SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers
Fuente:
ERIC Institute of Education Sciences
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| Autori principali: | , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2017
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| _version_ | 1867181428710572033 |
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| author | McNiff, Lindsay Hays, Lauren |
| author_facet | McNiff, Lindsay Hays, Lauren McNiff, Lindsay Hays, Lauren |
| collection | Education Resources Information Center |
| contents | SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers McNiff, Lindsay Hays, Lauren Scholarship Instruction Learning Information Science Education Library Science Information Science Academic Libraries Librarians Teaching Methods Information Literacy In this paper, we share background and key considerations of the Scholarship of Teaching and Learning (SoTL), and propose introducing library and information science (LIS) students to SoTL as a way to acquaint them with the higher education teaching profession. Throughout the article, we employ reflection as the primary consideration and support structure that frames the benefits of SoTL for instructional growth. Four critical stages of SoTL training, first suggested by Gale and Golde (2004), are recommended for LIS students: "Exposure," "Encounter," "Engagement," and "Extension." As instruction responsibilities and opportunities continue to expand in academic librarianship, teaching about SoTL using the four stages may prepare LIS students to quickly adjust to their new roles and engage with other teaching faculty. This article fills a gap in the literature on SoTL in LIS instruction curricula. |
| format | Recurso educativo Open Access |
| id | eric_EJ1166454 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2017 |
| record_format | eric |
| spellingShingle | SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers McNiff, Lindsay Hays, Lauren Scholarship Instruction Learning Information Science Education Library Science Information Science Academic Libraries Librarians Teaching Methods Information Literacy SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers McNiff, Lindsay Hays, Lauren Scholarship Instruction Learning Information Science Education Library Science Information Science Academic Libraries Librarians Teaching Methods Information Literacy In this paper, we share background and key considerations of the Scholarship of Teaching and Learning (SoTL), and propose introducing library and information science (LIS) students to SoTL as a way to acquaint them with the higher education teaching profession. Throughout the article, we employ reflection as the primary consideration and support structure that frames the benefits of SoTL for instructional growth. Four critical stages of SoTL training, first suggested by Gale and Golde (2004), are recommended for LIS students: "Exposure," "Encounter," "Engagement," and "Extension." As instruction responsibilities and opportunities continue to expand in academic librarianship, teaching about SoTL using the four stages may prepare LIS students to quickly adjust to their new roles and engage with other teaching faculty. This article fills a gap in the literature on SoTL in LIS instruction curricula. |
| title | SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers |
| topic | Scholarship Instruction Learning Information Science Education Library Science Information Science Academic Libraries Librarians Teaching Methods Information Literacy |
| url | https://eric.ed.gov/?id=EJ1166454 |