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1 – 3 of 3Rachel Fundator and Clarence Maybee
Purpose – Academic librarians are well positioned to take on the role of the informed learning developer, working with teachers to design coursework in which students learn to use…
Abstract
Purpose – Academic librarians are well positioned to take on the role of the informed learning developer, working with teachers to design coursework in which students learn to use information as they engage with course context. This chapter aims to provide insights to academic librarians of how they may approach integrating information literacy into courses using an informed learning approach by identifying key aspects of this collaborative work.
Methods The literature on educational development, specifically outlining the core responsibilities, activities, skills, and models used by educational developers is reviewed and key aspects are identified and applied to describe the role of a developer working with teachers to foster learning through engagement with information in higher education.
Findings – Four key aspects of the work of educational developers are identified: collaborative, scholarly, contextual, and reflective. When adapted to describe the efforts of a developer focused on creating informed learning experiences for students, the four aspects include:
partnering with teachers to develop informed learning experiences by leveraging the expertise of the teacher and the librarian;
applying an informed learning pedagogic approach, and drawing from and sharing information literacy scholarship illuminating how information is used in the learning process;
creating informed learning experiences that are responsive to institutional and disciplinary perspectives; and
encouraging teachers to reflect on their intentions for content-focused learning and how learning outcomes may be shaped through interactions with information.
Implications – Drawing upon their expertise in how learners use information, academic librarians can use the findings to concentrate their consultative efforts to effectively partner with teachers to transform student learning experiences in higher education.
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Carly Dearborn and Michael Flierl
This paper begins to construct a theoretical foundation for using a diplomatic-informed pedagogy that specifically addresses common concerns in archival instruction in a higher…
Abstract
Purpose
This paper begins to construct a theoretical foundation for using a diplomatic-informed pedagogy that specifically addresses common concerns in archival instruction in a higher education environment. The authors utilize self-determination theory (SDT) to define student-centeredness and provide empirical guidance for creating a learning environment supporting student motivation, persistence and academic achievement. The proposed framework provides both structure and theoretical grounding for the archivist while also cultivating a learning environment which effectively motivates novice researchers.
Design/methodology/approach
The authors draw on diplomatics and archival instructional literature to propose an instructional framework utilizing SDT.
Findings
A diplomatic-informed pedagogy is a new, theoretically viable approach to archival instruction for novice researchers intending to replace common archival orientation and competency-based instruction. This pedagogical approach also provides a reproducible structure to the instructional archivist, helping to organize classroom learning outcomes, assessments and activities in alignment with evidence-based research and well-established archival theory.
Research limitations/implications
This is a conceptual paper and based on subjective analysis of existing literature and theory. The proposed framework has not been tested in a practical application, but it is based in the pedagogical foundations of diplomatics and SDT's focus on student perceptions and motivations.
Originality/value
Diplomatics, the foundation of archival science and legal theory, can be applied pedagogically to provide concrete guidance to teach students to use archives in more intentional, creative and disciplinary authentic ways. Diplomatics gives the instructional archivist a pedagogical foundation, structure and guiding methodology to approaching novice researchers in the archives, while SDT presents how to implement such an approach.
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