The critical and continuing role of LIS curriculum in the teacher training of future librarians

Cooke, Nicole A.

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https://hdl.handle.net/2142/44876 Copy

Description

Title

The critical and continuing role of LIS curriculum in the teacher training of future librarians

Author(s)

Cooke, Nicole A.

Contributor(s)

Hensley, Merinda Kaye

Issue Date

2013

Keyword(s)

• Information literacy instruction
• teaching and learning
• experiential learning
• reflective practice

Date of Ingest

2013-06-17T14:33:21Z

Abstract

There is very little in the way of formal training on how to learn to teach within library and information science (LIS) curriculum. In fact, most new librarians learn how to teach on the job and proactive librarians will seek out professional development opportunities to supplement their experiences. Formal instruction-related courses in LIS schools are not new, but the need for prepared instruction librarians continues and training remains inconsistent. This case study is informed by two theories supporting the notion of praxis, where learning is best achieved by putting theory and pedagogy into action. Kolb’s Experiential Learning theory (ELT) (1984) and Reflective Practice (RP), as discussed by Moon (2004) and Brookfield (1995), provide an appropriate educational lens through which to examine the phenomena of preparing librarians to teach in the field. The authors present an evolving and collaborative model where a practicing librarian and a LIS faculty member, both with instruction experience, team-teach an advanced course that builds upon an existing introductory instruction course covering basic pedagogical strategies. This advanced course provides a structure for students to receive hands-on experience within active library instruction classrooms.

Publisher

Information Research

ISSN

1368-1613

Type of Resource

text

Genre of Resource

Article

Language

en

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http://hdl.handle.net/2142/44876

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