LibGuides, Scalable IL Instruction, & the Teaching Faculty
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LibGuides, Scalable IL Instruction, & the Teaching Faculty
- 1. LibGuides, Scalable IL Instruction, & the Teaching Faculty Scaffolding Teaching Faculty to Expand Scalable IL Instruction
- 2. LibGuidesand Scalable IL Instruction LibGuide use in library instruction can lead to more library instruction—Yeah! The goal of IL instruction is to become increasingly embedded into higher education curricula—Yeah! * * * * * * * * * What problems do we encounter as the demand for IL instruction increases? Do we become victims of our own success?
- 3. LibGuidesand Scalable IL Instruction Smith (1997) and Leibiger (2010) suggest IL instruction will not become engrained into higher education or be taught authentically until… it’s disassociated from the library it becomes embedded in faculty disciplinary instruction
- 4. LibGuidesand Scalable IL Instruction To embed IL into the curriculum in a scalable way, library faculty need to become IL educational experts: library faculty “train the trainer” in course design and IL pedagogy the library becomes a teaching and learning venue for both faculty and students Library faculty are both subject specialists and IL teaching specialists.
- 5. LibGuidesand Scalable IL Instruction Why “hand over” IL instruction? diminishinglibrary faculty and expanding requests for IL instruction including the teaching faculty is a scalableway to increase IL instruction more efficient to “train the trainer” possible to reach more students with a limited library faculty
- 6. LibGuidesand Scalable IL Instruction Why “hand over” IL instruction? allows faculty librarians to engage in higher-order, higher-visibility teaching IL perceived as part of a course or discipline and not as an add-on or “hoop” makes possible new, powerful, collaborative relationships with faculty, departments, and programs to enhance teaching and learning
- 7. LibGuidesand Scalable IL Instruction How to “train the trainer” formal instruction via workshops, presentations at departmental meetings, etc. informal marketing and instruction via conversations at social gatherings, over lunch, etc. online teaching and support of IL instruction via a LibGuide! LibGuides
Notes de l'éditeur
- Why should library faculty “hand over” IL instruction to the teaching faculty?IL skills belong to the tacit knowledge of disciplines and should be taught within the context of disciplines.Faculty are both disciplinary experts and the wielders of grades in their courses. Students view them as having expertise and power and will use them as models.disassociating IL from the library means IL will be perceived as part of a course or discipline and not as an add-on or “hoop.”
- Why should library faculty “hand over” IL instruction to the teaching faculty?IL skills belong to the tacit knowledge of disciplines and should be taught within the context of disciplines.Faculty are both disciplinary experts and the wielders of grades in their courses. Students view them as having expertise and power and will use them as models.disassociating IL from the library means IL will be perceived as part of a course or discipline and not as an add-on or “hoop.”