Subjects
Scholarship of Teaching and Learning; Teaching; Academic Librarians; Teaching Methods; Instruction
Document Type
Perspective
Abstract
In this paper, we share background and key considerations of the Scholarship of Teaching and Learning (SoTL), and propose introducing library and information science (LIS) students to SoTL as a way to acquaint them with the higher education teaching profession. Throughout the article, we employ reflection as the primary consideration and support structure that frames the benefits of SoTL for instructional growth. Four critical stages of SoTL training, first suggested by Gale and Golde (2004), are recommended for LIS students: Exposure, Encounter, Engagement, and Extension. As instruction responsibilities and opportunities continue to expand in academic librarianship, teaching about SoTL using the four stages may prepare LIS students to quickly adjust to their new roles and engage with other teaching faculty. This article fills a gap in the literature on SoTL in LIS instruction curricula.
DOI
10.15760/comminfolit.2017.11.2.8
Downloads prior to this publication
74
Persistent Identifier
http://archives.pdx.edu/ds/psu/23228
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
McNiff, L., & Hays, L. (2017). SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers. Communications in Information Literacy, 11 (2), 366-377. https://doi.org/10.15760/comminfolit.2017.11.2.8