LibGuides, Scalable IL Instruction, & the Teaching Faculty

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  • Why should library faculty “hand over” IL instruction to the teaching faculty?IL skills belong to the tacit knowledge of disciplines and should be taught within the context of disciplines.Faculty are both disciplinary experts and the wielders of grades in their courses. Students view them as having expertise and power and will use them as models.disassociating IL from the library means IL will be perceived as part of a course or discipline and not as an add-on or “hoop.”
  • Why should library faculty “hand over” IL instruction to the teaching faculty?IL skills belong to the tacit knowledge of disciplines and should be taught within the context of disciplines.Faculty are both disciplinary experts and the wielders of grades in their courses. Students view them as having expertise and power and will use them as models.disassociating IL from the library means IL will be perceived as part of a course or discipline and not as an add-on or “hoop.”

Transcript

  • 1. LibGuides, Scalable IL Instruction, & the Teaching Faculty
    Scaffolding Teaching Faculty to Expand Scalable IL Instruction
  • 2. LibGuidesand Scalable IL Instruction
    LibGuide use in library instruction can lead
    to more library instruction—Yeah!
    The goal of IL instruction is to become
    increasingly embedded into higher
    education curricula—Yeah!
    * * * * * * * * *
    What problems do we encounter as the
    demand for IL instruction increases?
    Do we become victims of our own success?
  • 3. LibGuidesand Scalable IL Instruction
    Smith (1997) and Leibiger (2010)
    suggest IL instruction will not become
    engrained into higher education or be
    taught authentically until…
    it’s disassociated from the library
    it becomes embedded in faculty disciplinary instruction
  • 4. LibGuidesand Scalable IL Instruction
    To embed IL into the curriculum in a scalable
    way, library faculty need to become IL
    educational experts:
    library faculty “train the trainer” in course design and IL pedagogy
    the library becomes a teaching and learning venue for both faculty and students
    Library faculty are both subject specialists
    and IL teaching specialists.
  • 5. LibGuidesand Scalable IL Instruction
    Why “hand over” IL instruction?
    diminishinglibrary faculty and expanding requests for IL instruction
    including the teaching faculty is a scalableway to increase IL instruction
    more efficient to “train the trainer”
    possible to reach more students with a limited library faculty
  • 6. LibGuidesand Scalable IL Instruction
    Why “hand over” IL instruction?
    allows faculty librarians to engage in higher-order, higher-visibility teaching
    IL perceived as part of a course or discipline and not as an add-on or “hoop”
    makes possible new, powerful, collaborative relationships with faculty, departments, and programs to enhance teaching and learning
  • 7. LibGuidesand Scalable IL Instruction
    How to “train the trainer”
    formal instruction via workshops, presentations at departmental meetings, etc.
    informal marketing and instruction via conversations at social gatherings, over lunch, etc.
    online teaching and support of IL instruction via a LibGuide!
    LibGuides