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11 – 20 of over 15000Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas
This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.
Findings
The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.
Details
Keywords
Anne F. Eisenberg and Andrew P. Herman
An important element of more closely linking science – as a process as well as its outcomes – to society is to create interdisciplinary approaches to scholarship, teaching, and…
Abstract
An important element of more closely linking science – as a process as well as its outcomes – to society is to create interdisciplinary approaches to scholarship, teaching, and learning. Such interdisciplinary work directly improves the way that ideas and skills are taught in the classroom as well as encourages more creative scholarship, more collaborative research projects, and more effective applications of research findings. Creation of consistent and on-going interdisciplinary contact, cooperation, and collaboration between faculty members from the social sciences, humanities, and STEM (science, technology, engineering, and math) fields can be encouraged with the development of pedagogical partnerships through engagement with Faculty Learning Communities (FLCs). In this chapter, we first describe FLCs and then discuss how they can encourage interdisciplinary intellectual and scholarly community development. We provide examples to illustrate the role that personal and intellectual community building plays in linking the different disciplinary approaches. Finally, we highlight the potential impact that interdisciplinary collaborations can have on creating permanent links between science and society.
The tenets of Scholarship of Teaching and Learning (SoTL) allow librarians to assess their teaching effectiveness through an evaluation of student learning. For the author, the…
Abstract
Purpose
The tenets of Scholarship of Teaching and Learning (SoTL) allow librarians to assess their teaching effectiveness through an evaluation of student learning. For the author, the sudden reliance on digital primary source collections during the 2020 pandemic lockdown provided a catalyst to examine her digital primary source instruction as a research project. In this case study, the author aims to examine library instruction for a required course for third-year history majors.
Design/methodology/approach
The author collaborated with a history professor to identify “bottlenecks” related to digital primary source research, and to design two new library instruction sessions with in-class activities and assignments to address these bottlenecks. The professor and author then evaluated the assignments to determine if students had understood and incorporated the methods modeled during the research instruction classes.
Findings
Teaching undergraduate history majors digital primary source research skills that will lead to the habits of mind of historians cannot be done in one academic quarter, for it takes time to develop disciplinary ways of thinking. Providing select core concepts more systematically earlier in the history major curriculum could make the enculturation into the discipline less fraught and confusing later, so that students begin learning foundational skills in their third year to carry them forward into their senior year when they write their theses.
Originality/value
Little has been written on digital primary source library instruction, which intersects with a variety of other research literacies. Assessing library instruction through the lens of SoTL is relatively new for academic librarians and has not been used in evaluating student learning in the digital primary source environment.
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Russell Carpenter, Jonathan Gore, Shirley O’Brien, Jennifer Fairchild and Matthew Winslow
Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities…
Abstract
Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities also signal what is to come. In this case study, authors representing diverse disciplines examine what faculty development programs reveal about the future of academic research. The authors offer an analysis of faculty support programs across the country as a foundation, and then provide an examination of initiatives in place at their four-year regional comprehensive institution in the United States. The authors then report on the outcomes of these programs for research productivity, with a focus on opportunities that were available to all faculty across the university. Finally, the authors offer perspective on the future of academic research based on findings from examining these programs. The authors suggest that the future of research will focus on (1) collaborative design(s) of research-related support, (2) support structures and programs that encourage and facilitate cross-campus and interdisciplinary research collaborations and sharing, (3) incentive for integrating areas of research with teaching and service, and relatedly (4) programs that encourage faculty to span academic research with industry or community partnerships and collaborations, especially ones that can generate revenue or produce future research, development, or funding streams.
Details
Keywords
- Academic ranking of world universities
- collaboration
- collaborative functional teams
- Eastern Kentucky University
- faculty advancement
- faculty development
- faculty productivity
- Faculty Scholars Institute
- faculty support programs
- faculty recognition
- innovation research grants
- innovative research universities
- paper sprint
- National Taiwan University
- regional comprehensive university
- research
- scholarship of teaching and learning
- scholarship of teaching and learning awards
- teacher-scholar
- University of Florida
- University of Hawai‘i at Manoa
- University of Michigan
- University of Washington
- University of Waterloo
Jenny Lawrence and Tim Herrick
The purpose of this paper is to explore the impact and value of a scholarship of teaching and learning-led (SoTL) professional development in higher education (HE), with a focus…
Abstract
Purpose
The purpose of this paper is to explore the impact and value of a scholarship of teaching and learning-led (SoTL) professional development in higher education (HE), with a focus on practitioner wellbeing.
Design/methodology/approach
The research was a small-scale mixed-methods design, surveying 21 participants and interviewing 3 current students or recent graduates from a UK-based MEd in Teaching and Learning in HE. Data were mapped against an evidence-based framework for wellbeing.
Findings
A SoTL-led form of professional development, an MEd in Teaching in Learning in HE, offers participants opportunity to exercise the “Five Ways to Wellbeing in HE”, which has positive outcomes for staff and students.
Research limitations/implications
The research project was not designed to explore the programme’s impact on wellbeing, but to explore its impact and value on individuals and institutions. Reading data against the “Five Ways to Wellbeing in HE” was retrospective, and individual wellbeing was not measured. However, the theoretical implications are that wellbeing is an additional benefit, which adds to the value of SoTL-led professional development in HE, and that further research is required to explore this more fully.
Practical implications
The wellbeing framework outlined in this research and applied to HE can be used as a model for shaping SoTL-led professional development, to the benefit of the entire learning community.
Originality/value
This paper proposes a connection between wellbeing, SoTL-led professional development and the SOTL.
Details
Keywords
Carolyn Caffrey, Hannah Lee, Tessa Withorn, Maggie Clarke, Amalia Castañeda, Kendra Macomber, Kimberly M. Jackson, Jillian Eslami, Aric Haas, Thomas Philo, Elizabeth Galoozis, Wendolyn Vermeer, Anthony Andora and Katie Paris Kohn
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.
Design/methodology/approach
This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.
Findings
The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.
Details
Keywords
Tessa Withorn, Joanna Messer Kimmitt, Carolyn Caffrey, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, George Martinez, Amalia Castañeda, Aric Haas and Wendolyn Vermeer
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.
Findings
The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.
Details