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| Autori principali: | , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2019
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ1218285 |
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| _version_ | 1867180756338475008 |
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| author | Hays1, Lauren Studebaker, Bethani |
| author_facet | Hays1, Lauren Studebaker, Bethani Hays1, Lauren Studebaker, Bethani |
| collection | Education Resources Information Center |
| contents | Academic Instruction Librarians' Teacher Identity Development through Participation in the Scholarship of Teaching and Learning Hays1, Lauren Studebaker, Bethani Academic Libraries Librarians Scholarship Instruction Learning Communities of Practice Professional Identity Library Administration Library Science Library Instruction Library Role Librarian Teacher Cooperation Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations. |
| format | Recurso educativo Open Access |
| id | eric_EJ1218285 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | Academic Instruction Librarians' Teacher Identity Development through Participation in the Scholarship of Teaching and Learning Hays1, Lauren Studebaker, Bethani Academic Libraries Librarians Scholarship Instruction Learning Communities of Practice Professional Identity Library Administration Library Science Library Instruction Library Role Librarian Teacher Cooperation Academic Instruction Librarians' Teacher Identity Development through Participation in the Scholarship of Teaching and Learning Hays1, Lauren Studebaker, Bethani Academic Libraries Librarians Scholarship Instruction Learning Communities of Practice Professional Identity Library Administration Library Science Library Instruction Library Role Librarian Teacher Cooperation Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations. |
| title | Academic Instruction Librarians' Teacher Identity Development through Participation in the Scholarship of Teaching and Learning |
| topic | Academic Libraries Librarians Scholarship Instruction Learning Communities of Practice Professional Identity Library Administration Library Science Library Instruction Library Role Librarian Teacher Cooperation |
| url | https://eric.ed.gov/?id=EJ1218285 |