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dc.contributor.authorNichols Hess, Amanda
dc.date.accessioned2016-10-27T16:37:24Z
dc.date.available2016-10-27T16:37:24Z
dc.date.issued2016-04
dc.identifier.citationNichols Hess, A. (2016). A case study of job-embedded learning. portal: Libraries and the Academy, 16(2), 327-347.en_US
dc.identifier.urihttp://hdl.handle.net/10323/4356
dc.description.abstractLibrarians recognize the importance of professional learning as their roles and responsibilities evolve in the shifting teaching and learning environments of the twenty-first century. However, the literature on meaningful, job-embedded learning opportunities for academic librarians is scant, and opportunities are especially scarce in the fields of instructional design and instructional technology. Using a qualitative case study approach, the author of this article presents how one group of academic librarians added to their knowledge of instructional design, instructional technology, and the Framework for Information Literacy for Higher Education.en_US
dc.language.isoen_USen_US
dc.subjectprofessional developmenten_US
dc.subjectfaculty developmenten_US
dc.subjectacademic librariansen_US
dc.subjectinformation literacy instructionen_US
dc.titleA case study of job-embedded learningen_US
dc.typeArticleen_US
dc.relation.journalportal: Libraries and the Academyen_US
dc.relation.departmentOU Librarieseng


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