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LibGuides, Scalable IL Instruction, & the Teaching Faculty

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LibGuides, Scalable IL Instruction, & the Teaching Faculty

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

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