Instructional modalities and perspective transformation: How academic librarians’ experiences in blended/hybrid, and online instruction influence their teaching identities
As librarians’ instructional responsibilities diversify, it is useful to consider what factors influence how they see themselves as educators. In this research, the author used a survey instrument grounded in transformative learning theory to explore what factors librarians who provided online or blended/hybrid instruction felt had impacted their teaching identities. She found statistically-significant differences between these librarians and their peers who provided face-to-face instruction in the relationships, experiences, and professional components that influenced their educator identities. By better understanding these influences, we can more intentionally support academic librarians who teach online or in blended/hybrid environments.
Nichols Hess, A. (2020). Instructional modalities and perspective transformation: How academic librarians' experiences in face-to-face, blended/hybrid, and online instruction influence their teaching identities. Journal of Library & Information Services in Distance Learning. doi: 10.1080/1533290X.2020.1720887
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Greer, Katie; Nichols Hess, Amanda; Kraemer, Elizabeth W. (2016-05)This article builds on the 2007 College and Research Libraries article, “The Librarian, the Machine, or a Little of Both.” Since that time, Oakland University Libraries implemented changes to its instruction program that ...
The Librarian, the Machine, or a Little of Both: A Comparative Study of Three Information Literacy Pedagogies at Oakland University Kraemer, Elizabeth W.; Lombardo, Shawn V.; Lepkowski, Frank J. (ACRL Publications, 2007-07)Each year, Oakland library faculty provide information literacy instruction for Rhetoric 160, a first-year writing course, through a combination of WebCT-based online tutorials and in-class teaching. For this study, twelve ...
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