图书馆教学的认识论:从信念到实践的翻译考察

IF 1.4 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

College & Research Libraries Pub Date : 2021-06-04 DOI:10.5860/CRL.82.4.513

Mary K. Oberlies, Maoria J. Kirker, Janna Mattson, J. Byrd

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引用次数: 1

摘要

教学馆员的个人认识论信念如何影响他们的教学实践?通过了解他们对知识获取的个人信念，图书馆员是否更有能力创造一个更有利于学生学习的环境?这些问题为一项混合方法研究提供了依据。283名教学图书馆员使用“教学方法清单”回答了22个关于他们的教学实践以及他们认为学生如何学习的问题。我们采访了其中12位图书馆员，以了解他们的教学实践和认识论信仰。从学习偏见到课堂紧张关系，七个主题对图书馆员的教学实践产生了影响。

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Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

How do the personal epistemological beliefs of instruction librarians inform their teaching practices? By learning about their personal beliefs about knowledge acquisition, are librarians better equipped to create an environment more conducive to student learning? These questions informed a mixed-methods research study. Using the Approaches to Teaching Inventory, 283 teaching librarians answered 22 questions about their teaching practices and how they believe students learn. We interviewed 12 of these librarians to learn more about their teaching practices and epistemological beliefs. Seven themes emerged as influences on the instructional practices of librarians that ranged from learning biases to classroom tensions.

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来源期刊

College & Research Libraries INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

3.10

自引率

22.20%

发文量

审稿时长

45 weeks

期刊介绍： College & Research Libraries (C&RL) is the official scholarly research journal of the Association of College & Research Libraries, a division of the American Library Association, 50 East Huron St., Chicago, IL 60611. C&RL is a bimonthly, online-only publication highlighting a new C&RL study with a free, live, expert panel comprised of the study''s authors and additional subject experts.