Building Teaching and Learning Communities: Creating Shared Meaning and Purpose

ISBN-13: 9780838946565 / Angielski / Miękka / 2019

Craig Gibson;Sharon Mader

Spis treści

• Acknowledgements
• Foreword
• Margy MacMillan
• Introduction
• Lessons from the Chapters
• Themes across the Chapters
• Partnerships, Professional Development, and Community Building
• Adopting New Pedagogical Practices in a Community Context
• Multidisciplinarity and Community
• Librarians in Teaching and Learning Communities
• Becoming Part of the Whole
• Notes
• Bibliography
• Chapter 1. Building a Culture of Teaching and Learning
• Pat Hutchings and Mary Deane Sorcinelli
• A Framework for Culture Change
• Four Levers
• 1. Professional Development
• 2. Resources
• 3. Incentives and Rewards
• 4. Leadership
• The Role of Library Faculty in Fostering a Culture of Teaching and Learning
• Notes
• Bibliography
• Chapter 2. Sit a Spell: Embracing the Liminality of Pedagogical Change through the Scholarship of Teaching and Learning
• Linda Hodges
• Pedagogy as a Field of Learning
• Faculty Belief Systems around Teaching
• Threshold Concepts in Pedagogy
• Threshold Concepts and SoTL
• Reflecting on the Role of Teacher—Content Provider versus Learning Facilitator
• Reflecting on the Role of Students in Learning and Teaching
• Reflecting on Teaching in a Community of Practice
• Conclusion
• Notes
• Bibliography
• Chapter 3. The Crossroads of SoTL and Signature Pedagogies
• Nancy L. Chick
• Signature Pedagogies
• Information Literacy and Signature Pedagogies
• Scholarship of Teaching and Learning
• SoTL and Signature Pedagogies
• Notes
• Bibliography
• Chapter 4. Bottlenecks of Information Literacy
• Joan Middendorf and Andrea Baer
• What Is Decoding the Disciplines?
• The Survey
• Key Survey Findings
• Applying Decoding to a Conceptual “Bottleneck”
• Strategies for Addressing Bottlenecks and Sub-bottlenecks
• A Sub-bottleneck Strategy (Example): Developing Search Terms
• 1. The Bottleneck? What Are Students Unable to Do?
• 2. Mental Action: What Mental Actions Does the Expert Perform in Order to Get Past the Bottleneck?
• 3. Modeling the Thinking: What Doe Experts Do to Get Through the Bottleneck? What Mental Action Do They Use?
• 4. Practice and Feedback: How Will Students Practice These Mental Actions? How Will They Receive Feedback to Make Improvements?
• 5. Motivation: How Can Students Be Motivated to Persist in Using This New Mental Action?
• 6. Assessment: How Will I Assess Student Mastery of the Mental Action?
• 7. Sharing the Results: How Will I Share What I Have Learned?
• Connecting Sub-bottlenecks with Larger Conceptual Bottlenecks
• Decoding and Librarian-Faculty Partnership
• Decoding and the ACRL Framework for Information Literacy
• Notes
• Bibliography
• Chapter 5. Developing Learning Partnerships: Navigating Troublesome and Transformational Relationships
• Peter Felten, Kristina Meinking, Shannon Tennant, and Katherine Westover
• Visions of the Possible
• The Case of an Evolving Library Partnership
• The First Steps toward Partnership
• The New Step: Cocreating a Course
• Lessons Learned and Troubles Ahead
• Advice for Building Partnerships
• Notes
• Bibliography
• Chapter 6. When Teachers Talk to Teachers: Shared Traits between Writing Across the Curriculum and Faculty Learning Communities
• Kateryna A. R. Schray
• WAC as a Proto-FLC
• Faculty Learning Communities at Marshall University
• Librarians in FLCs
• Closing Thoughts
• Acknowledgements
• Appendix: FLCs at Marshall University by Facilitator and Topic
• Notes
• Bibliography
• Conclusion
• Teacher Identity within Communities
• Community Formation
• Understanding Campus Networks
• Productive Engagement in Group Liminality
• The Framework as Community-Building Catalyst
• A Call to Action
• Notes
• Bibliography
• About the Contributors