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- Description
- Table of Contents
- About the authors
“The book is effervescent with potential to transform our work in everything from our relations with students to our role in developing teaching cultures on campus.”
—from the Foreword by Margy MacMillan
Teaching and learning communities are communities of practice in which a group of faculty and staff from across disciplines regularly meet to discuss topics of common interest and to learn together how to enhance teaching and learning. Since these teaching and learning communities can bring together members who might not have otherwise interacted, new ideas, practices, and synergies can arise.
The role of librarians in teaching and learning has been reexamined and reinvigorated by the introduction of the ACRL Framework for Information Literacy for Higher Education, which offers a conceptual approach and theoretical foundations that are new and challenging. Building Teaching and Learning Communities: Creating Shared Meaning and Purpose goes beyond the library profession for inspiration and insights from leading experts in higher education pedagogy and educational development across North America to open a window on the wider world of teaching and learning, and includes discussion of pedagogical theories and practices including threshold concepts and stuck places; the Scholarship of Teaching and Learning (SoTL); disciplinary approaches to pedagogy; the role of signature pedagogies; inclusion of student voices; metaliteracy; reflective practice; affective, behavioral, and cognitive aspects of learning; liminal spaces; and faculty as learners. This unique collection asks each of the authors to address this question: What do we as educators need to learn (or unlearn) and experience so we can create teaching and learning communities across disciplines and learning levels based on shared meaning and purpose? Six fascinating chapters explore this question in different ways:
- Building a Culture of Teaching and Learning, Pat Hutchings and Mary Deane Sorcinelli
- Sit a Spell: Embracing the Liminality of Pedagogical Change through the Scholarship of Teaching and Learning, Linda Hodges
- The Crossroads of SoTL and Signature Pedagogies, Nancy L. Chick
- Bottlenecks of Information Literacy, Joan Middendorf and Andrea Baer
- Developing Learning Partnerships: Navigating Troublesome and Transformational Relationships, Peter Felten, Kristina Meinking, Shannon Tennant, and Katherine Westover
- When Teachers Talk to Teachers: Shared Traits between Writing Across the Curriculum and Faculty Learning Communities, Kateryna A. R. Schray
Building Teaching and Learning Communities is an entry into some of the most interesting conversations in higher education and offers ways for librarians to socialize in learning theory and begin “thinking together” with faculty. It proposes questions, challenges assumptions, provides examples to be used and adapted, and can help you better prepare as teachers and pursue the essential role of conversation and collaboration with faculty and students.
Acknowledgements
Foreword
Margy MacMillan
Introduction
Lessons from the Chapters
Themes across the Chapters
Partnerships, Professional Development, and Community Building
Adopting New Pedagogical Practices in a Community Context
Multidisciplinarity and Community
Librarians in Teaching and Learning Communities
Becoming Part of the Whole
Notes
Bibliography
Chapter 1. Building a Culture of Teaching and Learning
Pat Hutchings and Mary Deane Sorcinelli
A Framework for Culture Change
Four Levers
1. Professional Development
2. Resources
3. Incentives and Rewards
4. Leadership
The Role of Library Faculty in Fostering a Culture of Teaching and Learning
Notes
Bibliography
Chapter 2. Sit a Spell: Embracing the Liminality of Pedagogical Change through the Scholarship of Teaching and Learning
Linda Hodges
Pedagogy as a Field of Learning
Faculty Belief Systems around Teaching
Threshold Concepts in Pedagogy
Threshold Concepts and SoTL
Reflecting on the Role of Teacher—Content Provider versus Learning Facilitator
Reflecting on the Role of Students in Learning and Teaching
Reflecting on Teaching in a Community of Practice
Conclusion
Notes
Bibliography
Chapter 3. The Crossroads of SoTL and Signature Pedagogies
Nancy L. Chick
Signature Pedagogies
Information Literacy and Signature Pedagogies
Scholarship of Teaching and Learning
SoTL and Signature Pedagogies
Notes
Bibliography
Chapter 4. Bottlenecks of Information Literacy
Joan Middendorf and Andrea Baer
What Is Decoding the Disciplines?
The Survey
Key Survey Findings
Applying Decoding to a Conceptual “Bottleneck”
Strategies for Addressing Bottlenecks and Sub-bottlenecks
A Sub-bottleneck Strategy (Example): Developing Search Terms
1. The Bottleneck? What Are Students Unable to Do?
2. Mental Action: What Mental Actions Does the Expert Perform in Order to Get Past the Bottleneck?
3. Modeling the Thinking: What Doe Experts Do to Get Through the Bottleneck? What Mental Action Do They Use?
4. Practice and Feedback: How Will Students Practice These Mental Actions? How Will They Receive Feedback to Make Improvements?
5. Motivation: How Can Students Be Motivated to Persist in Using This New Mental Action?
6. Assessment: How Will I Assess Student Mastery of the Mental Action?
7. Sharing the Results: How Will I Share What I Have Learned?
Connecting Sub-bottlenecks with Larger Conceptual Bottlenecks
Decoding and Librarian-Faculty Partnership
Decoding and the ACRL Framework for Information Literacy
Notes
Bibliography
Chapter 5. Developing Learning Partnerships: Navigating Troublesome and Transformational Relationships
Peter Felten, Kristina Meinking, Shannon Tennant, and Katherine Westover
Visions of the Possible
The Case of an Evolving Library Partnership
The First Steps toward Partnership
The New Step: Cocreating a Course
Lessons Learned and Troubles Ahead
Advice for Building Partnerships
Notes
Bibliography
Chapter 6. When Teachers Talk to Teachers: Shared Traits between Writing Across the Curriculum and Faculty Learning Communities
Kateryna A. R. Schray
WAC as a Proto-FLC
Faculty Learning Communities at Marshall University
Librarians in FLCs
Closing Thoughts
Acknowledgements
Appendix: FLCs at Marshall University by Facilitator and Topic
Notes
Bibliography
Conclusion
Teacher Identity within Communities
Community Formation
Understanding Campus Networks
Productive Engagement in Group Liminality
The Framework as Community-Building Catalyst
A Call to Action
Notes
Bibliography
About the Contributors