Transforming Academic Library Instruction : shifting teaching practices to reflect changed perspectives / Amanda Nichols Hess.
Material type:
TextSeries: Innovations in information literacyPublication details: Lanham: Rowman & Littlefield, 2018.Description: 195 pages 24 cmISBN: - 9781538110522 (hbk)
- 025.5/677 23
- Z711.25 .C65 H586 2018
| Item type | Current library | Collection | Call number | Copy number | Status | Notes | Barcode | |
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Rabdan Academy General Stacks | General Collection | Z711.25 .C65 H586 2018 (Browse shelf(Opens below)) | C. 1 | Available | AED 318.19 | 23032 |
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| Z678 .S534 2019 Supervision and Management : an introduction for support staff / | Z679.7 .T63 2020 Emergency Preparedness for Libraries / | Z682.2 .U5 L697 2023 Libraries as Dysfunctional Organizations and Workplaces / | Z711.25 .C65 H586 2018 Transforming Academic Library Instruction : shifting teaching practices to reflect changed perspectives / | Z716.33 .D377 2019 Library Programming Made Easy : a practical guide for librarians / | Z3401 .A1 K43 2008 دليل المطبوعات العربية في روسيا من 1787 إلى 1917 / | Z3401 .A1 K43 2008 دليل المطبوعات العربية في روسيا من 1787 إلى 1917 / |
Includes bibliographical references and index.
Academic librarians, instruction, and teaching identities -- Transformative learning theory : a primer -- How teaching transformation begins : catalysts and disorienting dilemmas -- How teaching transformation develops : overarching personal inputs -- How teaching transformation develops : relational components -- How teaching transformation develops : professional components -- How teaching transformation develops : underlying external influences -- Teaching transformation in practice : resulting teaching identities -- Transforming teaching in the future : key conclusions and research directions.
"This book examines how academic librarians think about or approach instruction as a part of their work. Through explicating this metacognitive process, this book helps both academic librarians and librarians-to-be to more intentionally consider their teaching practices and professional identities"--
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