Connecting Theory to Practice: Using the Community of Inquiry Theoretical Framework to Examine Library Instruction

Autor/inn/en	Bailey, Kieren; Jacobsen, Michele
Titel	Connecting Theory to Practice: Using the Community of Inquiry Theoretical Framework to Examine Library Instruction
Quelle	In: Journal of Information Literacy, 13 (2019) 2, S.173-195 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	Theory Practice Relationship; Library Instruction; Undergraduate Students; College Faculty; Communities of Practice; Teaching Methods; Librarians; Information Literacy; Guidelines; Diaries; Teacher Attitudes; Student Attitudes; Instructional Design; Cooperation; Private Colleges; Writing Teachers; Writing Instruction + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Bibliotheksverzeichnis; Fakultät; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Librarian; Bibliothekar; Bibliothekarin; Informationskompetenz; Richtlinien; Diary; Tagebuch; Lehrerverhalten; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Co-operation; Kooperation; Privathochschule; Schreibunterricht
Abstract	This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher-librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of InquiCoory theoretical framework to collaboratively design and evaluate library instruction. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01