{"product_id":"the-grounded-instruction-librarian-participating-in-the-scholarship-of-teaching-and-learning-9780838946213","title":"The Grounded Instruction Librarian  Participating in The Scholarship of Teaching and Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEngages 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eAcknowledgments\u003c\/li\u003e\n\u003cli\u003eForeword\u003c\/li\u003e\n\u003cli\u003eIntroduction to the Scholarship of Teaching and Learning\u003c\/li\u003e\n\u003cli\u003eSection I. Pedagogical Content Knowledge\/Signature Pedagogy\u003c\/li\u003e\n\u003cli\u003eChapter 1. Examining Information Literacy Instruction through Signature Pedagogies and Pedagogical Content Knowledge (Foundation Chapter) — Lauren Hays\u003c\/li\u003e\n\u003cli\u003eChapter 2. Asking “Good Questions” about How Academic Librarians Learn to Teach — Eveline Houtman\u003c\/li\u003e\n\u003cli\u003eChapter 3. Scholarship of Teaching and Learning and Transfer of Information Literacy Skills — Rebecca Kuglitsch and Lindsay Roberts\u003c\/li\u003e\n\u003cli\u003eChapter 4. Crosswalking the Disciplines: Reimagining Information Literacy Instruction for a History Methods Course — Bobby Smiley\u003c\/li\u003e\n\u003cli\u003eSection II. SoTL Theory\u003c\/li\u003e\n\u003cli\u003eChapter 5. Theory and the Scholarship of Teaching and Learning: Inquiry and Practice with Intention (Foundation Chapter) — Nancy L. Chick\u003c\/li\u003e\n\u003cli\u003eChapter 6. Visions of the Possible: A Critical Pedagogical Praxis for Information Literacy Instruction — Christine M. Moeller and Roberto A. Arteaga\u003c\/li\u003e\n\u003cli\u003eChapter 7. Historicizing the Library: Information Literacy Instruction in the History Classroom — Maura Seale\u003c\/li\u003e\n\u003cli\u003eChapter 8. Not Missing the Point(s): Applying Specifications Grading to Credit-Bearing Information Literacy Classes — Kathy Shields, Kyle Denlinger, and Meghan Webb\u003c\/li\u003e\n\u003cli\u003eChapter 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\u003c\/li\u003e\n\u003cli\u003eChapter 10. Using a Model of the Teaching-Learning Environment as Part of Reflective Practice — Pamela McKinney and Sheila Webber\u003c\/li\u003e\n\u003cli\u003eSection III. SoTL Research\u003c\/li\u003e\n\u003cli\u003eChapter 11. Inside\/Outside\/In-Between: Librarians and SoTL Research (Foundation Chapter) — Emma Coonan\u003c\/li\u003e\n\u003cli\u003eChapter 12. At the Intersection of Theory and Experience: How Qualitative Interviews Enrich the Scholarship of Teaching and Learning — Ann Marshall and Sarah Wagner\u003c\/li\u003e\n\u003cli\u003eChapter 13. Instructor-Librarian Collaboration to Improve Students’ Searching, Evaluation, and Use of Scientific Literature — Sarah Bankston, Micah J. Waltz, and Heather K. Moberly\u003c\/li\u003e\n\u003cli\u003eChapter 14. Assessment of a One-Credit Course for Humanities Graduate Students: A Phenomenological Approach to Identify Thresholds and Impacts — Denis Lacroix and Lindsay Johnston\u003c\/li\u003e\n\u003cli\u003eChapter 15. Uncovering the Comfort Levels of Students Who Are Conducting Library Research — Donna Harp Ziegenfuss\u003c\/li\u003e\n\u003cli\u003eChapter 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\u003c\/li\u003e\n\u003cli\u003eChapter 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\u003c\/li\u003e\n\u003cli\u003eChapter 18. If the Rubric Fits: Library Instruction, Teaching Efficacy, and the Practice of Collective Reflection — Sara Maurice Whitver\u003c\/li\u003e\n\u003cli\u003eChapter 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\u003c\/li\u003e\n\u003cli\u003eSection IV. SoTL as Professional Development\u003c\/li\u003e\n\u003cli\u003eChapter 20. SoTL Difference: The Value of Incorporating SoTL into Librarian Professional Development (Foundation Chapter) — Peter Felten, Margy MacMillan, and Joan Ruelle\u003c\/li\u003e\n\u003cli\u003eChapter 21. Finding Common Ground: Developing Partnerships Between the Academic Library and Campus Teaching Center to Advance Teaching and Learning — Amanda Nichols Hess\u003c\/li\u003e\n\u003cli\u003eChapter 22. Five Concrete Collaborations to Support SoTL Across Campus — Noémi Cobolet, Raphaël Grolimund, Cécile Hardebolle, Siara Isaac, Mathilde Panes, and Caroline Salamin\u003c\/li\u003e\n\u003cli\u003eChapter 23. Breaking New Ground: Librarians as Partners in a SoTL Fellowship — Thomas Weeks and Melissa E. Johnson\u003c\/li\u003e\n\u003cli\u003eChapter 24. DiYing Your Own Framework: Partnering with a CTL to Construct Local Learning Outcomes — Amy Fyn and Jenn Marshall Shinaberger\u003c\/li\u003e\n\u003cli\u003eChapter 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\u003c\/li\u003e\n\u003cli\u003eChapter 26. Cultivating Teacher-Librarians through a Community of Practice — Maoria J. Kirker\u003c\/li\u003e\n\u003cli\u003eChapter 27. Cultivating a Librarians’ Community of Practice: A Reflective Case Study — Corinne Laverty and Nasser Saleh\u003c\/li\u003e\n\u003cli\u003eChapter 28. SoTL as Professional Development: Participating in the Scholarship of Teaching and Learning as an LIS Graduate Student — Erin Durham\u003c\/li\u003e\n\u003cli\u003eConclusion\u003c\/li\u003e\n\u003cli\u003eEditor Biographies\u003c\/li\u003e\n\u003cli\u003eAbout the Contributors\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"MP-ALA American Library Assoc","offers":[{"title":"Default Title","offer_id":52195236938071,"sku":"9780838946213","price":61.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780838946213.jpg?v=1763646850","url":"https:\/\/bookcurl.com\/products\/the-grounded-instruction-librarian-participating-in-the-scholarship-of-teaching-and-learning-9780838946213","provider":"Book Curl","version":"1.0","type":"link"}