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REFLECTIVE TEACHING, EFFECTIVE LEARNING: INSTRUCTIONAL LITERACY FOR LIBRARY EDUCATORS

Char Booth introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Booth outlines a four-part framework of instructional literacy, which includes reflective practice, educational theory, teaching technologies, and instructional design--[Book cover].

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  • "Char Booth introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Booth outlines a four-part framework of instructional literacy, which includes reflective practice, educational theory, teaching technologies, and instructional design--[Book cover]."@en
  • "Char Booth introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Booth outlines a four-part framework of instructional literacy, which includes reflective practice, educational theory, teaching technologies, and instructional design--[Book cover]."
  • "Char Booth, an avid library education and technology advocate, introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators."
  • "Whether or not "instruction" appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because mlis education tends to offer less-than-comprehensive preparation in pedagogy and instructional design, this much-needed book tackles the challenge of effective teaching and training head-on. Char Booth, an avid library education and technology advocate, introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Laying the foundation for effective teaching, Booth outlines a four-part framework of Instructional Literacy, which includes: (1) "Reflective Practice": tools for improving learning in the moment and developing a teacher identity, as well as approaches to collaboration and creating communities of practice; (2) "Educational Theory": evidence-based strategies in learning and instructional research; (3) "Teaching Technologies": evaluating and integrating technology in learning using a practical "toolkit" approach; and (4) "Instructional Design": a systematic and outcomes-based strategy for developing and assessing learning experiences. This foundation is supplemented by the user Method, a step-by-step approach to creating learner-focused instruction. Tailored to library contexts, user walks readers through "understanding" an instructional scenario, "structuring" content, "engaging" learners, and "reflecting" on outcomes. Also included are templates for instructional planning and technology evaluation, as well as practical advice and scenarios from those working in the field. Entailing a methodical approach to educating oneself about this emerging field, Booth's work helps librarians become better learners and teachers. [Foreword by Sarah Houghton-Jan.]."@en
  • "Whether or not "instruction" appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because MLIS education tends to offer less-than-comprehensive preparation in pedagogy and instructional design, this book tackles the challenge of effective teaching and training head-on. In this book the author introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. A four-part framework of instructional literacy is outlined, which includes Reflective Practice (tools for improving learning in the moment and developing a teacher identity, as well as approaches to collaboration and creating communities of practice), Educational Theory (evidence-based strategies in learning and instructional research), Teaching Technologies (evaluating and integrating technology in learning using a practical "toolkit" approach), and Instructional Design (a systematic and outcomes-based strategy for developing and assessing learning experiences). This foundation is supplemented by the USER Method, a step-by-step approach to creating learner-focused instruction. Tailored to library contexts, USER walks readers through understanding an instructional scenario, structuring content, engaging learners, and reflecting on outcomes. Also included are templates for instructional planning and technology evaluation, as well as practical advice and scenarios from those working in the field. Entailing a methodical approach to educating oneself about this emerging field, this work helps librarians become better learners and teachers."

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  • "Lehrbuch"
  • "Books"@en
  • "Guides - Non-Classroom"@en
  • "Electronic books"@en
  • "Electronic books"
  • "Livres électroniques"

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  • "Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators"
  • "REFLECTIVE TEACHING, EFFECTIVE LEARNING: INSTRUCTIONAL LITERACY FOR LIBRARY EDUCATORS"@en
  • "Reflective teaching, effective learning : instructional literacy for library educators"@es
  • "Reflective teaching, effective learning instructional literacy for library educators"@en
  • "Reflective teaching, effective learning instructional literacy for library educators"
  • "Reflective teaching, effective learning : instructional literacy for library educators"@en
  • "Reflective teaching, effective learning : instructional literacy for library educators"
  • "Reflective Teaching, Effective Learning: Instructional Literacy forLibrary Educators"@en

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