skip to content
Reflective teaching, effective learning : instructional literacy for library educators Preview this item
ClosePreview this item
Checking...

Reflective teaching, effective learning : instructional literacy for library educators

Author: Char Booth
Publisher: Chicago : American Library Association, 2011.
Edition/Format:   Book : EnglishView all editions and formats
Database:WorldCat
Summary:
Whether or not "instruction" appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because MLIS education tends to offer less-than-comprehensive preparation in pedagogy and instructional design, this book tackles the challenge of effective teaching and training head-on. In this book the author introduces a  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

 

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Document Type: Book
All Authors / Contributors: Char Booth
ISBN: 0838910521 9780838910528
OCLC Number: 609871178
Description: xxi, 180 pages : illustrations ; 28 cm
Contents: Teaching effectiveness --
Metacognition and reflective practice --
Learning from/with others --
A crash course in learning theory --
A correction course in instructional theory --
Teaching technologies --
Instructional design --
USER and library instructional design --
Understand --
Structure --
Engage --
Reflect.
Responsibility: Char Booth.

Abstract:

Introduces a series of concepts that will empower readers at any level to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Laying  Read more...

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


<http://www.worldcat.org/oclc/609871178>
library:oclcnum"609871178"
library:placeOfPublication
library:placeOfPublication
owl:sameAs<info:oclcnum/609871178>
rdf:typeschema:Book
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
<http://id.worldcat.org/fast/972562>
rdf:typeschema:Intangible
schema:name"Information literacy--Study and teaching"@en
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:creator
schema:datePublished"2011"
schema:description"Teaching effectiveness -- Metacognition and reflective practice -- Learning from/with others -- A crash course in learning theory -- A correction course in instructional theory -- Teaching technologies -- Instructional design -- USER and library instructional design -- Understand -- Structure -- Engage -- Reflect."@en
schema:description"Whether or not "instruction" appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because MLIS education tends to offer less-than-comprehensive preparation in pedagogy and instructional design, this book tackles the challenge of effective teaching and training head-on. In this book the author introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. A four-part framework of instructional literacy is outlined, which includes Reflective Practice (tools for improving learning in the moment and developing a teacher identity, as well as approaches to collaboration and creating communities of practice), Educational Theory (evidence-based strategies in learning and instructional research), Teaching Technologies (evaluating and integrating technology in learning using a practical "toolkit" approach), and Instructional Design (a systematic and outcomes-based strategy for developing and assessing learning experiences). This foundation is supplemented by the USER Method, a step-by-step approach to creating learner-focused instruction. Tailored to library contexts, USER walks readers through understanding an instructional scenario, structuring content, engaging learners, and reflecting on outcomes. Also included are templates for instructional planning and technology evaluation, as well as practical advice and scenarios from those working in the field. Entailing a methodical approach to educating oneself about this emerging field, this work helps librarians become better learners and teachers."@en
schema:exampleOfWork<http://worldcat.org/entity/work/id/409159646>
schema:inLanguage"en"
schema:name"Reflective teaching, effective learning : instructional literacy for library educators"@en
schema:publisher
schema:url
schema:workExample

Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.