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Transforming Academic Library Instruction: Shifting Teaching Practices to Reflect Changed Perspectives [Kõva köide]

3.00/5 (2 hinnangut Goodreads-ist)
  • Formaat: Hardback, 218 pages, kõrgus x laius x paksus: 232x161x22 mm, kaal: 503 g, 13 BW Photos, 2 Tables
  • Sari: Innovations in Information Literacy
  • Ilmumisaeg: 25-Sep-2018
  • Kirjastus: Rowman & Littlefield Publishers
  • ISBN-10: 1538110520
  • ISBN-13: 9781538110522
Teised raamatud teemal:
Transforming Academic Library Instruction: Shifting Teaching Practices to Reflect Changed PerspectivesSuurem pilt
  • Formaat: Hardback, 218 pages, kõrgus x laius x paksus: 232x161x22 mm, kaal: 503 g, 13 BW Photos, 2 Tables
  • Sari: Innovations in Information Literacy
  • Ilmumisaeg: 25-Sep-2018
  • Kirjastus: Rowman & Littlefield Publishers
  • ISBN-10: 1538110520
  • ISBN-13: 9781538110522
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781538110522.html
Märksõnad:
Academic librarians working in instruction are at the crux of professional, higher educational, and societal change. While they work with disciplinary faculty to ensure learners are critical information consumers and producers in 21st century ways, how do academic librarians develop a sense of their own identities as post-secondary instructors? Using both broad and in-depth data from practicing instruction librarians, this book identifies the catalysts and influences in academic librarians perspective development process. From these factors, then, instruction librarians and librarians-to-be can hone their own instructional identities and transform their teaching practices.

This focus on understanding this perspective transformation process around instructional identities offers both working academic librarians and LIS graduate students an innovative way to think about their roles as educators. While many books explore the practical or how-to aspects of teaching in libraries, Transforming Academic Librarianship: How to Hone Your Instructional Identity and Adopt Best Teaching Practice takes a step up and examines how academic librarians think about or approach instruction as a part of their work. Through explicating this metacognitive process, this book helps both academic librarians and librarians-to-be to more intentionally consider their teaching practices and professional identities.

Arvustused

At a time when it is crucial that librarians see themselves as educators, Hess has enhanced our capacity to improve professional development with this unique and ground-breaking study of how academic librarians perceptions of their identity as teachers can be transformed. Illuminating interviews and concise takeaways are designed to be put to good use by librarians, library leaders, and educators. -- Sharon Mader, Dean Emeritus, University of New Orleans Library Grounded in theory and mixed methods research, Transforming Academic Library Instruction includes practical advice for academic librarians, at all stages of their career, who are reflecting on their roles as educators. Library leaders and educators will also gain insight into how they can encourage librarians professional development and transformation growth. -- Nancy Fawley, Director of Information & Instruction Services, University of Vermont

List of Figures and Tables
xiii
Series Editor's Foreword xv
Preface xvii
Acknowledgments xxi
Part 1 Academic Librarians, Transformation, and Information Literacy Instruction
1 Academic Librarians, Instruction, and Teaching Identities
3(14)
Academic Librarianship Today
4(4)
Academic Librarians' Instructional Responsibilities
4(1)
The ACRL's Changing Instructional Guidelines
5(1)
Moving from the Standards to the Framework
6(1)
Information Literacy Instruction with the Standards and the Framework
7(1)
Academic Librarians' Instructional Issues and Considerations
8(1)
Considering Academic Librarians' Teaching Identities
8(4)
Collecting both Broad and Deep Data
9(3)
Examining the Impact: Considering Academic Librarians' Transformative Experiences More Broadly
12(1)
Notes
13(4)
2 Transformative Learning Theory: A Primer
17(12)
Transformative Learning Theory, Explained
17(1)
Transformative Learning Theory's Core Tenets
18(2)
Frames of Reference
18(1)
Habits of Mind
19(1)
Points of View and Meaning Schemes
19(1)
Types of Transformation
20(3)
Ten Transformative Phases
21(1)
The Role of Reflection
21(1)
The Role of Discourse
22(1)
Others' Critiques and Ongoing Development
23(1)
Applying Transformative Learning Theory to Academic Librarians
23(1)
Notes
24(5)
Part 2 Catalysts and Factors in Perspective Transformation
3 How Teaching Transformation Begins: Catalysts and Disorienting Dilemmas
29(16)
Understanding Catalysts for Perspective Transformation
29(1)
Existing Research on Disorienting Dilemmas
30(1)
Academic Librarians' Experiences with "Disorienting Dilemmas"
30(8)
Epochal Events
31(2)
Shifts over Time
33(3)
Ongoing, Continuous Transformation
36(2)
Key Takeaways
38(4)
Academic Librarians
38(2)
Library Leaders
40(1)
Library Educators
41(1)
Moving toward Transformation: From Disorientation to Personal Characteristics
42(1)
Notes
42(3)
4 How Teaching Transformation Develops: Overarching Personal Inputs
45(18)
Research on Overarching Personal Inputs in Perspective Transformation
45(1)
The Role of Reflection
46(6)
The Nature of Librarians' Reflective Practices
49(1)
Reflection about Practices
50(1)
Reflection about Students' Needs
51(1)
Reflection about Librarianship
51(1)
Emotional Mindsets and Academic Librarians' Teaching Identities
52(3)
Librarians as Change Agents
52(1)
Librarians as Part of a Dynamic, Evolving Profession
53(2)
Key Takeaways
55(4)
Academic Librarians
56(1)
Library Leaders
57(1)
Library Educators
58(1)
Moving toward Transformation: From Personal Characteristics to Relationships
59(1)
Notes
59(4)
5 How Teaching Transformation Develops: Relational Components
63(22)
Research on Interpersonal Connections in Perspective Transformation
63(1)
How Academic Librarians Frame Relationships in Perspective Transformation
64(11)
Academic Librarians' Transformative Relationships with Students
67(2)
Academic Librarians' Transformative Relationships with Disciplinary Faculty
69(3)
Academic Librarians' Transformative Relationships with Other Librarians
72(3)
Key Takeaways
75(4)
Academic Librarians
75(2)
Library Leaders
77(1)
Library Educators
78(1)
Moving toward Transformation: From Relationships to Experiences
79(1)
Notes
80(5)
6 How Teaching Transformation Develops: Professional Components
85(24)
Research on Professional Experiences in Perspective Transformation
85(2)
Academic Librarians' Professional Experiences and Perspective Transformation
87(13)
Teaching as Training to Teach
89(3)
Using Technology in Teaching
92(5)
Professional Development in Teaching
97(3)
Key Takeaways
100(4)
Academic Librarians
100(2)
Library Leaders
102(1)
Library Educators
103(1)
Moving toward Transformation: From Experiences to External Events
104(1)
Notes
104(5)
7 How Teaching Transformation Develops: Underlying External Influences
109(20)
Research on Underlying External Influences in Perspective Transformation
109(1)
Underlying External Influences in Academic Librarians' Perspective Transformation
110(9)
Shifting Work Environments
113(2)
Changing Positions, Changing Teaching Perspectives
115(2)
Leadership's Impact on Professional Identity Development
117(1)
Librarianship in Flux
118(1)
Key Takeaways
119(3)
Academic Librarians
119(1)
Library Leaders
120(1)
Library Educators
121(1)
Achieving Transformation in Practice: From Internal and External Factors
122(1)
Notes
122(7)
Part 3 Transformative Outcomes in Teaching
8 Teaching Transformation in Practice: Resulting Teaching Identities
129(16)
Research on Post-Secondary Educators' Teaching Identities
129(1)
Academic Librarians' Teaching Identities in Action
130(10)
Making Mental Changes
130(4)
Making Instructional Changes
134(3)
Making Professional Changes
137(3)
Key Takeaways
140(2)
Academic Librarians
140(1)
Library Leaders
141(1)
Library Educators
141(1)
Taking Transformation Forward
142(1)
Notes
142(3)
9 Transforming Teaching in the Future: Key Conclusions and Research Directions
145(12)
Academic Librarians See Themselves as Educators
145(2)
Academic Librarians Critically Consider Instructional Responsibilities
147(2)
Reading and Reflection as Important Prerequisites to Transformation
147(1)
Considering the Emotional Component of Teaching
148(1)
Focusing on Institutional Roles and Expectations in Library Instruction
148(1)
Framing Instructional Responsibilities in the Context of 21st Century Librarianship
149(1)
Academic Librarians' Perceptions of Themselves as Educators Influence their Teaching Practices
149(3)
Interpersonal Relationships as Evidence of Transformation
150(1)
Using Technology in Teaching
151(1)
Ongoing Professional Learning as an Outgrowth of Teaching Identities
151(1)
Future Directions for Research
152(3)
Specific Experiences and Academic Librarians' Teaching Transformation
153(1)
Affective Dimensions and Academic Librarians' Teaching Transformation
153(1)
Reflection and Academic Librarians' Teaching Transformation
154(1)
Critical Pedagogy and Academic Librarians' Teaching Transformation
154(1)
Conclusion
155(1)
Notes
155(2)
Appendix A Survey Questions 157(8)
Appendix B Interview Questions 165(4)
Appendix C Interviewees' Biographical Sketches 169(4)
Bibliography 173(18)
Index 191(4)
About the Author 195
Amanda Nichols Hess, Ph.D. is an Associate Professor and e-Learning, Instructional Technology, and Education Librarian at Oakland University Libraries in Rochester, Michigan. In this role, she works with her colleagues to develop the Libraries diverse and user-focused online learning offerings; she is also responsible for delivering professional learning offerings aimed at building librarians capacity to integrate instructional design and technology into information literacy instruction. Dr. Nichols Hess is also the liaison librarian to OUs School of Education and Human Services, where she maintains an active teaching presence. In addition to her library and instructional work, Dr. Nichols Hess has served as a Faculty Fellow at OUs Center for Excellence in Teaching and Learning. In this capacity, she provided a diverse set of face-to-face and online professional learning opportunities to faculty university-wide. Dr. Nichols Hesss scholarship focuses on information literacy instruction, instructional design/technology, and the intersection of these practices in faculty development. She has shared practically-focused articles on professional development in a number of influential library journals, including Behavioral and Social Sciences Librarian, College and Research Libraries, Communications in Information Literacy, The Journal of Academic Librarianship, portal: Libraries and the Academy as well as chapters in a number of books. In addition to these publications, Ms. Nichols Hess has also shared her work on librarians professional learning and development at the Association of College and Research Libraries conferences, LOEX conferences/forums, regional professional conferences, and through webinars.