Building Teaching and Learning Communities : Creating Shared Meaning and Purpose : Creating Shared Meaning and Purpose. (eBook, 2019) []
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Building Teaching and Learning Communities : Creating Shared Meaning and Purpose : Creating Shared Meaning and Purpose.

Author: Craig Gibson; Sharon Mader
Publisher: [Chicago, IL] : Association of College & Research Libraries, 2019.
Edition/Format:   eBook : Document : EnglishView all editions and formats

Offers insights from experts in higher education pedagogy and educational development to open a window on the wider world of teaching and learning. This unique collection asks what do we as educators  Read more...


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Genre/Form: Electronic books
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Craig Gibson; Sharon Mader
ISBN: 9780838946572 0838946577
OCLC Number: 1136278045
Description: 1 online resource (127 p.)
Contents: AcknowledgementsForewordMargy MacMillanIntroductionLessons from the ChaptersThemes across the ChaptersPartnerships, Professional Development, and Community BuildingAdopting New Pedagogical Practices in a Community ContextMultidisciplinarity and CommunityLibrarians in Teaching and Learning CommunitiesBecoming Part of the WholeNotesBibliographyChapter 1. Building a Culture of Teaching and LearningPat Hutchings and Mary Deane SorcinelliA Framework for Culture ChangeFour Levers1. Professional Development2. Resources3. Incentives and Rewards4. LeadershipThe Role of Library Faculty in Fostering a Culture of Teaching and LearningNotesBibliographyChapter 2. Sit a Spell: Embracing the Liminality of Pedagogical Change through the Scholarship of Teaching and LearningLinda HodgesPedagogy as a Field of LearningFaculty Belief Systems around TeachingThreshold Concepts in PedagogyThreshold Concepts and SoTLReflecting on the Role of Teacher-Content Provider versus Learning FacilitatorReflecting on the Role of Students in Learning and TeachingReflecting on Teaching in a Community of PracticeConclusionNotesBibliographyChapter 3. The Crossroads of SoTL and Signature PedagogiesNancy L. ChickSignature PedagogiesInformation Literacy and Signature PedagogiesScholarship of Teaching and LearningSoTL and Signature PedagogiesNotesBibliographyChapter 4. Bottlenecks of Information LiteracyJoan Middendorf and Andrea BaerWhat Is Decoding the Disciplines?The SurveyKey Survey FindingsApplying Decoding to a Conceptual "Bottleneck"Strategies for Addressing Bottlenecks and Sub-bottlenecksA Sub-bottleneck Strategy (Example): Developing Search Terms1. 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 BottlenecksDecoding and Librarian-Faculty PartnershipDecoding and the ACRL Framework for Information LiteracyNotesBibliographyChapter 5. Developing Learning Partnerships: Navigating Troublesome and Transformational RelationshipsPeter Felten, Kristina Meinking, Shannon Tennant, and Katherine WestoverVisions of the PossibleThe Case of an Evolving Library PartnershipThe First Steps toward PartnershipThe New Step: Cocreating a CourseLessons Learned and Troubles AheadAdvice for Building PartnershipsNotesBibliographyChapter 6. When Teachers Talk to Teachers: Shared Traits between Writing Across the Curriculum and Faculty Learning CommunitiesKateryna A. R. SchrayWAC as a Proto-FLCFaculty Learning Communities at Marshall UniversityLibrarians in FLCsClosing ThoughtsAcknowledgementsAppendix: FLCs at Marshall University by Facilitator and TopicNotesBibliographyConclusionTeacher Identity within CommunitiesCommunity FormationUnderstanding Campus NetworksProductive Engagement in Group LiminalityThe Framework as Community-Building CatalystA Call to ActionNotesBibliographyAbout the Contributors


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