Librarians as Teachers
Scholarship On Teaching - Topic: Librarians as Teachers - 36 results
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This article describes the process through which the Wabash Center Guide to Internet resources in religion was conceived and developed. The resulting structure of the Guide is described, and comments are made concerning possible ways in which the Internet can contribute to the learning process in theology and religious studies. A vision for the future of this Guide or other similar efforts is also outlined.
This article describes the process through which the Wabash Center Guide to Internet resources in religion was conceived and developed. The resulting structure of the Guide is described, and comments are made concerning possible ways in which the Internet can contribute to the learning process in theology and religious studies. A vision for the future of this Guide or other similar efforts is also outlined.
Additional Info:
This article describes the process through which the Wabash Center Guide to Internet resources in religion was conceived and developed. The resulting structure of the Guide is described, and comments are made concerning possible ways in which the Internet can contribute to the learning process in theology and religious studies. A vision for the future of this Guide or other similar efforts is also outlined.
This article describes the process through which the Wabash Center Guide to Internet resources in religion was conceived and developed. The resulting structure of the Guide is described, and comments are made concerning possible ways in which the Internet can contribute to the learning process in theology and religious studies. A vision for the future of this Guide or other similar efforts is also outlined.
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Blog post from In the Library with the Lead Pipe. Highlights similarities and differences between information literacy and critical thinking, especially as they relate to library instruction.
Blog post from In the Library with the Lead Pipe. Highlights similarities and differences between information literacy and critical thinking, especially as they relate to library instruction.
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Blog post from In the Library with the Lead Pipe. Highlights similarities and differences between information literacy and critical thinking, especially as they relate to library instruction.
Blog post from In the Library with the Lead Pipe. Highlights similarities and differences between information literacy and critical thinking, especially as they relate to library instruction.
Emerging Strategies for Supporting Student Learning: A Practical Guide for Librarians and Educators
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Click Here for Book Review
The higher education landscape is rapidly evolving due to changes in the student population (millenials, increasing diversity, changing work habits), technology (the rise in the use of social media) and learning spaces (the increase in physical and virtual social learning spaces). Allan presents the first book to bring together recent developments in ...
Click Here for Book Review
The higher education landscape is rapidly evolving due to changes in the student population (millenials, increasing diversity, changing work habits), technology (the rise in the use of social media) and learning spaces (the increase in physical and virtual social learning spaces). Allan presents the first book to bring together recent developments in ...
Additional Info:
Click Here for Book Review
The higher education landscape is rapidly evolving due to changes in the student population (millenials, increasing diversity, changing work habits), technology (the rise in the use of social media) and learning spaces (the increase in physical and virtual social learning spaces). Allan presents the first book to bring together recent developments in both theory and practice, covering a wide range of tools and techniques which will suit students in different contexts, from large groups of 500+ to very small classes of research students. Making extensive use of case studies, examples, checklists, and tables, this practical book contains:
- an analysis of the current higher education landscape, the changes that are occurring and the diverse nature of student populations;
- an exploration of new theories of digital literacy including case studies demonstrating how library and information workers have applied these models in practice;
- a demonstration of the many different ways in which academic library and information services are working in support of student employability;
- a theoretical overview of different approaches to teaching and learning including Kolb's learning cycle, Laurillard's conversational framework for university teaching, Entwistle's teaching for understanding at university, Land and Meyer's threshold concepts and the Higher Education Academy's work on flexible pedagogies;
- practical guidance on designing, developing and evaluating courses and other learning and teaching events in different situations including face-to-face, flipped classroom, blended learning, and online learning; and an exploration of approaches to personal and professional development including 90+ approaches to workplace learning; accredited courses; short courses, conferences and workshops;
- networking through professional organizations; and developing online networks.
This book will be essential reading for different groups working in colleges and universities including library and information workers, staff developers, educational technologists, educational development project workers, educational change agents and students of library and information science who are planning their careers in higher education institutions. (From the Publisher)
Table Of Content:
Figures and tables
Acknowledgements
ch. 1 Introduction
Introduction to the book
Introduction to this chapter
Changing the learning landscape
Student expectations and experiences
Flexible learning
Library spaces
Employability
Internationalization of higher education
Institutional responses to change
Changing ways of working for library and information professionals
Structure of the book
Summary
References
ch. 2 Working with diversity
Introduction
Diverse student populations
Students in the digital age
Working with international students
Students with disabilities
Part time students
Diverse learning styles
Practical approaches for working with diverse groups of students
Summary
References
ch. 3 Digital literacies
Introduction
Digital literacies
Information literacy
Metaliteracy
Additional case studies
Digital badges
Summary
References
ch. 4 Employability
Introduction
Academic libraries and employability
Graduate attributes
Working with students
Summary
References
ch. 5 Approaches to learning and teaching
Introduction
Kolb's learning cycle
A conversational framework for university teaching
Teaching for understanding at university
Threshold concepts
Flexible pedagogies
Putting the pieces together
References
ch. 6 Learning and teaching activities
Introduction
Presenting basic ideas
Common learning and teaching activities
Assessment of learning
Reflection on learning
Learning and teaching without courses
Summary
References
ch. 7 Making it happen
Introduction
Thinking about participants
Basic design principles
Levels of learning
Design of individual learning activities
Finding and using learning resources
Reviewing the program design
Marketing and promotion
Summary
References
ch. 8 Designing face-to-face, blended and online courses
Introduction
Designing face-to-face sessions
Designing flipped classroom sessions
Designing blended learning courses
Design of online courses
Summary
References
ch. 9 Delivering learning experiences
Introduction
Preparing yourself
Face-to-face delivery
On-line delivery
Co-facilitation
Summary
References
ch. 10 Evaluation of learning and teaching activities, and courses
Introduction
UK quality control and enhancement processes
Research on evaluation of learning and teaching in academic libraries
Evaluation in practice
Combined methods of evaluation
Summary
References
ch. 11 Lifelong professional development
Introduction
Networking through professional organizations and groups
Learning in the workplace
Short courses, conferences and workshops
Accredited courses
Independent learning
Developing online networks
Managing individual professional development
Developing your portfolio
Summary
References
Index
Click Here for Book Review
The higher education landscape is rapidly evolving due to changes in the student population (millenials, increasing diversity, changing work habits), technology (the rise in the use of social media) and learning spaces (the increase in physical and virtual social learning spaces). Allan presents the first book to bring together recent developments in both theory and practice, covering a wide range of tools and techniques which will suit students in different contexts, from large groups of 500+ to very small classes of research students. Making extensive use of case studies, examples, checklists, and tables, this practical book contains:
- an analysis of the current higher education landscape, the changes that are occurring and the diverse nature of student populations;
- an exploration of new theories of digital literacy including case studies demonstrating how library and information workers have applied these models in practice;
- a demonstration of the many different ways in which academic library and information services are working in support of student employability;
- a theoretical overview of different approaches to teaching and learning including Kolb's learning cycle, Laurillard's conversational framework for university teaching, Entwistle's teaching for understanding at university, Land and Meyer's threshold concepts and the Higher Education Academy's work on flexible pedagogies;
- practical guidance on designing, developing and evaluating courses and other learning and teaching events in different situations including face-to-face, flipped classroom, blended learning, and online learning; and an exploration of approaches to personal and professional development including 90+ approaches to workplace learning; accredited courses; short courses, conferences and workshops;
- networking through professional organizations; and developing online networks.
This book will be essential reading for different groups working in colleges and universities including library and information workers, staff developers, educational technologists, educational development project workers, educational change agents and students of library and information science who are planning their careers in higher education institutions. (From the Publisher)
Table Of Content:
Figures and tables
Acknowledgements
ch. 1 Introduction
Introduction to the book
Introduction to this chapter
Changing the learning landscape
Student expectations and experiences
Flexible learning
Library spaces
Employability
Internationalization of higher education
Institutional responses to change
Changing ways of working for library and information professionals
Structure of the book
Summary
References
ch. 2 Working with diversity
Introduction
Diverse student populations
Students in the digital age
Working with international students
Students with disabilities
Part time students
Diverse learning styles
Practical approaches for working with diverse groups of students
Summary
References
ch. 3 Digital literacies
Introduction
Digital literacies
Information literacy
Metaliteracy
Additional case studies
Digital badges
Summary
References
ch. 4 Employability
Introduction
Academic libraries and employability
Graduate attributes
Working with students
Summary
References
ch. 5 Approaches to learning and teaching
Introduction
Kolb's learning cycle
A conversational framework for university teaching
Teaching for understanding at university
Threshold concepts
Flexible pedagogies
Putting the pieces together
References
ch. 6 Learning and teaching activities
Introduction
Presenting basic ideas
Common learning and teaching activities
Assessment of learning
Reflection on learning
Learning and teaching without courses
Summary
References
ch. 7 Making it happen
Introduction
Thinking about participants
Basic design principles
Levels of learning
Design of individual learning activities
Finding and using learning resources
Reviewing the program design
Marketing and promotion
Summary
References
ch. 8 Designing face-to-face, blended and online courses
Introduction
Designing face-to-face sessions
Designing flipped classroom sessions
Designing blended learning courses
Design of online courses
Summary
References
ch. 9 Delivering learning experiences
Introduction
Preparing yourself
Face-to-face delivery
On-line delivery
Co-facilitation
Summary
References
ch. 10 Evaluation of learning and teaching activities, and courses
Introduction
UK quality control and enhancement processes
Research on evaluation of learning and teaching in academic libraries
Evaluation in practice
Combined methods of evaluation
Summary
References
ch. 11 Lifelong professional development
Introduction
Networking through professional organizations and groups
Learning in the workplace
Short courses, conferences and workshops
Accredited courses
Independent learning
Developing online networks
Managing individual professional development
Developing your portfolio
Summary
References
Index
Theological Libraries: Assets or Liabilities?
Additional Info:
Journal Issue.
Journal Issue.
Additional Info:
Journal Issue.
Table Of Content:
Change, Relevance, and Theological Librarianship (C. Douglas Jay)
The Library Versus the Streets (Glen W. Davidson)
The Library in Cluster Arrangements (Maria Grossmann)
Systems Analysis and the Theological Library (Doralyn J. Hickey)
Systems Analysis and the Theological Library: A Response (John David Batsel)
Regional Cooperation and Bibliographic Control among San Francisco Bay Area Seminary Libraries (Stillson Judah)
Pooling of Resources and Bibliographical Control (Ronald E. Diener)
The Theological Library and the Global Villiage (James J. Michael)
Planning and Designing Buildings for the New Theological Library (Benjamin J. Stein)
Traditional Library Functions and the Economic Factor (John Dillenberger)
Theological Libraries and the Financial Crisis: A Response (Peter L. Oliver)
Journal Issue.
Table Of Content:
Change, Relevance, and Theological Librarianship (C. Douglas Jay)
The Library Versus the Streets (Glen W. Davidson)
The Library in Cluster Arrangements (Maria Grossmann)
Systems Analysis and the Theological Library (Doralyn J. Hickey)
Systems Analysis and the Theological Library: A Response (John David Batsel)
Regional Cooperation and Bibliographic Control among San Francisco Bay Area Seminary Libraries (Stillson Judah)
Pooling of Resources and Bibliographical Control (Ronald E. Diener)
The Theological Library and the Global Villiage (James J. Michael)
Planning and Designing Buildings for the New Theological Library (Benjamin J. Stein)
Traditional Library Functions and the Economic Factor (John Dillenberger)
Theological Libraries and the Financial Crisis: A Response (Peter L. Oliver)
Multidisciplinary Collaboration: Research and Relationships
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This volume focuses on SoTL, the scholarship of teaching and learning. It discusses how collaborations among and between disciplines can strengthen education and the ways in which students are taught.
The community of scholars at an institution can provide a fertile ground for interdisciplinary collaboration that can enliven the educational process and the research that supports it. The authors here come from many different disciplines where they teach ...
This volume focuses on SoTL, the scholarship of teaching and learning. It discusses how collaborations among and between disciplines can strengthen education and the ways in which students are taught.
The community of scholars at an institution can provide a fertile ground for interdisciplinary collaboration that can enliven the educational process and the research that supports it. The authors here come from many different disciplines where they teach ...
Additional Info:
This volume focuses on SoTL, the scholarship of teaching and learning. It discusses how collaborations among and between disciplines can strengthen education and the ways in which students are taught.
The community of scholars at an institution can provide a fertile ground for interdisciplinary collaboration that can enliven the educational process and the research that supports it. The authors here come from many different disciplines where they teach and use SoTL to inform their own practice and share what they have done with others.
This is the 139th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)
Table Of Content:
Foreword (Gary Poole)
ch. 1 Research and Relationships (Karen Weller Swanson)
This chapter provides the structure of a Community of Learners using a Scholarship of Teaching and Learning framework.
ch. 2 The University as a Community of Learners (Wallace Daniel)
Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity.
ch. 3 A Journey of Discovery: SoTL in Physician Assistant Education (Patricia J. Kelly)
This chapter is a description of the utilization of SoTL concepts and Brookfield’s Critical Incident Questionnaire in an evidence-based medicine course in physician assistant education.
ch. 4 The Scholarship of Teaching and Learning in Clinical Mental Health Counseling (Caroline M. Brackette)
This chapter describes the most commonly used pedagogical practices in the clinical mental health discipline and provides examples from a SoTL project along with reflections on the process of designing, facilitating, and analyzing the research.
ch. 5 SoTL in Teacher Education: Layers of Learning (Jane West)
A teacher educator describes how she shares ongoing SoTL research about her students’ writing with the students themselves, and how this process influences teaching and learning.
ch. 6 The Scholarship of Teaching and Learning in a Physical Therapy Program (Jeannette R. Anderson, Niamh M. Tunney)
Two educators provide an overview of what they have learned about the Scholarship of Teaching and Learning related to the education of future physical therapists and describe how they and their colleagues on faculty are integrating it into their academic lives.
ch. 7 Librarians, Libraries, and the Scholarship of Teaching and Learning (Peter Otto)
Information literacy, rather than being mere library jargon, encapsulates the pedagogical core across all disciplines; this chapter discusses the active role librarians can play as collaborators in small-scale or campus-wide initiatives to improve teaching and learning.
Index
This volume focuses on SoTL, the scholarship of teaching and learning. It discusses how collaborations among and between disciplines can strengthen education and the ways in which students are taught.
The community of scholars at an institution can provide a fertile ground for interdisciplinary collaboration that can enliven the educational process and the research that supports it. The authors here come from many different disciplines where they teach and use SoTL to inform their own practice and share what they have done with others.
This is the 139th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)
Table Of Content:
Foreword (Gary Poole)
ch. 1 Research and Relationships (Karen Weller Swanson)
This chapter provides the structure of a Community of Learners using a Scholarship of Teaching and Learning framework.
ch. 2 The University as a Community of Learners (Wallace Daniel)
Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity.
ch. 3 A Journey of Discovery: SoTL in Physician Assistant Education (Patricia J. Kelly)
This chapter is a description of the utilization of SoTL concepts and Brookfield’s Critical Incident Questionnaire in an evidence-based medicine course in physician assistant education.
ch. 4 The Scholarship of Teaching and Learning in Clinical Mental Health Counseling (Caroline M. Brackette)
This chapter describes the most commonly used pedagogical practices in the clinical mental health discipline and provides examples from a SoTL project along with reflections on the process of designing, facilitating, and analyzing the research.
ch. 5 SoTL in Teacher Education: Layers of Learning (Jane West)
A teacher educator describes how she shares ongoing SoTL research about her students’ writing with the students themselves, and how this process influences teaching and learning.
ch. 6 The Scholarship of Teaching and Learning in a Physical Therapy Program (Jeannette R. Anderson, Niamh M. Tunney)
Two educators provide an overview of what they have learned about the Scholarship of Teaching and Learning related to the education of future physical therapists and describe how they and their colleagues on faculty are integrating it into their academic lives.
ch. 7 Librarians, Libraries, and the Scholarship of Teaching and Learning (Peter Otto)
Information literacy, rather than being mere library jargon, encapsulates the pedagogical core across all disciplines; this chapter discusses the active role librarians can play as collaborators in small-scale or campus-wide initiatives to improve teaching and learning.
Index
"Librarians and Teaching Faculty in Collaboration: New Incentives, New Opportunities"
Additional Info:
New campus-wide initiatives and developing a technology now provide librarians with fresh tools for supporting and assisting faculty as fellow educators. Librarians can participate in instruction activities as collaborators and by acting as teachers to the teaching faculty Librarians can foster this interaction by cooperating in assessment and accreditation processes, and by joining in learning communities and writing programs. This article will explore ways that the librarian can partner in ...
New campus-wide initiatives and developing a technology now provide librarians with fresh tools for supporting and assisting faculty as fellow educators. Librarians can participate in instruction activities as collaborators and by acting as teachers to the teaching faculty Librarians can foster this interaction by cooperating in assessment and accreditation processes, and by joining in learning communities and writing programs. This article will explore ways that the librarian can partner in ...
Additional Info:
New campus-wide initiatives and developing a technology now provide librarians with fresh tools for supporting and assisting faculty as fellow educators. Librarians can participate in instruction activities as collaborators and by acting as teachers to the teaching faculty Librarians can foster this interaction by cooperating in assessment and accreditation processes, and by joining in learning communities and writing programs. This article will explore ways that the librarian can partner in professional development with faculty by participating in curriculum planning and educational assessment.
New campus-wide initiatives and developing a technology now provide librarians with fresh tools for supporting and assisting faculty as fellow educators. Librarians can participate in instruction activities as collaborators and by acting as teachers to the teaching faculty Librarians can foster this interaction by cooperating in assessment and accreditation processes, and by joining in learning communities and writing programs. This article will explore ways that the librarian can partner in professional development with faculty by participating in curriculum planning and educational assessment.
Additional Info:
Compared research papers before and after implementation of an inquiry-based library instruction program at the University of New Mexico to asses the program's effectiveness and consider its future development. Discusses increased collaboration between the library and the English department and suggests more training for instructors and greater emphasis on a rhetorical research approach.
Compared research papers before and after implementation of an inquiry-based library instruction program at the University of New Mexico to asses the program's effectiveness and consider its future development. Discusses increased collaboration between the library and the English department and suggests more training for instructors and greater emphasis on a rhetorical research approach.
Additional Info:
Compared research papers before and after implementation of an inquiry-based library instruction program at the University of New Mexico to asses the program's effectiveness and consider its future development. Discusses increased collaboration between the library and the English department and suggests more training for instructors and greater emphasis on a rhetorical research approach.
Compared research papers before and after implementation of an inquiry-based library instruction program at the University of New Mexico to asses the program's effectiveness and consider its future development. Discusses increased collaboration between the library and the English department and suggests more training for instructors and greater emphasis on a rhetorical research approach.
Additional Info:
In this report, we review social science and library studies literatures on librarian-faculty relations, and present a preliminary sociological analysis of these relations. We find an asymmetrical disconnection between both groups: Librarians and faculty identify a disconnection that keeps the two separated, but only librarians view this disconnection as problematic.
In this report, we review social science and library studies literatures on librarian-faculty relations, and present a preliminary sociological analysis of these relations. We find an asymmetrical disconnection between both groups: Librarians and faculty identify a disconnection that keeps the two separated, but only librarians view this disconnection as problematic.
Additional Info:
In this report, we review social science and library studies literatures on librarian-faculty relations, and present a preliminary sociological analysis of these relations. We find an asymmetrical disconnection between both groups: Librarians and faculty identify a disconnection that keeps the two separated, but only librarians view this disconnection as problematic.
In this report, we review social science and library studies literatures on librarian-faculty relations, and present a preliminary sociological analysis of these relations. We find an asymmetrical disconnection between both groups: Librarians and faculty identify a disconnection that keeps the two separated, but only librarians view this disconnection as problematic.
"Reflections on a privilege: Becoming part of the course through a collaboration on Blackboard"
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Additional Info:
Theological Libraries for the Twenty First Century: Project 2000 Final Report
Additional Info:
Journal Issue.
Journal Issue.
Additional Info:
Journal Issue.
Table Of Content:
I. Introduction and Summary of Findings
A. Purpose and Structure of this Report
B. Summary of Finding and Recommendations
II. Context and Method of Project 2000
A. The Context of Project 2000
B. Method and Project Plan
C. Historical Setting of Project 2000
III. Roles of Theological Libraries
A. Introduction
B. Primary Roles of Theological Libraries
1. Representing the Tradition
2. Preserving the Fullness of Religious Life
3. Supporting the Curriculum
4. Shaping New Knowledge
5. Summary of Primary Roles of Theological Libraries
C. Collective Roles of Theological Libraries
D. Libraries and Life-long Education for Ministry
IV. Material Resources for Library Development
A. Introduction
B. Collection Development
C. Special Collections and Resources for Research
1. Documenting North American Religion
2. Documenting Third World Religion
D. The Continuing Need for Older Materials
E. Strategies for Securing Material Resources
1. A Theological Library Collection Profile
2. Machine Readable Bibliographic Records
3. Planning for Third World Documentation
4. A Preservation Program
F. Summary of Material Resource Needs
V. Personnel Resources
A. Introduction
B. The Need for Theological Librarians
1. Public Services
2. Collection Development
3. Administration and Planning
4. Bibliographic Description
C. The Preparation of Theological Librarians
D. Summary of Personnel Resources
VI. Physical Resources
A. Introduction
B. Library Buildings
C. A Strategy for Conserving Book Stack Space
D. Summary of Physical Facilities
VII. Coordinating Structures
A. Introduction
B. Bibliographic Systems and Computers
C. Special Collections
D. Budget Trends and Planning
E. Cooperation
F. Facilities
G. Preservation
H. Personnel
I. ATLA Effectiveness
J. Personal Epilogue
Appendix
A. Questionnaire Responses
Tables
A. Preservation Priorities
B. Graduate Preparation of Theological Librarians
C. How Schools will Provide for Library Growth
D. Use of Micro-Computers for Library Services
E. Special Theological Library Collections
F. Time Period and Formats of Special Collections
G. General ATLA Effectiveness
H. Importance and Effectiveness of Selected ATLA Programs
I. Local Library Needs
Journal Issue.
Table Of Content:
I. Introduction and Summary of Findings
A. Purpose and Structure of this Report
B. Summary of Finding and Recommendations
II. Context and Method of Project 2000
A. The Context of Project 2000
B. Method and Project Plan
C. Historical Setting of Project 2000
III. Roles of Theological Libraries
A. Introduction
B. Primary Roles of Theological Libraries
1. Representing the Tradition
2. Preserving the Fullness of Religious Life
3. Supporting the Curriculum
4. Shaping New Knowledge
5. Summary of Primary Roles of Theological Libraries
C. Collective Roles of Theological Libraries
D. Libraries and Life-long Education for Ministry
IV. Material Resources for Library Development
A. Introduction
B. Collection Development
C. Special Collections and Resources for Research
1. Documenting North American Religion
2. Documenting Third World Religion
D. The Continuing Need for Older Materials
E. Strategies for Securing Material Resources
1. A Theological Library Collection Profile
2. Machine Readable Bibliographic Records
3. Planning for Third World Documentation
4. A Preservation Program
F. Summary of Material Resource Needs
V. Personnel Resources
A. Introduction
B. The Need for Theological Librarians
1. Public Services
2. Collection Development
3. Administration and Planning
4. Bibliographic Description
C. The Preparation of Theological Librarians
D. Summary of Personnel Resources
VI. Physical Resources
A. Introduction
B. Library Buildings
C. A Strategy for Conserving Book Stack Space
D. Summary of Physical Facilities
VII. Coordinating Structures
A. Introduction
B. Bibliographic Systems and Computers
C. Special Collections
D. Budget Trends and Planning
E. Cooperation
F. Facilities
G. Preservation
H. Personnel
I. ATLA Effectiveness
J. Personal Epilogue
Appendix
A. Questionnaire Responses
Tables
A. Preservation Priorities
B. Graduate Preparation of Theological Librarians
C. How Schools will Provide for Library Growth
D. Use of Micro-Computers for Library Services
E. Special Theological Library Collections
F. Time Period and Formats of Special Collections
G. General ATLA Effectiveness
H. Importance and Effectiveness of Selected ATLA Programs
I. Local Library Needs
Becoming an Embedded Librarian: Making Connections in the Classroom
Additional Info:
Click Here for Book Review
Abstract: Embedded librarianship is “not one size fits all,” yet many books on the subject treat it in a cold, objective manner that doesn’t adequately communicate how becoming an embedded librarian actually works in the real world. Here, Reale shares her own university classroom experiences to offer a step-by-step primer for ...
Click Here for Book Review
Abstract: Embedded librarianship is “not one size fits all,” yet many books on the subject treat it in a cold, objective manner that doesn’t adequately communicate how becoming an embedded librarian actually works in the real world. Here, Reale shares her own university classroom experiences to offer a step-by-step primer for ...
Additional Info:
Click Here for Book Review
Abstract: Embedded librarianship is “not one size fits all,” yet many books on the subject treat it in a cold, objective manner that doesn’t adequately communicate how becoming an embedded librarian actually works in the real world. Here, Reale shares her own university classroom experiences to offer a step-by-step primer for those contemplating the practice. Demystifying what can sometimes feel intimidating to academic librarians, this down to earth resource
- defines what embedded librarianship is, and isn’t;
- explains why being in the classroom is so important, and how it creates communities of learning;
- hows how to clarify the role of the librarian in a classroom by being a “facilitator of process”;
- offers strategies for relationship building, setting goals, and honing a teaching style; and
- discusses embedded librarianship and branding.
Readers will feel confident applying the lessons learned from Reale’s first-hand account to their own experiences both in and out of the classroom. (From the Publisher)
Table Of Content:
Foreword: A View from the Lectern (Sandra Crenshaw)
Acknowledgments
Introduction
ch. 1 From the Beginning: Traditional Librarianship Takes a Different Path
ch. 2 Embedded Librarianship Defined
ch. 3 The Importance of Being There
ch. 4 The Importance of Relationship Building
ch. 5 Clarifying Your Role in the Embedded Classroom
ch. 6 Establishing a Teaching Style in the Classroom
ch. 7 Classroom Embedding Creates Communities of Practice and Possibilities
ch. 8 The Embedded Librarian as Facilitator of Process
ch. 9 Setting Personal Goals
ch. 10 Personal Branding in Embedded Librarianship
ch. 11 Being Embedded: An Odyssey
ch. 12 In Retrospect
Index
Click Here for Book Review
Abstract: Embedded librarianship is “not one size fits all,” yet many books on the subject treat it in a cold, objective manner that doesn’t adequately communicate how becoming an embedded librarian actually works in the real world. Here, Reale shares her own university classroom experiences to offer a step-by-step primer for those contemplating the practice. Demystifying what can sometimes feel intimidating to academic librarians, this down to earth resource
- defines what embedded librarianship is, and isn’t;
- explains why being in the classroom is so important, and how it creates communities of learning;
- hows how to clarify the role of the librarian in a classroom by being a “facilitator of process”;
- offers strategies for relationship building, setting goals, and honing a teaching style; and
- discusses embedded librarianship and branding.
Readers will feel confident applying the lessons learned from Reale’s first-hand account to their own experiences both in and out of the classroom. (From the Publisher)
Table Of Content:
Foreword: A View from the Lectern (Sandra Crenshaw)
Acknowledgments
Introduction
ch. 1 From the Beginning: Traditional Librarianship Takes a Different Path
ch. 2 Embedded Librarianship Defined
ch. 3 The Importance of Being There
ch. 4 The Importance of Relationship Building
ch. 5 Clarifying Your Role in the Embedded Classroom
ch. 6 Establishing a Teaching Style in the Classroom
ch. 7 Classroom Embedding Creates Communities of Practice and Possibilities
ch. 8 The Embedded Librarian as Facilitator of Process
ch. 9 Setting Personal Goals
ch. 10 Personal Branding in Embedded Librarianship
ch. 11 Being Embedded: An Odyssey
ch. 12 In Retrospect
Index
Is Digital Different?: How information creation, capture, preservation and discovery are being transformed
Additional Info:
This edited collection brings together global experts to explore the role of information professionals in the transition from an analogue to a digital environment.
The contributors, including David Nicholas, Valerie Johnson, Tim Gollins and Scott David, focus on the opportunities and challenges afforded by this new environment that is transforming the information landscape in ways that were scarcely imaginable a decade ago and is challenging the very existence ...
This edited collection brings together global experts to explore the role of information professionals in the transition from an analogue to a digital environment.
The contributors, including David Nicholas, Valerie Johnson, Tim Gollins and Scott David, focus on the opportunities and challenges afforded by this new environment that is transforming the information landscape in ways that were scarcely imaginable a decade ago and is challenging the very existence ...
Additional Info:
This edited collection brings together global experts to explore the role of information professionals in the transition from an analogue to a digital environment.
The contributors, including David Nicholas, Valerie Johnson, Tim Gollins and Scott David, focus on the opportunities and challenges afforded by this new environment that is transforming the information landscape in ways that were scarcely imaginable a decade ago and is challenging the very existence of the traditional library and archive as more and more resources become available on line and as computers and supporting networks become more and more powerful.
By drawing on examples of the impact of other new and emerging technologies on the information sciences in the past, the book emphasises that information systems have always been shaped by available technologies that have transformed the creation, capture, preservation and discovery of content.
Key topics covered include:
• Search in the digital environment
• RDF and the semantic web
• Crowd sourcing and engagement between institutions and individuals
• Development of information management systems
• Security: managing online risk
• Long term curation and preservation
• Rights and the Commons
• Finding archived records in the digital age.
Is Digital Different? illustrates the ways in which the digital environment has the potential to transform scholarship and break down barriers between the academy and the wider community, and draws out both the inherent challenges and the opportunities for information professionals globally. (From the Publisher)
Table Of Content:
Contributors
Introduction and acknowledgements (Michael Moss and Barbara Endicott-Popovsky)
ch. 1 What is the same and what is different (Michael Moss)
ch. 2 Finding stuff (David Nicholas and David Clark)
ch. 3 RDF, the Semantic Web, Jordan, Jordan and Jordan (Norman Gray)
ch. 4 Crowd sourcing (Ylva Berglund Prytz)
ch. 5 Pathways to integrating technical, legal and economic considerations in the design, development and deployment of trusted IM systems (Scott David and Barbara Endicott Popovsky)
ch. 6 archived records in a digital age (Tim Gollins and Emma Bayne)
ch. 7 Security: managing online risk (Barbara Endicott-Popovsky)
ch. 8 Rights and the Commons: navigating the boundary between public and private knowledge spaces (Gavan McCarthy and Helen Morgan)
ch. 9 From the Library in Alexandria to the Google Campus: has the digital changed the way we do research? (David Thomas and Valeria Johnson)
Index
This edited collection brings together global experts to explore the role of information professionals in the transition from an analogue to a digital environment.
The contributors, including David Nicholas, Valerie Johnson, Tim Gollins and Scott David, focus on the opportunities and challenges afforded by this new environment that is transforming the information landscape in ways that were scarcely imaginable a decade ago and is challenging the very existence of the traditional library and archive as more and more resources become available on line and as computers and supporting networks become more and more powerful.
By drawing on examples of the impact of other new and emerging technologies on the information sciences in the past, the book emphasises that information systems have always been shaped by available technologies that have transformed the creation, capture, preservation and discovery of content.
Key topics covered include:
• Search in the digital environment
• RDF and the semantic web
• Crowd sourcing and engagement between institutions and individuals
• Development of information management systems
• Security: managing online risk
• Long term curation and preservation
• Rights and the Commons
• Finding archived records in the digital age.
Is Digital Different? illustrates the ways in which the digital environment has the potential to transform scholarship and break down barriers between the academy and the wider community, and draws out both the inherent challenges and the opportunities for information professionals globally. (From the Publisher)
Table Of Content:
Contributors
Introduction and acknowledgements (Michael Moss and Barbara Endicott-Popovsky)
ch. 1 What is the same and what is different (Michael Moss)
ch. 2 Finding stuff (David Nicholas and David Clark)
ch. 3 RDF, the Semantic Web, Jordan, Jordan and Jordan (Norman Gray)
ch. 4 Crowd sourcing (Ylva Berglund Prytz)
ch. 5 Pathways to integrating technical, legal and economic considerations in the design, development and deployment of trusted IM systems (Scott David and Barbara Endicott Popovsky)
ch. 6 archived records in a digital age (Tim Gollins and Emma Bayne)
ch. 7 Security: managing online risk (Barbara Endicott-Popovsky)
ch. 8 Rights and the Commons: navigating the boundary between public and private knowledge spaces (Gavan McCarthy and Helen Morgan)
ch. 9 From the Library in Alexandria to the Google Campus: has the digital changed the way we do research? (David Thomas and Valeria Johnson)
Index
Additional Info:
The American Theological Library Association has served libraries, librarians, and academic institutions with distinction for sixty years. A Broadening Conversation offers a means of listening in on the rich and vivid conversation of this community over the course of its history so far. (From the Publisher)
The American Theological Library Association has served libraries, librarians, and academic institutions with distinction for sixty years. A Broadening Conversation offers a means of listening in on the rich and vivid conversation of this community over the course of its history so far. (From the Publisher)
Additional Info:
The American Theological Library Association has served libraries, librarians, and academic institutions with distinction for sixty years. A Broadening Conversation offers a means of listening in on the rich and vivid conversation of this community over the course of its history so far. (From the Publisher)
Table Of Content:
ch. 1 Introduction (Anne Richardson Womack)
ch. 2 Theological librarianship as a ministry (Raymond P. Morris)
ch. 3 The theological librarian : his commitment and strategy (James J. Kortendick)
ch. 4 Developing professionally on the job (David W. Faupel)
ch. 5 That they all may be one (Simeon Daly)
ch. 6 Some values in theological librarianship (James Dunkly)
ch. 7 On spiritual reading and religious reading in peril : president's address (Milton Joe Coalter)
ch. 8 Power and responsibility : reflections on theological librarianship (Sharon Taylor)
ch. 9 Introduction (Monica Corocoran)
ch. 10 The cataloger and instruction (Helen B. Uhrich)
ch. 11 Problems in manuscript cataloging (Julia H. Macleod)
ch. 12 Archival good works for theologians (Lester J. Cappon)
ch. 13 Changing a pile of books into a library (John J. Shellem)
ch. 14 Collection development in a theological research library (Caroline Whipple)
ch. 15 Circulation in theological libraries : seeking and saving the lost (Thomas F. Gilbert)
ch. 16 Parchment, paper, PDF : the literature of theological librarianship (David R. Stewart)
ch. 17 Introduction (Roger L. Loyd)
ch. 18 Seminary libraries and theological education (L.R.Elliot)
ch. 19 The community of learning (Helen B. Uhrich)
ch. 20 Professors and librarians : partners in the Oikumene (Paul A. Crow, Jr.)
ch. 21 Theological libraries revisited (Leon Pacala)
ch. 22 The structures of religious literature : conceptual frameworks for improving bibliographic instruction (Andrew D. Scrimgeour)
ch. 23 Theological libraries and theological librarians in theological education (James Dunkly)
ch. 24 Introduction (Michael Bramah)
ch. 25 Joint panel discussion : the library in the life of the seminary (Robert F Beach (moderator))
ch. 26 Some thoughts on the joint theological school-liberal arts college library (Arthur E. Jones, Jr.)
ch. 27 The theological library : servant or partner? (Claude Welch)
ch 28 Religious studies and theology (John E. Wilson)
ch. 29 Serving the religion information needs of the public(Mary A. Dempsey)
ch. 30 Introduction (John A. Bollier)
ch. 31 Seminary librarians (greetings and challenge from ATS) (Lewis J. Sherrill)
ch. 32 Six years of ATLA : a historical sketch (L.R. Elliot)
ch. 33 Building on our strengths for the future (Elmer J. O'Brien)
ch. 34 A look at the past (G. Paul Hamm)
ch. 35 A combined greeting to ATLA 40 and reflection on ATLA 1 (Ernest G. White)
ch. 36 Introduction (Eileen K. Crawford)
ch. 37 On the union classification (Julie Pettee)
ch. 38 When Catholic and Protestant theologies meet (Gustave Weigel)
ch. 39 Contemporary challenges to theological librarianship (Connoy C. Gamble, Jr.)
ch. 40 The index to religious periodical literature : past, present, and future (G. Fay Dickerson and John A. Peltz)
ch. 41 Revolution, evolutions, and syndromes (Decherd Turner)
ch. 42 Can serious academic religious book publishing survive in an age of pop culture? (Clayton E. Carlson)
ch. 43 Globalization and theological libraries (Robert J. Schreiter)
ch. 44 Shadow and substance (Roy Stokes)
The American Theological Library Association has served libraries, librarians, and academic institutions with distinction for sixty years. A Broadening Conversation offers a means of listening in on the rich and vivid conversation of this community over the course of its history so far. (From the Publisher)
Table Of Content:
ch. 1 Introduction (Anne Richardson Womack)
ch. 2 Theological librarianship as a ministry (Raymond P. Morris)
ch. 3 The theological librarian : his commitment and strategy (James J. Kortendick)
ch. 4 Developing professionally on the job (David W. Faupel)
ch. 5 That they all may be one (Simeon Daly)
ch. 6 Some values in theological librarianship (James Dunkly)
ch. 7 On spiritual reading and religious reading in peril : president's address (Milton Joe Coalter)
ch. 8 Power and responsibility : reflections on theological librarianship (Sharon Taylor)
ch. 9 Introduction (Monica Corocoran)
ch. 10 The cataloger and instruction (Helen B. Uhrich)
ch. 11 Problems in manuscript cataloging (Julia H. Macleod)
ch. 12 Archival good works for theologians (Lester J. Cappon)
ch. 13 Changing a pile of books into a library (John J. Shellem)
ch. 14 Collection development in a theological research library (Caroline Whipple)
ch. 15 Circulation in theological libraries : seeking and saving the lost (Thomas F. Gilbert)
ch. 16 Parchment, paper, PDF : the literature of theological librarianship (David R. Stewart)
ch. 17 Introduction (Roger L. Loyd)
ch. 18 Seminary libraries and theological education (L.R.Elliot)
ch. 19 The community of learning (Helen B. Uhrich)
ch. 20 Professors and librarians : partners in the Oikumene (Paul A. Crow, Jr.)
ch. 21 Theological libraries revisited (Leon Pacala)
ch. 22 The structures of religious literature : conceptual frameworks for improving bibliographic instruction (Andrew D. Scrimgeour)
ch. 23 Theological libraries and theological librarians in theological education (James Dunkly)
ch. 24 Introduction (Michael Bramah)
ch. 25 Joint panel discussion : the library in the life of the seminary (Robert F Beach (moderator))
ch. 26 Some thoughts on the joint theological school-liberal arts college library (Arthur E. Jones, Jr.)
ch. 27 The theological library : servant or partner? (Claude Welch)
ch 28 Religious studies and theology (John E. Wilson)
ch. 29 Serving the religion information needs of the public(Mary A. Dempsey)
ch. 30 Introduction (John A. Bollier)
ch. 31 Seminary librarians (greetings and challenge from ATS) (Lewis J. Sherrill)
ch. 32 Six years of ATLA : a historical sketch (L.R. Elliot)
ch. 33 Building on our strengths for the future (Elmer J. O'Brien)
ch. 34 A look at the past (G. Paul Hamm)
ch. 35 A combined greeting to ATLA 40 and reflection on ATLA 1 (Ernest G. White)
ch. 36 Introduction (Eileen K. Crawford)
ch. 37 On the union classification (Julie Pettee)
ch. 38 When Catholic and Protestant theologies meet (Gustave Weigel)
ch. 39 Contemporary challenges to theological librarianship (Connoy C. Gamble, Jr.)
ch. 40 The index to religious periodical literature : past, present, and future (G. Fay Dickerson and John A. Peltz)
ch. 41 Revolution, evolutions, and syndromes (Decherd Turner)
ch. 42 Can serious academic religious book publishing survive in an age of pop culture? (Clayton E. Carlson)
ch. 43 Globalization and theological libraries (Robert J. Schreiter)
ch. 44 Shadow and substance (Roy Stokes)
Additional Info:
Teach students to love the library.
Teach students to love the library.
Additional Info:
Teach students to love the library.
Teach students to love the library.
Still Desperately Seeking Citations: Undergraduate Research in the Age of Web-Scale Discovery
Additional Info:
Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research ...
Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research ...
Additional Info:
Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research skills. We review the existing literature and present findings and experiences from two mid-sized academic libraries that have adopted EBSCO Discovery Service as their library home page portal.Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research skills. We review the existing literature and present findings and experiences from two mid-sized academic libraries that have adopted EBSCO Discovery Service as their library home page portal.
Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research skills. We review the existing literature and present findings and experiences from two mid-sized academic libraries that have adopted EBSCO Discovery Service as their library home page portal.Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research skills. We review the existing literature and present findings and experiences from two mid-sized academic libraries that have adopted EBSCO Discovery Service as their library home page portal.
Additional Info:
Perhaps the most dramatic shift in library services is the transition from a purely physical to a physical/virtual environment. This article examines how 21stC online librarians deliver reference services to students and faculty, and explores the ramifications future librarians’ education, including areas of technology, instruction, interpersonal skills, intellectual property.
Perhaps the most dramatic shift in library services is the transition from a purely physical to a physical/virtual environment. This article examines how 21stC online librarians deliver reference services to students and faculty, and explores the ramifications future librarians’ education, including areas of technology, instruction, interpersonal skills, intellectual property.
Additional Info:
Perhaps the most dramatic shift in library services is the transition from a purely physical to a physical/virtual environment. This article examines how 21stC online librarians deliver reference services to students and faculty, and explores the ramifications future librarians’ education, including areas of technology, instruction, interpersonal skills, intellectual property.
Perhaps the most dramatic shift in library services is the transition from a purely physical to a physical/virtual environment. This article examines how 21stC online librarians deliver reference services to students and faculty, and explores the ramifications future librarians’ education, including areas of technology, instruction, interpersonal skills, intellectual property.
Increasing the Teaching Role of Academic Libraries
Additional Info:
The quiet revolution that has occurred in academic libraries has resulted in the development of programs of bibliographic or library instruction. The chapters in this volume reflect the tremendous diversity and scope of activities that fall under the umbrella of a bibliographic or library instruction program. The goal of all of these activities is to help individuals develop the intellectual and manipulative skill needed for the retrieval, assimilation, and critical ...
The quiet revolution that has occurred in academic libraries has resulted in the development of programs of bibliographic or library instruction. The chapters in this volume reflect the tremendous diversity and scope of activities that fall under the umbrella of a bibliographic or library instruction program. The goal of all of these activities is to help individuals develop the intellectual and manipulative skill needed for the retrieval, assimilation, and critical ...
Additional Info:
The quiet revolution that has occurred in academic libraries has resulted in the development of programs of bibliographic or library instruction. The chapters in this volume reflect the tremendous diversity and scope of activities that fall under the umbrella of a bibliographic or library instruction program. The goal of all of these activities is to help individuals develop the intellectual and manipulative skill needed for the retrieval, assimilation, and critical analysis of information. This volume is intended to provide a compact overview of this expanding area of library service. (From the Publisher)
Table Of Content:
ch. 1 Teaching, research, and service : the academic library's role (Carla J. Stoffle, Alan E. Guskin, and Joseph A. Boisse)
ch. 2 Emerson's library legacy : concepts of bibliographic instruction (John Mark Tucker)
ch. 3 Library use and the development of critical thought (Stephen H. Plum)
ch. 4 Patterns for research (Cerise Oberman)
ch. 5 Alternatives to the term paper (Evan I. Farber)
ch. 6 The faculty/librarian partnership (Rose Ann Simon)
ch. 7 Bibliographic instruction programs in academic libraries (Hannelore B. Rader)
ch. 8 Improving teaching : how a clearinghouse helps (Carolyn A. Kirkendall)
ch. 9 More information : bibliographic instruction resources (Linda L. Phillips)
Concluding comments (Thomas G. Kirk)
The quiet revolution that has occurred in academic libraries has resulted in the development of programs of bibliographic or library instruction. The chapters in this volume reflect the tremendous diversity and scope of activities that fall under the umbrella of a bibliographic or library instruction program. The goal of all of these activities is to help individuals develop the intellectual and manipulative skill needed for the retrieval, assimilation, and critical analysis of information. This volume is intended to provide a compact overview of this expanding area of library service. (From the Publisher)
Table Of Content:
ch. 1 Teaching, research, and service : the academic library's role (Carla J. Stoffle, Alan E. Guskin, and Joseph A. Boisse)
ch. 2 Emerson's library legacy : concepts of bibliographic instruction (John Mark Tucker)
ch. 3 Library use and the development of critical thought (Stephen H. Plum)
ch. 4 Patterns for research (Cerise Oberman)
ch. 5 Alternatives to the term paper (Evan I. Farber)
ch. 6 The faculty/librarian partnership (Rose Ann Simon)
ch. 7 Bibliographic instruction programs in academic libraries (Hannelore B. Rader)
ch. 8 Improving teaching : how a clearinghouse helps (Carolyn A. Kirkendall)
ch. 9 More information : bibliographic instruction resources (Linda L. Phillips)
Concluding comments (Thomas G. Kirk)
Additional Info:
Journal Issue. Full text is available online.
Journal Issue. Full text is available online.
Additional Info:
Journal Issue. Full text is available online.
Table Of Content:
What’s a Seminary Library for? (Timothy D. Lincoln)
Jam To-morrow and Jam Yesterday, but Never Jam To-day: The Dilemma of Theology Libraries Planning for the Twenty-first Century (Jack W. Ammerman)
Changing Libraries, Changing Collections (Donald M. Vorp)
Is There Anything Worthwhile on the Web? A Cooperative Project to Identify Scholarly Resources in Theology and Religion (Eileen Crawford, Amy Limpitlaw, and Bill Hook)
Incorporating Global Perspectives into Theological Education: The Role of the Library (Martha Lund Smalley and Paul F. Stuehrenberg)
Librarians and Teaching Faculty in Collaboration: New Incentives, New Opportunities (Melody Layton McMahon)
Is There a Strategic Alliance in Your Future? Lessons Learned from Library Consortia (Ann Hotta)
Information Literacy in Theological Education (Douglas L. Gragg)
Assessing Library Performance in a New Landscape, or “How Did We Do Today?” (Jan Malcheski)
Book Reviews
Open Forum
Reducing the Identity Crisis in Doctor of Ministry Education (Charles J. Conniry Jr.)
Getting Them Through the Doctor of Ministry Dissertation (Steve Delamarter)
Thinking Again about the Reformed Tradition and Public Life (Mark Douglas, Lewis Mudge, and Jim Watkins)
Journal Issue. Full text is available online.
Table Of Content:
What’s a Seminary Library for? (Timothy D. Lincoln)
Jam To-morrow and Jam Yesterday, but Never Jam To-day: The Dilemma of Theology Libraries Planning for the Twenty-first Century (Jack W. Ammerman)
Changing Libraries, Changing Collections (Donald M. Vorp)
Is There Anything Worthwhile on the Web? A Cooperative Project to Identify Scholarly Resources in Theology and Religion (Eileen Crawford, Amy Limpitlaw, and Bill Hook)
Incorporating Global Perspectives into Theological Education: The Role of the Library (Martha Lund Smalley and Paul F. Stuehrenberg)
Librarians and Teaching Faculty in Collaboration: New Incentives, New Opportunities (Melody Layton McMahon)
Is There a Strategic Alliance in Your Future? Lessons Learned from Library Consortia (Ann Hotta)
Information Literacy in Theological Education (Douglas L. Gragg)
Assessing Library Performance in a New Landscape, or “How Did We Do Today?” (Jan Malcheski)
Book Reviews
Open Forum
Reducing the Identity Crisis in Doctor of Ministry Education (Charles J. Conniry Jr.)
Getting Them Through the Doctor of Ministry Dissertation (Steve Delamarter)
Thinking Again about the Reformed Tradition and Public Life (Mark Douglas, Lewis Mudge, and Jim Watkins)
Reimagining the Academic Library
Additional Info:
Click Here for Book Review
Abstract: Academic libraries are in the midst of significant disruption. Academic librarians and university administrators know they need to change, but are not sure how. Bits and pieces of what needs to happen are clear, but the whole picture is hard to grasp.
Reimagining the Academic Library paints a simple ...
Click Here for Book Review
Abstract: Academic libraries are in the midst of significant disruption. Academic librarians and university administrators know they need to change, but are not sure how. Bits and pieces of what needs to happen are clear, but the whole picture is hard to grasp.
Reimagining the Academic Library paints a simple ...
Additional Info:
Click Here for Book Review
Abstract: Academic libraries are in the midst of significant disruption. Academic librarians and university administrators know they need to change, but are not sure how. Bits and pieces of what needs to happen are clear, but the whole picture is hard to grasp.
Reimagining the Academic Library paints a simple straightforward picture of the changes affecting academic libraries and what academic librarians need to do to respond to the changes would help to guide future library practice. The aim is to explain where academic libraries need to go and how to get there in a book that can be read in a weekend.
David Lewis provides a readable survey of the current state of academic library practice and proposes where academic libraries need to go in the future to provide value to their campuses. His primary focus is on collections as this is the area with the greatest opportunity for change and is the driver of most library cost. Lewis provides an accessible framework for thinking about how library practice needs to adjust in the digital environment.
The book will be useful not only to academic librarians, but also for librarians to share with presidents and provosts who a concise source for understanding where and how to focus their expenditures on libraries. (From the Publisher)
Table Of Content:
Preface
Acknowledgments
Introduction: There is a Road
Part One: The Forces We Face
ch. 1 Force One: Disruption
ch. 2 Force Two: Digital Documents
ch. 3 Force Three: The Book is Changing
ch. 4 Force Four: The New Scholarly Record
ch. 5 Force Five: The Economics of Information
ch. 6 Force Six: Demographics
Interlude: A Conjecture on the Nature of Digital Information
Part Two: Steps Down the Road
ch. 7 Step One: Defining the Job
ch. 8 Step Two: Creating the Library as Place
ch. 9 Step Three: Retiring the Legacy Print Collection
ch. 10 Step Four: Preserving Digital Content
ch. 11 Step Five: Making the Money Work
ch. 12 Step Six: Working with the Smart Machine
Conclusion: Ten Things to Do Now
Bibliography
Click Here for Book Review
Abstract: Academic libraries are in the midst of significant disruption. Academic librarians and university administrators know they need to change, but are not sure how. Bits and pieces of what needs to happen are clear, but the whole picture is hard to grasp.
Reimagining the Academic Library paints a simple straightforward picture of the changes affecting academic libraries and what academic librarians need to do to respond to the changes would help to guide future library practice. The aim is to explain where academic libraries need to go and how to get there in a book that can be read in a weekend.
David Lewis provides a readable survey of the current state of academic library practice and proposes where academic libraries need to go in the future to provide value to their campuses. His primary focus is on collections as this is the area with the greatest opportunity for change and is the driver of most library cost. Lewis provides an accessible framework for thinking about how library practice needs to adjust in the digital environment.
The book will be useful not only to academic librarians, but also for librarians to share with presidents and provosts who a concise source for understanding where and how to focus their expenditures on libraries. (From the Publisher)
Table Of Content:
Preface
Acknowledgments
Introduction: There is a Road
Part One: The Forces We Face
ch. 1 Force One: Disruption
ch. 2 Force Two: Digital Documents
ch. 3 Force Three: The Book is Changing
ch. 4 Force Four: The New Scholarly Record
ch. 5 Force Five: The Economics of Information
ch. 6 Force Six: Demographics
Interlude: A Conjecture on the Nature of Digital Information
Part Two: Steps Down the Road
ch. 7 Step One: Defining the Job
ch. 8 Step Two: Creating the Library as Place
ch. 9 Step Three: Retiring the Legacy Print Collection
ch. 10 Step Four: Preserving Digital Content
ch. 11 Step Five: Making the Money Work
ch. 12 Step Six: Working with the Smart Machine
Conclusion: Ten Things to Do Now
Bibliography
Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians
Additional Info:
Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning. It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. The lessons in this book, created by teaching librarians across the country, are categorized according to the six information literacy frames identified in the ...
Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning. It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. The lessons in this book, created by teaching librarians across the country, are categorized according to the six information literacy frames identified in the ...
Additional Info:
Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning. It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. The lessons in this book, created by teaching librarians across the country, are categorized according to the six information literacy frames identified in the ACRL Framework for Information Literacy in Higher Education (2015). This volume offers concrete and specific ways of teaching the threshold concepts that are central to the ACRL Framework and is suitable for all types of academic libraries, high school libraries, as well as a pedagogical tool for library and information schools. (From the Publisher)
Table Of Content:
Editors’ Preface
Introduction
ch. 1 Scholarship as Conversation
The Conversational Nature of Sources (Andrea Baer)
Using Information as a Springboard to Research (Emily Frigo & Jessalyn Richter)
Mapping Scholarly Conversation (Kathleen Anne Langan)
Crafting a Credible Message (Debbie Morrow)
Starting Points: The Role of Blogs in Scholarly Conversation (Brandon West)
ch. 2 Research as Inquiry
Flawed Questions: Tools for Inquiry (Smita Avasthi)
Crime Scene Investigation as an Analogy for Scholarly Inquiry (Robert Farrell)
The Research Discussion (Charissa Jefferson)
Developing a Research Question: Topic Selection Lesson Plan (Kevin Michael Klipfel)
The Connection between Personal and Academic Research (Sarah Naumann & Sami Lange)
ch. 3 Authority is Constructed and Contextual
Evaluating Information Sources (Robert Farrell)
Determining the Relevance and Reliability of Information Sources (Nancy Fawley)
Establishing Evaluation Criteria (Steven Hoover)
Non-Scholarly Formats as Research Tools (Rachel M. Minkin)
Scholarly/Non-Scholarly (Jo Angela Oehrli & Emily Hamstra)
ch. 4 Information Creation as a Process
Using Sources to Support a Claim (Dani Brecher)
Information Life Cycle (Toni M. Carter & Todd Aldridge)
Tracing Information over Time (Xan Goodman)
ch. 5 Searching as Strategic Exploration
From Nothing to Something: Transforming the “Failed” Search (Ika Datig)
Context through Citation (Jenny Fielding)
What is a Database? (Samantha Godbey, Sue Wainscott & Xan Goodman)
Who Cares? Understanding the Human Production of Information (Rebecca Kuglitsch)
Password: Keyword Edition (Melissa Langridge)
Approaching Problems Like a Professional (Melissa Mallon)
Databases vs. Search Engines Game (Elizabeth Martin & Rebecca Daly)
Keywording (Cate Calhoun Oravet)
Framing a Topic for Library Research (Melissa Browne, Caitlin Plovnick, Cathy Palmer, & Richard Caldwell)
Systems of Organization (Pete Ramsey & Stephen “Mike” Kiel)
ch. 6 Information Has Value
Gray Areas in Plagiarism Cases (Smita Avasthi)
The Who, What, and Why of the Creative Commons (Rebecca Bliquez & Jane Van Galen)
Recognizing Plagiarism (Patricia Bravender & Gayle Schaub)
Plagiarism v. Copyright Infringement (Patricia Bravender)
Louder than Words: Using Infographics to Teach the Value of Information And Authority (Hazel McClure & Christopher Toth)
Ethical Use of Information in Presentations (Debbie Morrow)
Lessons with Overlapping Information Literacy Threshold Concepts
Appendix
Lesson Handouts
ACRL Framework for Information Literacy for Higher Education
About the Editors
Contributors
Recommended Reading
Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians is a collection designed by instruction librarians to promote critical thinking and engaged learning. It provides teaching librarians detailed, ready-to-use, and easily adaptable lesson ideas to help students understand and be transformed by information literacy threshold concepts. The lessons in this book, created by teaching librarians across the country, are categorized according to the six information literacy frames identified in the ACRL Framework for Information Literacy in Higher Education (2015). This volume offers concrete and specific ways of teaching the threshold concepts that are central to the ACRL Framework and is suitable for all types of academic libraries, high school libraries, as well as a pedagogical tool for library and information schools. (From the Publisher)
Table Of Content:
Editors’ Preface
Introduction
ch. 1 Scholarship as Conversation
The Conversational Nature of Sources (Andrea Baer)
Using Information as a Springboard to Research (Emily Frigo & Jessalyn Richter)
Mapping Scholarly Conversation (Kathleen Anne Langan)
Crafting a Credible Message (Debbie Morrow)
Starting Points: The Role of Blogs in Scholarly Conversation (Brandon West)
ch. 2 Research as Inquiry
Flawed Questions: Tools for Inquiry (Smita Avasthi)
Crime Scene Investigation as an Analogy for Scholarly Inquiry (Robert Farrell)
The Research Discussion (Charissa Jefferson)
Developing a Research Question: Topic Selection Lesson Plan (Kevin Michael Klipfel)
The Connection between Personal and Academic Research (Sarah Naumann & Sami Lange)
ch. 3 Authority is Constructed and Contextual
Evaluating Information Sources (Robert Farrell)
Determining the Relevance and Reliability of Information Sources (Nancy Fawley)
Establishing Evaluation Criteria (Steven Hoover)
Non-Scholarly Formats as Research Tools (Rachel M. Minkin)
Scholarly/Non-Scholarly (Jo Angela Oehrli & Emily Hamstra)
ch. 4 Information Creation as a Process
Using Sources to Support a Claim (Dani Brecher)
Information Life Cycle (Toni M. Carter & Todd Aldridge)
Tracing Information over Time (Xan Goodman)
ch. 5 Searching as Strategic Exploration
From Nothing to Something: Transforming the “Failed” Search (Ika Datig)
Context through Citation (Jenny Fielding)
What is a Database? (Samantha Godbey, Sue Wainscott & Xan Goodman)
Who Cares? Understanding the Human Production of Information (Rebecca Kuglitsch)
Password: Keyword Edition (Melissa Langridge)
Approaching Problems Like a Professional (Melissa Mallon)
Databases vs. Search Engines Game (Elizabeth Martin & Rebecca Daly)
Keywording (Cate Calhoun Oravet)
Framing a Topic for Library Research (Melissa Browne, Caitlin Plovnick, Cathy Palmer, & Richard Caldwell)
Systems of Organization (Pete Ramsey & Stephen “Mike” Kiel)
ch. 6 Information Has Value
Gray Areas in Plagiarism Cases (Smita Avasthi)
The Who, What, and Why of the Creative Commons (Rebecca Bliquez & Jane Van Galen)
Recognizing Plagiarism (Patricia Bravender & Gayle Schaub)
Plagiarism v. Copyright Infringement (Patricia Bravender)
Louder than Words: Using Infographics to Teach the Value of Information And Authority (Hazel McClure & Christopher Toth)
Ethical Use of Information in Presentations (Debbie Morrow)
Lessons with Overlapping Information Literacy Threshold Concepts
Appendix
Lesson Handouts
ACRL Framework for Information Literacy for Higher Education
About the Editors
Contributors
Recommended Reading
Additional Info:
Annoyed Librarian' Blog entry looking at reasons for and against librarians getting tenure.
Annoyed Librarian' Blog entry looking at reasons for and against librarians getting tenure.
Additional Info:
Annoyed Librarian' Blog entry looking at reasons for and against librarians getting tenure.
Annoyed Librarian' Blog entry looking at reasons for and against librarians getting tenure.
Additional Info:
A statement prepared by the Joint Committee on College Library Problems, a national committee representing the Association of College and Research Libraries, the Association of American Colleges (now the Association of American Colleges and Universities), and the American Association of University Professors. Reaffirmed 2007.
A statement prepared by the Joint Committee on College Library Problems, a national committee representing the Association of College and Research Libraries, the Association of American Colleges (now the Association of American Colleges and Universities), and the American Association of University Professors. Reaffirmed 2007.
Additional Info:
A statement prepared by the Joint Committee on College Library Problems, a national committee representing the Association of College and Research Libraries, the Association of American Colleges (now the Association of American Colleges and Universities), and the American Association of University Professors. Reaffirmed 2007.
A statement prepared by the Joint Committee on College Library Problems, a national committee representing the Association of College and Research Libraries, the Association of American Colleges (now the Association of American Colleges and Universities), and the American Association of University Professors. Reaffirmed 2007.
Additional Info:
2013 article looking at recent trends with librarians and tenure
2013 article looking at recent trends with librarians and tenure
Additional Info:
2013 article looking at recent trends with librarians and tenure
2013 article looking at recent trends with librarians and tenure
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This presentation focuses on on-line workshops that librarians developed to help teaching faculty infuse information fluency into their courses.
This presentation focuses on on-line workshops that librarians developed to help teaching faculty infuse information fluency into their courses.
Additional Info:
This presentation focuses on on-line workshops that librarians developed to help teaching faculty infuse information fluency into their courses.
This presentation focuses on on-line workshops that librarians developed to help teaching faculty infuse information fluency into their courses.
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Due to the 21st century emphasis on digital collections and electronic resources, libraries face an uncertain future. Librarians have always been teaching, but now must conquer the disparaging status treatment to which they are subjected and evolve their profession by joining their teaching faculty colleagues in classrooms on campuses.
Due to the 21st century emphasis on digital collections and electronic resources, libraries face an uncertain future. Librarians have always been teaching, but now must conquer the disparaging status treatment to which they are subjected and evolve their profession by joining their teaching faculty colleagues in classrooms on campuses.
Additional Info:
Due to the 21st century emphasis on digital collections and electronic resources, libraries face an uncertain future. Librarians have always been teaching, but now must conquer the disparaging status treatment to which they are subjected and evolve their profession by joining their teaching faculty colleagues in classrooms on campuses.
Due to the 21st century emphasis on digital collections and electronic resources, libraries face an uncertain future. Librarians have always been teaching, but now must conquer the disparaging status treatment to which they are subjected and evolve their profession by joining their teaching faculty colleagues in classrooms on campuses.
Additional Info:
Manifesto by Joyce Kasman Valenza (October 2010) originally appeared at http://www.voyamagazine.com/. Discusses emerging practices of librarians including reading, information landscape, communication, collection development, facilities, access, audience, copyright, technology, and professional development, teaching, and the future. Lists 23 practices that librarians should unlearn.
Manifesto by Joyce Kasman Valenza (October 2010) originally appeared at http://www.voyamagazine.com/. Discusses emerging practices of librarians including reading, information landscape, communication, collection development, facilities, access, audience, copyright, technology, and professional development, teaching, and the future. Lists 23 practices that librarians should unlearn.
Additional Info:
Manifesto by Joyce Kasman Valenza (October 2010) originally appeared at http://www.voyamagazine.com/. Discusses emerging practices of librarians including reading, information landscape, communication, collection development, facilities, access, audience, copyright, technology, and professional development, teaching, and the future. Lists 23 practices that librarians should unlearn.
Manifesto by Joyce Kasman Valenza (October 2010) originally appeared at http://www.voyamagazine.com/. Discusses emerging practices of librarians including reading, information landscape, communication, collection development, facilities, access, audience, copyright, technology, and professional development, teaching, and the future. Lists 23 practices that librarians should unlearn.
Additional Info:
PDF of report from School Library Research, Research Journal of the American Association of School Librarians (April 2013). Reports on case studies regarding library-teacher collaboration. Results indicate that collaboration is desirable but difficult to put into practice.
PDF of report from School Library Research, Research Journal of the American Association of School Librarians (April 2013). Reports on case studies regarding library-teacher collaboration. Results indicate that collaboration is desirable but difficult to put into practice.
Additional Info:
PDF of report from School Library Research, Research Journal of the American Association of School Librarians (April 2013). Reports on case studies regarding library-teacher collaboration. Results indicate that collaboration is desirable but difficult to put into practice.
PDF of report from School Library Research, Research Journal of the American Association of School Librarians (April 2013). Reports on case studies regarding library-teacher collaboration. Results indicate that collaboration is desirable but difficult to put into practice.
Additional Info:
Blog post by Joyce Valenza (January 2011). Describes experiences mentoring pre-service teacher librarians. Addresses missing competencies beyond credentials with list of must-have skills, strategies and tools.
Blog post by Joyce Valenza (January 2011). Describes experiences mentoring pre-service teacher librarians. Addresses missing competencies beyond credentials with list of must-have skills, strategies and tools.
Additional Info:
Blog post by Joyce Valenza (January 2011). Describes experiences mentoring pre-service teacher librarians. Addresses missing competencies beyond credentials with list of must-have skills, strategies and tools.
Blog post by Joyce Valenza (January 2011). Describes experiences mentoring pre-service teacher librarians. Addresses missing competencies beyond credentials with list of must-have skills, strategies and tools.
Additional Info:
By Brian Matthies at Butler University (2004). Focuses on experience in teaching information literacy skills to students. Highlights potential problems and benefits of collaboration between faculty and librarians.
By Brian Matthies at Butler University (2004). Focuses on experience in teaching information literacy skills to students. Highlights potential problems and benefits of collaboration between faculty and librarians.
Additional Info:
By Brian Matthies at Butler University (2004). Focuses on experience in teaching information literacy skills to students. Highlights potential problems and benefits of collaboration between faculty and librarians.
By Brian Matthies at Butler University (2004). Focuses on experience in teaching information literacy skills to students. Highlights potential problems and benefits of collaboration between faculty and librarians.
Additional Info:
PDF of article by William Badke. Highlights some of the difficulties in establishing successful faculty-librarian collaborations. Proposes information literacy credit courses within departments.
PDF of article by William Badke. Highlights some of the difficulties in establishing successful faculty-librarian collaborations. Proposes information literacy credit courses within departments.
Additional Info:
PDF of article by William Badke. Highlights some of the difficulties in establishing successful faculty-librarian collaborations. Proposes information literacy credit courses within departments.
PDF of article by William Badke. Highlights some of the difficulties in establishing successful faculty-librarian collaborations. Proposes information literacy credit courses within departments.
Additional Info:
PDF of report from the Association of College and Research Libraries of the American Library Association (2008). Outlines proficiencies for instruction librarians and for information literacy instruction coordinators.
PDF of report from the Association of College and Research Libraries of the American Library Association (2008). Outlines proficiencies for instruction librarians and for information literacy instruction coordinators.
Additional Info:
PDF of report from the Association of College and Research Libraries of the American Library Association (2008). Outlines proficiencies for instruction librarians and for information literacy instruction coordinators.
PDF of report from the Association of College and Research Libraries of the American Library Association (2008). Outlines proficiencies for instruction librarians and for information literacy instruction coordinators.
Additional Info:
PDF of report from the Association of College and Research Libraries of the American Library Association (2000). Defines information literacy and provides standards, performance indicators, and outcomes.
PDF of report from the Association of College and Research Libraries of the American Library Association (2000). Defines information literacy and provides standards, performance indicators, and outcomes.
Additional Info:
PDF of report from the Association of College and Research Libraries of the American Library Association (2000). Defines information literacy and provides standards, performance indicators, and outcomes.
PDF of report from the Association of College and Research Libraries of the American Library Association (2000). Defines information literacy and provides standards, performance indicators, and outcomes.
Additional Info:
Dec 2013 blog post from The Unquiet Librarian. Offers four steps for successful collaborative partnerships between librarians and faculty.
Dec 2013 blog post from The Unquiet Librarian. Offers four steps for successful collaborative partnerships between librarians and faculty.
Additional Info:
Dec 2013 blog post from The Unquiet Librarian. Offers four steps for successful collaborative partnerships between librarians and faculty.
Dec 2013 blog post from The Unquiet Librarian. Offers four steps for successful collaborative partnerships between librarians and faculty.
Additional Info:
Blog post by Char Booth in American Libraries Magazine (April 2010). Claims that librarians can ease transition to teaching roles by building their instructional literacy. Offers USER method (Understand, Structure, Engage, and Reflect) for good teaching practice.
Blog post by Char Booth in American Libraries Magazine (April 2010). Claims that librarians can ease transition to teaching roles by building their instructional literacy. Offers USER method (Understand, Structure, Engage, and Reflect) for good teaching practice.
Additional Info:
Blog post by Char Booth in American Libraries Magazine (April 2010). Claims that librarians can ease transition to teaching roles by building their instructional literacy. Offers USER method (Understand, Structure, Engage, and Reflect) for good teaching practice.
Blog post by Char Booth in American Libraries Magazine (April 2010). Claims that librarians can ease transition to teaching roles by building their instructional literacy. Offers USER method (Understand, Structure, Engage, and Reflect) for good teaching practice.
Additional Info:
Article in Diskus: The Journal of the British Association for the Study of Religions (2013) by Stefanie Sinclair. Considers issues of digital literacy in the context of religious studies. Suggests ways in which technology can contribute to teaching and learning religious studies.
Article in Diskus: The Journal of the British Association for the Study of Religions (2013) by Stefanie Sinclair. Considers issues of digital literacy in the context of religious studies. Suggests ways in which technology can contribute to teaching and learning religious studies.
Additional Info:
Article in Diskus: The Journal of the British Association for the Study of Religions (2013) by Stefanie Sinclair. Considers issues of digital literacy in the context of religious studies. Suggests ways in which technology can contribute to teaching and learning religious studies.
Article in Diskus: The Journal of the British Association for the Study of Religions (2013) by Stefanie Sinclair. Considers issues of digital literacy in the context of religious studies. Suggests ways in which technology can contribute to teaching and learning religious studies.
Additional Info:
Article by Stephen J. Bell and John Shanks in College and Research Libraries News (July/August 2004). Provides an overview of the concept of the blended librarian and provides six principles of blended librarianship.
Article by Stephen J. Bell and John Shanks in College and Research Libraries News (July/August 2004). Provides an overview of the concept of the blended librarian and provides six principles of blended librarianship.
Additional Info:
Article by Stephen J. Bell and John Shanks in College and Research Libraries News (July/August 2004). Provides an overview of the concept of the blended librarian and provides six principles of blended librarianship.
Article by Stephen J. Bell and John Shanks in College and Research Libraries News (July/August 2004). Provides an overview of the concept of the blended librarian and provides six principles of blended librarianship.