Training Library Instructors: Vol 2
A Guide to Training Librarians
Samenvatting
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. In Volume 2, A Guide to Training Librarians, librarians share their knowledge about teaching, learning, and pedagogy through a variety of replicable activities: formal and informal workshops, courses, communities of practice, peer observation, and more. Programs include mock instruction, nano-teaching, and other feedback and homework mechanisms; happen at the individual, institutional, or consortial level; and can involve collaborations across library or university departments.
So many librarians value lifelong learning and the opportunity to learn from each other. A Guide to Training Librarians provides a starting point for readers considering their own teach-the-teacher programs and various approaches to learning together, exploring library instruction for the first time, or expanding existing knowledge through continued education.
Specificaties
Inhoudsopgave
Volume 2: A Guide to Training Librarians
Introduction
Matthew Weirick Johnson
Part V. Case Studies: Continuing Training for Library Instructors
Chapter 15
Developing Library Instructors Together: A Case Study from the Hong Kong JULAC Consortium
Victoria F. Caplan, Christopher Chan, Lisa Janicke Hinchliffe, and Eunice S. P. Wong
Chapter 16
Increasing Inclusive Instruction: Building a Bespoke In-house Teacher Training Programme at the University of Cambridge
Kirstie Preest and Claire Sewell
Chapter 17
Communities of Support: Using the Community of Practice Model for Library Instructor Development
Melissa A. Wong and Laura Saunders
Part VI. Case Studies: Training New Librarians
Chapter 18
We’re All in This Together: Holistic Approaches to Training New Instruction Librarians
Randi Beem, Marc Bess, Ryan Harris, Abby Moore, Natalie Ornat Bitting, Catherine Tingelstad, and Angel Truesdale
Chapter 19
Learning What Works: The Impact of Change on Training New Library Instructors
Josette M. Kubicki, Tonya D. Dority, Thomas C. Weeks, and Emma Kate Morgan
Part VII. Case Studies: Training New and Experienced Librarians
Chapter 20
Planning for Instruction Training: Implementing an On-the-Job Training for Library Instructors
Livia Piotto
Chapter 21
Supporting Librarian Teachers: The Learning-Centered Librarian Instruction Program at the University of Victoria
Karen Munro, Cynthia Korpan, Matt Huculak, and Michael Lines
Chapter 22
Best of Both Worlds: Training for New and Experienced Library Instructors
David X. Lemmons, Ashley Blinstrub, Kayla M. Gourlay, Maoria J. Kirker, Janna Mattson, and Anna K. Murphy-Lang
Part VIII: Reflections
Chapter 23
The Introverted Instructor: Tackling Library Instruction When It’s Out of Your Comfort Zone
Ginelle Baskin
Chapter 24
(Eventually) Learning to Look Before I Leap: Discovering Instructional Design Mid-Career
Nicole Westerdahl
Chapter 25
Learning from Each Other: Peer Observation for On-the-Job Library Instructor Development
Alexandra Mitchell
Chapter 26
Peer Observation and its Discontents: Using Autotheory to Argue for Focused, Community-Centered Instruction Training
Russel Peterson
Chapter 27
It Takes a Village to Raise a Librarian: Reflection on an Unconference Teaching Workshop
Sam Mandani and Fannie Ouyang
Chapter 28
Go and Get What You Need!: Seeking Out Mentorship
Jamia Williams
Conclusion
Moving Instruction Training Forward in Academic Libraries
Matthew Weirick Johnson
About the Authors
