Overview

Are librarians teachers? Many academic librarians enter teaching roles with limited experience or education in instruction, discovering how to engage students in learning from their own observations, trial-and-error, or professional learning opportunities.   Grappling with this potentially unexpected identity comes amid a time of significant transition for higher education itself. Academic librarians must figure out how to counter mis-, dis-, and malinformation, address shrinking funding for collections while costs increase, and establish meaningful partnerships in diverse, data-driven environments.  And writ large, librarianship as a profession continues to grapple with its responsibility to challenge information illiteracy across contexts, its support of systemic systems of oppression under the guise of neutrality, and its value to a society flooded with information.   In three volumes, Instructional Identities and Information Literacy uses transformative learning theory—a way of understanding adult learning and ourselves—to explore the ways librarians can meaningfully advance how we think about our identities, instructional work, and learning as transformation. Three volumes explore: Transforming Ourselves Transforming Our Programs, Institutions, and Profession Transforming Student Learning, Information Seeking, and Experiences  Chapters include transforming a critical, feminist pedagogy with antiracist pedagogy; becoming an advocate for library instruction to promote student success; the intersection of reluctant professionals and the academy; transforming STEM learning and information-seeking experiences; using the Framework to reshape student responses to media narratives; and much more. Instructional Identities and Information Literacy contains many ways to consider the programming, dispositions, behaviors, and attitudes we can use as we continue to advance information literacy instruction and reshape our profession.

Full Product Details

Author:   Amanda Nichols Hess
Publisher:   Association of College & Research Libraries
Imprint:   Association of College & Research Libraries
Dimensions:   Width: 17.80cm , Height: 1.20cm , Length: 25.40cm
Weight:   0.272kg
ISBN:  

9780838939468

ISBN 10:   0838939465
Pages:   200
Publication Date:   30 November 2023
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Volume 2 Preface Amanda Nichols Hess   Part I: Program-Level Transformation Chapter 1. Transforming Our Identities as Learners and Instructors: A Library Instruction Training Program Matthew Weirick Johnson, Michelle Brasseur, Alexandra Solodkaya, and Hannah Sutherland   Chapter 2. Making the Most of Many Hats: Non-Teaching Responsibilities and their Role in More Informed Instruction Christine R. Elliott, Sara C. Kern, and Jacob Gordon   Chapter 3. Time for Change: Transforming Library Instruction for Transformative Learning Lindsay Bush and Adam Mazel   Chapter 4. Intentional, Effective, and Collaborative: Transforming Department Perspectives on the ACRL Framework for Information Literacy in Higher Education Kristina Clement and Lawrence O. Schmidt   Chapter 5. From Old School to New School: A Case Study on Transforming Internal and External Library Identities Ruth Castillo   Part II: Institution-Level Transformation Chapter 6. On the Precipice of Change: How a Small Reference and Instruction Department Is Influencing the Transformation of an Institution Bekah Dreyer-Rowe and Hannah Cabullo   Chapter 7. Reflecting a Different Self-Image: Professional Development for Faculty in Information Literacy Kristin E. C. Green   Chapter 8. Integrating Information Literacy into the General Education Curriculum: Developing Self-Actualized and Critical Students through a Process of Transformative Learning Liz Humrickhouse   Chapter 9. Let’s Work Together: Developing a Shared Instructional Identity Stephanie Crowe and Tammy Ivins   Chapter 10. From Consumers to Creators: Scaffolding Digital Information Literacy throughout the Undergraduate Curriculum Emily Metcalf, Lisa Louis, Catherine Rudowsky, and Tara Carlisle   Part III: Profession-Level Transformation Chapter 11. A Case for the Framework in Community College Libraries: Deconstructing and Challenging Scholarly Discourse and Communication Practices from a Community College Perspective Erika Montenegro and Cynthia Mari Orozco   Chapter 12. Gender Stereotypes and Information Literacy: A Critical and Feminist Approach to Teaching AndrÉa Doyle and Gilda Olinto   Chapter 13. Integrating Identities: The Intersection of Reluctant Professionals and the Academy Lia Friedman and Torie QuiÑonez   Bibliography   Author Biographies

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Author Information

Amanda Nichols Hess is a professor and Coordinator of Instruction and Research Help at Oakland University Libraries in Rochester, Michigan. Her research focuses on information literacy instruction, faculty development, online learning, and how these concepts intersect. She is the author of the books Modular Online Learning Design and Transforming Academic Library Instruction, as well as many articles and book chapters focused on teaching and learning.

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