Instructional modalities and perspective transformation: How academic librarians’ experiences in blended/hybrid, and online instruction influence their teaching identities

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dc.contributor.authorNichols Hess, Amanda
dc.date.accessioned2020-02-07T18:25:16Z
dc.date.available2020-02-07T18:25:16Z
dc.date.issued2020-01
dc.description.abstractAs 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.en_US
dc.identifier.citationNichols 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.2020.1720887en_US
dc.identifier.urihttp://hdl.handle.net/10323/6889
dc.relation.departmentOU Librarieseng
dc.relation.journalJournal of Library and Information Services in Distance Learningen_US
dc.subjectTeaching identitiesen_US
dc.subjectPerspective transformationen_US
dc.subjectOnline instructionen_US
dc.subjectInformation literacy instructionen_US
dc.subjectHybrid instructionen_US
dc.titleInstructional modalities and perspective transformation: How academic librarians’ experiences in blended/hybrid, and online instruction influence their teaching identitiesen_US
dc.typeArticleen_US

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