Keep Teaching: Leveraging Disruption as a Catalyst for Change

IF 0.8 4区 管理学 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE
Rachel W. Gammons, Suzanne M. Wilson, Lindsay Inge Carpenter, Benjamin Shaw
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引用次数: 0

Abstract

abstract:In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program—the Academic Writing Program—from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy.
继续教学:利用破坏作为变革的催化剂
为应对COVID-19全球大流行,马里兰大学(UMD)图书馆迅速转向在线教学。这种破坏为创新创造了机会,使UMD图书馆能够缩减不必要的功能,并专注于改进关键任务的工作。作者将UMD图书馆的教学计划作为压力下创新的案例研究,强调了三个方面:(1)重建Fearless教学研究所,这是一个面向图书馆教师的在线专业发展计划;(2)将基础课程——学术写作课程——从面对面学习环境过渡到在线学习环境;(3)重新设计研究与教学奖学金,这是一项针对图书馆与信息科学硕士(MLIS)学生的教师培训计划,旨在更好地支持在线学习和教学。
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来源期刊
Portal-Libraries and the Academy
Portal-Libraries and the Academy INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
1.80
自引率
8.30%
发文量
53
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