The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning—eEditions PDF e-book

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  • Description
  • Table of Contents
  • About the authors

The Scholarship of Teaching and Learning (SoTL) refers to original research and scholarship on teaching and learning practice in higher education conducted by scholars across disciplines interested in understanding student learning, teaching innovations, and transforming higher education. SoTL work is situated in a specific time and place, publicly disseminated, and diverse in discipline, theory, and method.

Across four sections—Pedagogical Content Knowledge/Signature Pedagogy, SoTL Theory, SoTL Research, and SoTL as Professional Development—The Grounded Instruction Librarian engages SoTL through different lenses and provides a sense of the varied ways it’s currently being conducted in academic libraries in North America and Europe. Each section begins with a foundational chapter from SoTL leaders that discusses central questions, highlights important theories and literature, and introduces the SoTL-in-practice chapters that follow. The practical chapters highlight work at the more local level and take a range of forms, from case studies from specific institutions, reflections on individual participation in SoTL work, to explorations of a particular topic or theme.

The Scholarship of Teaching and Learning unleashes great potential in librarianship, and academic librarians are ideal candidates for participation in SoTL projects: We’re inquisitive, passionate, and we care about student success. The Grounded Instruction Librarian can provide innovative ideas and methods to help you use SoTL as a professional development tool, a research agenda, a way to create theory, or for a deeper understanding of your teaching and your students’ learning.

Introduction to the Scholarship of Teaching and Learning

Section I. Pedagogical Content Knowledge/Signature Pedagogy

Chapter 1. Examining Information Literacy Instruction through Signature Pedagogies and Pedagogical Content Knowledge (Foundation Chapter)
Lauren Hays

Chapter 2. Asking “Good Questions” about How Academic Librarians Learn to Teach
Eveline Houtman

Chapter 3. Scholarship of Teaching and Learning and Transfer of Information Literacy Skills
Rebecca Kuglitsch and Lindsay Roberts

Chapter 4. Crosswalking the Disciplines: Reimagining Information Literacy Instruction for a History Methods Course
Bobby Smiley

Section II. SoTL Theory

Chapter 5. Theory and the Scholarship of Teaching and Learning: Inquiry and Practice with Intention (Foundation Chapter)
Nancy L. Chick

Chapter 6. Visions of the Possible: A Critical Pedagogical Praxis for Information Literacy Instruction
Christine M. Moeller and Roberto A. Arteaga

Chapter 7. Historicizing the Library: Information Literacy Instruction in the History Classroom
Maura Seale

Chapter 8. Not Missing the Point(s): Applying Specifications Grading to Credit-Bearing Information Literacy Classes
Kathy Shields, Kyle Denlinger, and Meghan Webb

Chapter 9. Teaching the Creation of New Knowledge: Applying the Constructivist and Social Constructivist Theories of Learning
Cynthia A. Tysick, Molly K. Maloney, Bryan J. Sajecki, and Nicole Thomas

Chapter 10. Using a Model of the Teaching-Learning Environment as Part of Reflective Practice
Pamela McKinney and Sheila Webber

Section III. SoTL Research

Chapter 11. Inside/Outside/In-Between: Librarians and SoTL Research (Foundation Chapter)
Emma Coonan

Chapter 12. At the Intersection of Theory and Experience: How Qualitative Interviews Enrich the Scholarship of Teaching and Learning
Ann Marshall and Sarah Wagner

Chapter 13. Instructor-Librarian Collaboration to Improve Students’ Searching, Evaluation, and Use of Scientific Literature
Sarah Bankston, Micah J. Waltz, and Heather K. Moberly

Chapter 14. Assessment of a One-Credit Course for Humanities Graduate Students: A Phenomenological Approach to Identify Thresholds and Impacts
Denis Lacroix and Lindsay Johnston

Chapter 15. Uncovering the Comfort Levels of Students Who Are Conducting Library Research
Donna Harp Ziegenfuss

Chapter 16. Using O’Brien’s “Compass”: A Case Study in Faculty-Librarian Partnerships and Student Perceptions of Research and Writing in Anthropology and Sociology
Catherine Bowers and Shelly Yankovskyy

Chapter 17. Mapping the Information Literacy Skills of First-Year Business Students: A Journey Through Lesson Study
Norm Althouse, Peggy Hedges, Zahra Premji, and Justine Wheeler

Chapter 18. If the Rubric Fits: Library Instruction, Teaching Efficacy, and the Practice of Collective Reflection
Sara Maurice Whitver

Chapter 19. How Do I Know If They Learned Anything? Evidence-Based Learning and Reflective Teaching in a First-Year Learning Community
Jill Becker and Alison Olcott

Section IV. SoTL as Professional Development

Chapter 20. SoTL Difference: The Value of Incorporating SoTL into Librarian Professional Development (Foundation Chapter)
Peter Felten, Margy MacMillan, and Joan Ruelle

Chapter 21. Finding Common Ground: Developing Partnerships Between the Academic Library and Campus Teaching Center to Advance Teaching and Learning
Amanda Nichols Hess

Chapter 22. Five Concrete Collaborations to Support SoTL Across Campus
Noémi Cobolet, Raphaël Grolimund, Cécile Hardebolle, Siara Isaac, Mathilde Panes, and Caroline Salamin

Chapter 23. Breaking New Ground: Librarians as Partners in a SoTL Fellowship
Thomas Weeks and Melissa E. Johnson

Chapter 24. DiYing Your Own Framework: Partnering with a CTL to Construct Local Learning Outcomes
Amy Fyn and Jenn Marshall Shinaberger

Chapter 25. Re-centering Teaching and Learning: Toward Communities of Practice at the University of Nebraska-Lincoln Libraries
Erica DeFrain, Leslie Delserone, Elizabeth Lorang, Catherine Fraser Riehle, and Toni Anaya

Chapter 26. Cultivating Teacher-Librarians through a Community of Practice
Maoria J. Kirker

Chapter 27. Cultivating a Librarians’ Community of Practice: A Reflective Case Study
Corinne Laverty and Nasser Saleh

Chapter 28. SoTL as Professional Development: Participating in the Scholarship of Teaching and Learning as an LIS Graduate Student
Erin Durham


Editor Biographies

About the Contributors

Melissa N. Mallon

Melissa N. Mallon (she/her), MLIS, is associate university librarian for teaching & learning at Vanderbilt University. She has published, presented, and taught professional development courses in the areas of online learning, instructional design, and the impact of information and digital literacies on student learning. Her previous books include Partners in Teaching & Learning: Coordinating a Successful Academic Library Instruction Program (2020); The Pivotal Role of Academic Librarians in Digital Learning (2018); and the co-edited volume, The Grounded Instruction Librarian: Participating in the Scholarship of Teaching & Learning (2019). Positionality Statement: I identify as a white, cis-gendered woman, which affords me an acknowledged place of privilege. Through my teaching and research, I strive to use this privilege to give voice to those that may be underrepresented or unheard in both libraries and higher education. I strive to lead with empathy and humility, and endeavor to not stop listening and learning.

Lauren Hays

Lauren Hays, PhD, is an Assistant Professor of Instructional Technology at the University of Central Missouri. Previously, she was the Instructional and Research Librarian at MidAmerica Nazarene University in Olathe, KS where she enjoyed teaching and being a member of the Faculty Development Committee. She has presented widely on the Scholarship of Teaching and Learning, including at the annual conference for the International Society for the Scholarship of Teaching and Learning and she was the 2017 speaker on SoTL for the Association of College and Research Libraries’ Student Learning and Information Literacy Committee’s Midwinter Discussion. Her professional interests include SoTL, teaching, information literacy, educational technology, library and information science education, teacher identity, and academic development. On a personal note, she loves dogs, traveling, and home.

Cara Bradley

Cara Bradley is the Research & Scholarship Librarian at the University of Regina in Saskatchewan, Canada, where her primary responsibility is supporting graduate student and faculty research. She first became interested in SoTL while seconded to the role of Associate Director of the University of Regina’s Centre for Teaching and Learning. She has published and presented widely on topics including SoTL, information literacy in the disciplines, information policy, and academic integrity. Her personal interests include gardening and traveling.

Rhonda Huisman

Rhonda Huisman is the University Library Dean at St. Cloud State University where she oversees strategic planning, library instruction, collections, and space as well as staffing, professional development, and outreach. Rhonda has researched faculty-librarian collaborations, information literacy, and the first-year experience, but her primary focus has been on collaborating with K-12 librarians, community colleges, and four-year institutions to research college-readiness initiatives. Recent publications and presentations at ALA, ACRL, LOEX, and the IUPUI Assessment Institute have covered high-impact education practices, faculty-centered workshops, and communities of practice. She is an active member of several local and consortia boards, as well as served on many ACRL committees and facilitates for ACRL Immersion and the ACRL Standards for Libraries in Higher Education.

Jackie Belanger

Jackie Belanger is Director of Assessment and Planning at the University of Washington Libraries, where she leads assessments designed to improve Libraries services, resources and spaces for user communities. Her background is in student learning outcomes assessment, and she has published and presented work on critical assessment, design thinking, assessing student learning using rubrics, and the use of assessment management systems in libraries.