Description

Book Synopsis
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, and highlights important theories and literature.

Table of Contents
  • 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

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

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    A Paperback by Melissa Mallon, Lauren Hays, Cara Bradley

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      Publisher: MP-ALA American Library Assoc
      Publication Date: Publication Date: 6/30/2019 12:00:00 AM
      ISBN13: 9780838946213, 978-0838946213
      ISBN10: 0838946216

      Description

      Book Synopsis
      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, and highlights important theories and literature.

      Table of Contents
      • 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

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