James E. Murphy, Laura Koltutsky, Bartlomiej A. Lenart, C. McClurg, M. Stoeckle
{"title":"基于探究的学习中的学术图书馆员合作:案例研究、反思和策略","authors":"James E. Murphy, Laura Koltutsky, Bartlomiej A. Lenart, C. McClurg, M. Stoeckle","doi":"10.21083/partnership.v15i2.5732","DOIUrl":null,"url":null,"abstract":"\n \n \nFive academic librarians at the University of Calgary were invited to collaborate on an inquiry-based learning course. Each librarian represented different liaison responsibilities and expertise and was paired with a course section of primarily first-year students, an instructor, and a teaching assistant. The range of experiences among the librarians provided insights into issues of library partnerships, embedded librarianship, and information literacy instruction. Benefits of the collaboration included opportunities for instruction, positive student perceptions, skill building, and teaching innovations, while areas for further development included sustainability and role definition. Proposed areas of future growth include quantitative exploration of librarian involvement in inquiry- based learning. \n \n \n","PeriodicalId":406213,"journal":{"name":"Partnership: The Canadian Journal of Library and Information Practice and Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Academic librarian collaborations in inquiry based learning: A case study, reflections and strategies\",\"authors\":\"James E. Murphy, Laura Koltutsky, Bartlomiej A. Lenart, C. McClurg, M. Stoeckle\",\"doi\":\"10.21083/partnership.v15i2.5732\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n \\n \\nFive academic librarians at the University of Calgary were invited to collaborate on an inquiry-based learning course. Each librarian represented different liaison responsibilities and expertise and was paired with a course section of primarily first-year students, an instructor, and a teaching assistant. The range of experiences among the librarians provided insights into issues of library partnerships, embedded librarianship, and information literacy instruction. Benefits of the collaboration included opportunities for instruction, positive student perceptions, skill building, and teaching innovations, while areas for further development included sustainability and role definition. Proposed areas of future growth include quantitative exploration of librarian involvement in inquiry- based learning. \\n \\n \\n\",\"PeriodicalId\":406213,\"journal\":{\"name\":\"Partnership: The Canadian Journal of Library and Information Practice and Research\",\"volume\":\"23 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-12-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Partnership: The Canadian Journal of Library and Information Practice and Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21083/partnership.v15i2.5732\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Partnership: The Canadian Journal of Library and Information Practice and Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21083/partnership.v15i2.5732","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Academic librarian collaborations in inquiry based learning: A case study, reflections and strategies
Five academic librarians at the University of Calgary were invited to collaborate on an inquiry-based learning course. Each librarian represented different liaison responsibilities and expertise and was paired with a course section of primarily first-year students, an instructor, and a teaching assistant. The range of experiences among the librarians provided insights into issues of library partnerships, embedded librarianship, and information literacy instruction. Benefits of the collaboration included opportunities for instruction, positive student perceptions, skill building, and teaching innovations, while areas for further development included sustainability and role definition. Proposed areas of future growth include quantitative exploration of librarian involvement in inquiry- based learning.