Librarian and faculty collaborative instruction: A phenomenological self-study

Jennifer Diane Brown , Thomas Scott Duke
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引用次数: 21

Abstract

Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in university settings suggests collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and professor of education conducted a phenomenological self-study to examine their multiple roles as researchers and instructors who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Alaska Native communities throughout the state of Alaska. Several themes emerged from this phenomenological self-study: (a) our interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) we struggled to communicate effectively with our students via audio-conference; and (c) our beliefs and practices were transformed by our participation in this phenomenological self-study. We believe our collaborative approach to phenomenological self-study research can promote intense self-reflection, stimulate creativity, and facilitate open and honest communication between academic librarians and teaching faculty who engage in collaborative instruction and collaborative research; furthermore, we believe our collaborative approach to phenomenological self-study research can increase the instructional effectiveness of academic librarians and teaching faculty collaborating to teach in distance-delivered higher education.

图书馆员与教师合作教学:现象学的自我研究
在专业图书馆员文献中发现了几种图书馆员与教师合作的模式。关于大学环境下的协作式自学研究的文献表明,协作式自学研究可以改善跨学科和合作的教学和研究方法,并促进知识的转移。一位研究图书管理员和教育学教授进行了一项现象学自学,以检查他们作为研究人员和教师的多重角色,他们合作开发、实施和评估远程教学服务,服务对象是居住和工作在阿拉斯加州偏远地区、农村和阿拉斯加土著社区的公立学校教师。从现象学自学中出现了几个主题:(a)我们的跨学科和合作努力增加了团队教学和开展未来合作研究的机会;(二)我们难以透过视听会议与学生有效沟通;(c)我们的信仰和实践被我们参与现象学的自我学习所改变。我们相信我们的现象学自学研究的合作方法可以促进强烈的自我反思,激发创造力,并促进学术图书馆员与从事合作教学和合作研究的教学人员之间开放和诚实的沟通;此外,我们相信我们对现象学自学研究的合作方法可以提高学术图书馆员和教学人员在远程高等教育中合作教学的教学效率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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