The grounded instruction librarian : participating in the scholarship of teaching and learning / edited by Melissa Mallon, Lauren Hays, Cara Bradley, Rhonda Huisman, and Jackie Belanger.

Format:

Book

Contributor:

Mallon, Melissa N., editor.

Hays, Lauren, editor.

Bradley, Cara, editor.

Huisman, Rhonda, editor.

Belanger, Jackie, editor.

Language:

English

Subjects (All):

Instruction librarians.

Information literacy--Study and teaching (Higher).

Information literacy.

Student-centered learning.

Physical Description:

xix, 356 pages : illustrations ; 26 cm

Place of Publication:

Chicago, Illinois : Association of College and Research Libraries, a division of the American Library Association, 2019.

Summary:

"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."-- Provided by publisher.

Contents:

Examining information literacy instruction through signature pedagogies and pedagogical content knowledge (foundation chapter) / Lauren Hays

Asking "good questions" about how academic librarians learn to teach / Eveline Houtman

Scholarship of teaching and learning and transfer of information literacy skills / Rebecca Kuglitsch and Lindsay Roberts

Crosswalking the disciplines: reimagining information literacy instruction for a history methods course / Bobby Smiley

Theory and the scholarship of teaching and learning: inquiry and practice with intention (foundation chapter) / Nancy L. Chick

Visions of the possible: a critical pedagogical praxis for information literacy instruction / Christine M. Moeller and Roberto A. Arteaga

Historicizing the library: information literacy instructon in the history classroom / Maura Seale

Not missing the point(s): applying specifications grading to credit-bearing information literacy classes Kathy Shields, Kyle Denlinger, and Meghan Webb

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

Using a model of the teaching-learning environment as part of reflective practice / Pamela McKinney and Sheila Webber

Inside/outside/in-between: librarians and SoTL research (foundation chapter) / Emma Coonan

At the intersection of theory and experience: how qualitative interviews enrich the scholarship of teaching and learning / Ann Marshall and Sarah Wagner

Instructor-librarian collaboration to improve students' searching, evaluation, and use of scientific literature / Sarah Bankston, Micah J. Waltz, and Heather K. Moberly

Assessment of one-credit course for humanities graduate students: a phenomenological approach to identify thresholds and impacts / Denis Lacroix and Lindsay Johnstones Uncovering the comfort levels of students who are conducting library research / Donna Harp Ziegenfuss

Using O'Briens "Compass": a case study in faculty-librarian partnerships and student perceptions of research and writing in anthropology and sociology / Catherine Bowers and Shelly Yankovskyy

Mapping the information literacy skills of first-year business students: a journey through lesson study / Norm Althouse, Peggy Hedges, Zahra Premji, and Justine Wheeler

If the rubric fits: library instruction, teaching efficacy, and the practice of collective reflection / Sara Maurice Whitver

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

SoTL difference: the value of incorporating SoTL into librarian professional development (foundation chapter) / Peter Felten, Margy MacMillan, and Joan RuelleDenis Lacroix and Lindsay Johnstones Finding common ground: developing partnerships between the academic library and campus teaching center to advance teaching and learning / Amanda Nichols Hess

Five concrete collaboration to support SoTL across campus / Noémi Cobolet, Raphaël Grolimund, Cécile Hardebolle, Siara Isaac, Mathilde Panes, and Caroline Salamin

Breaking new ground: librarians as partners in a SoTL fellowship / Thomas Weeks and Melissa E. Johnson

DiYing your own framework: partnering with a CTL to construct local learning outcomes / Amy Fyn and Jenn Marshall Shinaberger

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

Cultivating teacher-librarians through a community of practice / Maoria J. Kirker

Cultivating a librarians' community of practice: a reflective case studydsay Johnstones Corinne Laverty and Nasser Saleh

SoTL as a professional development: participating in a scholarship of teaching an learning as an LIS graduate student / Erin Durham.

Notes:

Includes bibliographical references.

ISBN:

9780838946213

0838946216

OCLC:

1109843658