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.
Publisher:
Association of College and Research Librariesa division of the American Library Association,
SoTL as professional development: participating in the scholarship of teaching an learning as an LIS graduate student / Erin Durham. 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 instruction 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 Johnston -- Uncovering the comfort levels of students who are conducting library research / Donna Harp Ziegenfuss -- 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 -- 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 Ruelle -- 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 study / Corinne Laverty and Nasser Saleh -- SoTL as professional development: participating in the scholarship of teaching an learning as an LIS graduate student / Erin Durham.
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.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.