The Grounded Instruction Librarian: Participating in the Scholarship of Teaching and Learning

ISBN-13: 9780838946213 / Angielski / Miękka / 2019

Association of College and Research Libraries (Acrl)

Spis treści

• 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