to Reshape Student Responses to Media Narratives Jonathan Harwell and Deborah Prosser Chapter 13. Purple Bricks of Library Instruction: An Academic Success Program and Libraries Collaborate to Integrate Active-Learning into Library Pedagogy Joshua Salmans and James Durham Bibliography Author Biographies

「Nielsen BookData」 より

詳細情報

• NII書誌ID(NCID): BD04779983
• ISBN:
  • 9780838939482
• LCCN: 2023939862
• 出版国コード: us
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Chicago, Ill.
• ページ数/冊数: xii, 197 p.
• 大きさ: 26 cm
• 件名:
  • LCSH : Information literacy -- Study and teaching (Higher)
  • LCSH : Library orientation for college students
  • LCSH : Academic librarians
  • LCSH : Transformative learning
• 親書誌ID:
  • BD04779531