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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1248339 |
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| _version_ | 1867181402903019520 |
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| author | Nichols Hess, Amanda |
| author_facet | Nichols Hess, Amanda Nichols Hess, Amanda |
| collection | Education Resources Information Center |
| contents | Instructional Modalities and Perspective Transformation: How Academic Librarians' Experiences in Face-to-Face, Blended/Hybrid, and Online Instruction Influence Their Teaching Identities Nichols Hess, Amanda Attitude Change Librarians Academic Libraries Synchronous Communication Blended Learning Electronic Learning Professional Identity Information Literacy Library Instruction Transformative Learning Librarian Attitudes Self Concept Teaching (Occupation) As librarians' instructional responsibilities diversify, it is useful to consider what factors influence how they see themselves as educators. In this research, the author used a survey instrument grounded in transformative learning theory to explore what factors librarians who provided online or blended/hybrid instruction felt had impacted their teaching identities. She found statistically-significant differences between these librarians and their peers who provided face-to-face instruction in the relationships, experiences, and professional components that influenced their educator identities. By better understanding these influences, we can more intentionally support academic librarians who teach online or in blended/hybrid environments. |
| format | Recurso educativo Open Access |
| id | eric_EJ1248339 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | Instructional Modalities and Perspective Transformation: How Academic Librarians' Experiences in Face-to-Face, Blended/Hybrid, and Online Instruction Influence Their Teaching Identities Nichols Hess, Amanda Attitude Change Librarians Academic Libraries Synchronous Communication Blended Learning Electronic Learning Professional Identity Information Literacy Library Instruction Transformative Learning Librarian Attitudes Self Concept Teaching (Occupation) Instructional Modalities and Perspective Transformation: How Academic Librarians' Experiences in Face-to-Face, Blended/Hybrid, and Online Instruction Influence Their Teaching Identities Nichols Hess, Amanda Attitude Change Librarians Academic Libraries Synchronous Communication Blended Learning Electronic Learning Professional Identity Information Literacy Library Instruction Transformative Learning Librarian Attitudes Self Concept Teaching (Occupation) As librarians' instructional responsibilities diversify, it is useful to consider what factors influence how they see themselves as educators. In this research, the author used a survey instrument grounded in transformative learning theory to explore what factors librarians who provided online or blended/hybrid instruction felt had impacted their teaching identities. She found statistically-significant differences between these librarians and their peers who provided face-to-face instruction in the relationships, experiences, and professional components that influenced their educator identities. By better understanding these influences, we can more intentionally support academic librarians who teach online or in blended/hybrid environments. |
| title | Instructional Modalities and Perspective Transformation: How Academic Librarians' Experiences in Face-to-Face, Blended/Hybrid, and Online Instruction Influence Their Teaching Identities |
| topic | Attitude Change Librarians Academic Libraries Synchronous Communication Blended Learning Electronic Learning Professional Identity Information Literacy Library Instruction Transformative Learning Librarian Attitudes Self Concept Teaching (Occupation) |
| url | https://eric.ed.gov/?id=EJ1248339 |