Instructional Modalities and Perspective Transformation: How Academic Librarians' Experiences in Face-to-Face, Blended/Hybrid, and Online Instruction Influence Their Teaching Identities

Autor/in	Nichols Hess, Amanda
Titel	Instructional Modalities and Perspective Transformation: How Academic Librarians' Experiences in Face-to-Face, Blended/Hybrid, and Online Instruction Influence Their Teaching Identities
Quelle	In: Journal of Library & Information Services in Distance Learning, 13 (2019) 4, S.353-368 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nichols Hess, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2020.1720887
Schlagwörter	Attitude Change; Librarians; Academic Libraries; Synchronous Communication; Blended Learning; Electronic Learning; Professional Identity; Information Literacy; Library Instruction; Transformative Learning; Librarian Attitudes; Self Concept; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Librarian; Bibliothekar; Bibliothekarin; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Informationskompetenz; Bibliotheksverzeichnis; Pädagogische Transformation; Selbstkonzept; Teaching; Lehrberuf
Abstract	As librarians' instructional responsibilities diversify, it is useful to consider what factors influence how they see themselves as educators. In this research, the author used a survey instrument grounded in transformative learning theory to explore what factors librarians who provided online or blended/hybrid instruction felt had impacted their teaching identities. She found statistically-significant differences between these librarians and their peers who provided face-to-face instruction in the relationships, experiences, and professional components that influenced their educator identities. By better understanding these influences, we can more intentionally support academic librarians who teach online or in blended/hybrid environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01