Overview

The Scholarship of Teaching and Learning (SoTL) refers to original research and scholarship on teaching and learning practice in higher education conducted by scholars across disciplines interested in understanding student learning, teaching innovations, and transforming higher education. SoTL work is situated in a specific time and place, publicly disseminated, and diverse in discipline, theory, and method. Across four sections—Pedagogical Content Knowledge/Signature Pedagogy, SoTL Theory, SoTL Research, and SoTL as Professional Development—The Grounded Instruction Librarian engages SoTL through different lenses and provides a sense of the varied ways it’s currently being conducted in academic libraries in North America and Europe. Each section begins with a foundational chapter from SoTL leaders that discusses central questions, highlights important theories and literature, and introduces the SoTL-in-practice chapters that follow. The practical chapters highlight work at the more local level and take a range of forms, from case studies from specific institutions, reflections on individual participation in SoTL work, to explorations of a particular topic or theme. The Scholarship of Teaching and Learning unleashes great potential in librarianship, and academic librarians are ideal candidates for participation in SoTL projects: We’re inquisitive, passionate, and we care about student success. The Grounded Instruction Librarian can provide innovative ideas and methods to help you use SoTL as a professional development tool, a research agenda, a way to create theory, or for a deeper understanding of your teaching and your students’ learning.

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9780838946213

Table of Contents

Reviews

Author Information

Melissa Mallon (MLIS) is Director of Peabody Education Library/ Director of Teaching & Learning at Vanderbilt University. Mallon’s research interests include online learning, instructional design, and the intersection of critical thinking and digital learning. She has presented on these topics at multiple forums, including ACRL and LOEX. Lauren Hays, PhD, is an Assistant Professor of Instructional Technology at the University of Central Missouri. Previously, she was the Instructional and Research Librarian at MidAmerica Nazarene University in Olathe, KS where she enjoyed teaching and being a member of the Faculty Development Committee. She has presented widely on the Scholarship of Teaching and Learning, including at the annual conference for the International Society for the Scholarship of Teaching and Learning and she was the 2017 speaker on SoTL for the Association of College and Research Libraries’ Student Learning and Information Literacy Committee’s Midwinter Discussion. Her professional interests include SoTL, teaching, information literacy, educational technology, library and information science education, teacher identity, and academic development. On a personal note, she loves dogs, traveling, and home. Cara Bradley is the Research & Scholarship Librarian at the University of Regina in Saskatchewan, Canada, where her primary responsibility is supporting graduate student and faculty research. She first became interested in SoTL while seconded to the role of Associate Director of the University of Regina’s Centre for Teaching and Learning. She has published and presented widely on topics including SoTL, information literacy in the disciplines, information policy, and academic integrity. Her personal interests include gardening and traveling. Rhonda Huisman is the University Library Dean at St. Cloud State University where she oversees strategic planning, library instruction, collections, and space as well as staffing, professional development, and outreach. Rhonda has researched faculty-librarian collaborations, information literacy, and the first-year experience, but her primary focus has been on collaborating with K-12 librarians, community colleges, and four-year institutions to research college-readiness initiatives. Recent publications and presentations at ALA, ACRL, LOEX, and the IUPUI Assessment Institute have covered high-impact education practices, faculty-centered workshops, and communities of practice. She is an active member of several local and consortia boards, as well as served on many ACRL committees and facilitates for ACRL Immersion and the ACRL Standards for Libraries in Higher Education. Jackie Belanger is Director of Assessment and Planning at the University of Washington Libraries, where she leads assessments designed to improve Libraries services, resources and spaces for user communities. Her background is in student learning outcomes assessment, and she has published and presented work on critical assessment, design thinking, assessing student learning using rubrics, and the use of assessment management systems in libraries.

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