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- Description
- Table of Contents
- About the author
Pedagogy impacts all parts of library work and culture. It changes the way we interact with learners regardless of setting and however we name or define the teaching moment, from research help to outreach to leading meetings. Pedagogy is a praxis of relation, and studying it can improve all aspects of our work and organizations.
In two volumes, Training Library Instructors collects examples of how we train our colleagues to teach, whether they’re student workers, non-librarian staff, new or experienced librarians, or something else entirely. Volume 1, A Guide to Training Graduate Students, focuses on teacher training for graduate students in LIS programs and in academic libraries. It presents existing literature and theories, approaches to teaching library school students to teach, and critical reflections from librarians about their varied experiences receiving teacher training.
A Guide to Training Graduate Students provides a useful introduction, detailed examples, and salient reflections to help us better train library instructors during their time as graduate students through coursework and work experience. You’ll discover ideas for designing courses, internships, and other programs and ways to mentor graduate students who are interested in becoming library instructors.
Acknowledgements
Volume 1: A Guide to Training Graduate Students
Introduction
Matthew Weirick Johnson
Part I. Teaching and Learning in the LIS Curriculum: Theory, Practice, and Need
Chapter 1
Practice Theory in Information Literacy
Logan Rath
Chapter 2
Library Instruction Training and the MLIS: A Review of the Literature
Matthew Weirick Johnson
Part II. Case Studies
Chapter 3
Using Teaching Demonstrations in LIS Instruction Courses
Melissa A. Wong
Chapter 4
Teaching Instruction Librarians by Design
Dominique Turnbow and Amanda Roth
Chapter 5
From Intern to Instructor: Training to Teach with Primary Sources
Rachel Makarowski and Maureen Maryanski
Chapter 6
Empowering Library Instructors: Reflections on the Information Literacy Scholars Program at Syracuse University Libraries
Kelly Delevan, Breeann Austin, Brie Baumert, Rebecca McCall, Lauren Quackenbush, Olivia Russo, Alayna L. Vander Veer, and B. Austin Waters
Chapter 7
Introducing Emerging Library Instructors to Information Literacy Instruction through Programmatic Instruction
Alicia G. Vaandering, Amanda Izenstark, Colin Braun, Erin Cunningham, Reina Kirkendall, and Laura Marasco
Part III. Reflections: LIS Instruction Training
Chapter 8
Creating My Own Experience: Navigating a Library Graduate Program to Become an Instruction Librarian
Kala Dunn
Chapter 9
The Impact of a Graduate Assistantship and Optional Courses on Becoming a Teaching Librarian
Chrissy O’Grady
Chapter 10
From Learner to Teacher: Preparing for the Library Instruction Classroom and Fostering Teacher Identity Through Information Literacy Coursework
Kaci Wilson
Chapter 11
From Library Science Student to Instruction Librarian: Using the Science and Art of Teaching to Grow as an Instruction Librarian
Mark W. Duncan
Part IV. Reflections: Non-LIS Instruction Training
Chapter 12
Benefits of an Elementary School Teaching Background
Amber Owrey
Chapter 13
Thoughts from a Teacher Librarian: Utilizing Training as a Teacher to Become an Instructional Librarian
Ella Gibson
Chapter 14
Adjusting Roles: Lessons Learned from Applying Non-LIS Teacher Training to Library Instruction
Jeremiah R. Mercurio
Conclusion: Advancing Teaching & Learning for LIS Graduate Students
Matthew Weirick Johnson
About the Authors