Instructional Identities and Information Literacy, Volume 2: Transforming Our Programs, Institutions, and Profession—eEditions PDF e-book

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  • Description
  • Table of Contents
  • About the author

Are librarians teachers? Many academic librarians enter teaching roles with limited experience or education in instruction, discovering how to engage students in learning from their own observations, trial-and-error, or professional learning opportunities.
Grappling with this potentially unexpected identity comes amid a time of significant transition for higher education itself. Academic librarians must figure out how to counter mis-, dis-, and malinformation, address shrinking funding for collections while costs increase, and establish meaningful partnerships in diverse, data-driven environments.  And writ large, librarianship as a profession continues to grapple with its responsibility to challenge information illiteracy across contexts, its support of systemic systems of oppression under the guise of neutrality, and its value to a society flooded with information.
In three volumes, Instructional Identities and Information Literacy uses transformative learning theory—a way of understanding adult learning and ourselves—to explore the ways librarians can meaningfully advance how we think about our identities, instructional work, and learning as transformation. Three volumes explore:

  • Transforming Ourselves
  • Transforming Our Programs, Institutions, and Profession
  • Transforming Student Learning, Information Seeking, and Experiences 

Chapters include transforming a critical, feminist pedagogy with antiracist pedagogy; becoming an advocate for library instruction to promote student success; the intersection of reluctant professionals and the academy; transforming STEM learning and information-seeking experiences; using the Framework to reshape student responses to media narratives; and much more. Instructional Identities and Information Literacy contains many ways to consider the programming, dispositions, behaviors, and attitudes we can use as we continue to advance information literacy instruction and reshape our profession.

Amanda Nichols Hess
Part I: Program-Level Transformation
Chapter 1. Transforming Our Identities as Learners and Instructors: A Library Instruction Training Program
Matthew Weirick Johnson, Michelle Brasseur, Alexandra Solodkaya, and Hannah Sutherland
Chapter 2. Making the Most of Many Hats: Non-Teaching Responsibilities and their Role in More Informed Instruction
Christine R. Elliott, Sara C. Kern, and Jacob Gordon
Chapter 3. Time for Change: Transforming Library Instruction for Transformative Learning
Lindsay Bush and Adam Mazel
Chapter 4. Intentional, Effective, and Collaborative: Transforming Department Perspectives on the ACRL Framework for Information Literacy in Higher Education
Kristina Clement and Lawrence O. Schmidt
Chapter 5. From Old School to New School: A Case Study on Transforming Internal and External Library Identities
Ruth Castillo
Part II: Institution-Level Transformation
Chapter 6. On the Precipice of Change: How a Small Reference and Instruction Department Is Influencing the Transformation of an Institution
Bekah Dreyer-Rowe and Hannah Cabullo
Chapter 7. Reflecting a Different Self-Image: Professional Development for Faculty in Information Literacy
Kristin E. C. Green
Chapter 8. Integrating Information Literacy into the General Education Curriculum: Developing Self-Actualized and Critical Students through a Process of Transformative Learning
Liz Humrickhouse
Chapter 9. Let’s Work Together: Developing a Shared Instructional Identity
Stephanie Crowe and Tammy Ivins
Chapter 10. From Consumers to Creators: Scaffolding Digital Information Literacy throughout the Undergraduate Curriculum
Emily Metcalf, Lisa Louis, Catherine Rudowsky, and Tara Carlisle
Part III: Profession-Level Transformation
Chapter 11. A Case for the Framework in Community College Libraries: Deconstructing and Challenging Scholarly Discourse and Communication Practices from a Community College Perspective
Erika Montenegro and Cynthia Mari Orozco
Chapter 12. Gender Stereotypes and Information Literacy: A Critical and Feminist Approach to Teaching
Andréa Doyle and Gilda Olinto
Chapter 13. Integrating Identities: The Intersection of Reluctant Professionals and the Academy
Lia Friedman and Torie Quiñonez
Author Biographies

Amanda Nichols Hess

Amanda Nichols Hess is the e-learning, instructional technology, and education librarian at Oakland University in Rochester, Michigan. She holds a PhD in educational leadership, an Education Specialist certificate in instructional technology, and an MS in information. Her research focuses on information literacy, instructional design, online learning, and the intersections of these topics, particularly in library-centric professional learning. Her work has been published in College and Research Libraries, Communications in Information Literacy, Journal of Academic Librarianship, and portal: Libraries and the Academy, among other venues. Amanda also authored Transforming Academic Library Instruction: Changing Practices to Reflect Changed Perspectives (Rowman and Littlefield, 2019).