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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2011
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED516582 |
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| _version_ | 1867181207626711040 |
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| author | Booth, Char |
| author_facet | Booth, Char Booth, Char |
| collection | Education Resources Information Center |
| contents | Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators Booth, Char Library Instruction Reflective Teaching Educational Theories Educational Technology Instructional Design Cooperation Communities of Practice Teaching Methods Evaluation Whether or not "instruction" appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because MLIS education tends to offer less-than-comprehensive preparation in pedagogy and instructional design, this much-needed book tackles the challenge of effective teaching and training head-on. Char Booth, an avid library education and technology advocate, introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Laying the foundation for effective teaching, Booth outlines a four-part framework of Instructional Literacy, which includes: (1) "Reflective Practice": tools for improving learning in the moment and developing a teacher identity, as well as approaches to collaboration and creating communities of practice; (2) "Educational Theory": evidence-based strategies in learning and instructional research; (3) "Teaching Technologies": evaluating and integrating technology in learning using a practical "toolkit" approach; and (4) "Instructional Design": a systematic and outcomes-based strategy for developing and assessing learning experiences. This foundation is supplemented by the USER Method, a step-by-step approach to creating learner-focused instruction. Tailored to library contexts, USER walks readers through "understanding" an instructional scenario, "structuring" content, "engaging" learners, and "reflecting" on outcomes. Also included are templates for instructional planning and technology evaluation, as well as practical advice and scenarios from those working in the field. Entailing a methodical approach to educating oneself about this emerging field, Booth's work helps librarians become better learners and teachers. [Foreword by Sarah Houghton-Jan.] |
| format | Recurso educativo Open Access |
| id | eric_ED516582 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2011 |
| record_format | eric |
| spellingShingle | Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators Booth, Char Library Instruction Reflective Teaching Educational Theories Educational Technology Instructional Design Cooperation Communities of Practice Teaching Methods Evaluation Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators Booth, Char Library Instruction Reflective Teaching Educational Theories Educational Technology Instructional Design Cooperation Communities of Practice Teaching Methods Evaluation Whether or not "instruction" appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because MLIS education tends to offer less-than-comprehensive preparation in pedagogy and instructional design, this much-needed book tackles the challenge of effective teaching and training head-on. Char Booth, an avid library education and technology advocate, introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Laying the foundation for effective teaching, Booth outlines a four-part framework of Instructional Literacy, which includes: (1) "Reflective Practice": tools for improving learning in the moment and developing a teacher identity, as well as approaches to collaboration and creating communities of practice; (2) "Educational Theory": evidence-based strategies in learning and instructional research; (3) "Teaching Technologies": evaluating and integrating technology in learning using a practical "toolkit" approach; and (4) "Instructional Design": a systematic and outcomes-based strategy for developing and assessing learning experiences. This foundation is supplemented by the USER Method, a step-by-step approach to creating learner-focused instruction. Tailored to library contexts, USER walks readers through "understanding" an instructional scenario, "structuring" content, "engaging" learners, and "reflecting" on outcomes. Also included are templates for instructional planning and technology evaluation, as well as practical advice and scenarios from those working in the field. Entailing a methodical approach to educating oneself about this emerging field, Booth's work helps librarians become better learners and teachers. [Foreword by Sarah Houghton-Jan.] |
| title | Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators |
| topic | Library Instruction Reflective Teaching Educational Theories Educational Technology Instructional Design Cooperation Communities of Practice Teaching Methods Evaluation |
| url | https://eric.ed.gov/?id=ED516582 |