Transforming Academic Library Instruction - Nichols Hess, Amanda
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Présentation Transforming Academic Library Instruction Format Relié
- Livre Encyclopédies, Dictionnaires
Résumé : Dedication
Table of Contents
List of Figures and Tables
Preface
Acknowledgements
Part 1: Academic Librarians, Transformation, and Information Literacy Instruction
Chapter 1: Academic librarians, Instruction, and Teaching Identities
Chapter 2: Transformative Learning Theory: A Primer
Part 2: Catalysts and Factors in Perspective Transformation
Chapter 3: How Teaching Transformation Begins: Catalysts and Disorienting Dilemmas
Chapter 4: How Teaching Transformation Develops: Overarching Personal Inputs
Chapter 5: How Teaching Transformation Develops: Relational Components
Chapter 6: How Teaching Transformation Develops: Professional Components
Chapter 7: How Teaching Transformation Develops: Underlying External Influences
Part 3: Transformative Outcomes in Teaching
Chapter 8: Teaching Transformation in Practice: Resulting Teaching Identities
Chapter 9: Transforming Teaching in the Future: Key Conclusions and Research Directions
Appendix A: Survey Questions
Appendix B: Interview Questions
Bibliography
Index
About the Author
Biographie:
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...
Sommaire: 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.
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