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Inglorious Pedagogy
Difficult, Unpopular, and Uncommon Topics in Library and Information Science Education
Herausgeber:innen:
|
Verlag:
2023
Zusammenfassung
Topics and issues in library and information science education pedagogy are commonly discussed in panels, conferences, peer-reviewed articles, professional articles, and dedicated monographs. However, in this abundance of education-oriented discussions, there are several noticeable gaps and omissions. Not always do education-oriented publications involve theoretical grounding that could make them stronger in argumentation and more generalizable to other contexts.
Addressing these gaps, the book stands to strengthen the less covered areas of library and information science (LIS) pedagogical thought; it enriches a theoretical foundation of pedagogical discourse and broadens its scope. This volume brings together a collection of essays from LIS educators from around the world who delve into difficult, unpopular, and uncommonly discussed topics—the inglorious pedagogy, as we call it—based on their practice and scholarship.
Presenting perspectives from Australia, Canada, China, New Zealand, the United Kingdom, and the United States, each chapter is a case study, rooted not only in the author’s experience but also in a solid theoretical or analytical framework that helps the reader make sense of the situations, behaviors, impact, and human emotions involved in each. The collective thought woven in the book chapters leads the reader through the milestones of (in)glorious pedagogy to a better understanding of the potentially transformative nature and wasted opportunities of graduate LIS education and higher education in general.
Schlagworte
Publikation durchsuchen
Bibliographische Angaben
Copyrightjahr
2023
ISBN-Print
978-1-5381-6777-9
ISBN-Online
978-1-5381-6778-6
Verlag
Rowman & Littlefield, Lanham
Sprache
Englisch
Seiten
308
Produkttyp
Sammelband
Inhaltsverzeichnis
KapitelSeiten
Contents Kein Zugriff
Acknowledgments Kein Zugriff
Introduction. THE GLORIES AND INGLORIES OF LIBRARY AND INFORMATION SCIENCE PEDAGOGY Kein Zugriff Seiten 1 - 8
1, Performing Librarianship PRACTICING THE REFERENCE INTERVIEW AND BUILDING COMMUNITY THROUGH IMPROVISATION Kein Zugriff Seiten 9 - 22
2. Nice to Have, a Distraction from the Core Curriculum, or a Disruptive Element? A TEACHING JOURNEY THROUGH THREE COMMON PERCEPTIONS OF SOCIAL JUSTICE IN LIS EDUCATION Kein Zugriff Seiten 23 - 36
3. We, Who Cannot Unlearn: (UN)LEARNING AND DISABLED FACULTY IN AMERICAN (POST)PANDEMIC ACADEMIA Kein Zugriff Seiten 37 - 68
4. “The Pandemic Has Forced Us All to Become Professionals Again”: ADJUNCT FACULTY ADVOCACY AT A CANADIAN ALA-ACCREDITED ISCHOOL Kein Zugriff Seiten 69 - 88
5. Teaching for Intellectual Humility Kein Zugriff Seiten 89 - 126
7. Overwhelmed or Overteaching? HUMANISM FOR TIME USE AND PEDAGOGY Kein Zugriff Seiten 127 - 150
8. The Academia-Practice Gap: IT TAKES TWO TO TANGO Kein Zugriff Seiten 151 - 190
9. “I Feel Like an ATM Machine”: MENTORING, LIS RESEARCH, AND ACADEMIC CAPITALISM Kein Zugriff Seiten 191 - 208
10. The Way of WalDorF: FOSTERING CREATIVITY IN LIS PROGRAMS Kein Zugriff Seiten 209 - 244
11. Tales from Three Countries and One Academia: ACADEMIC FACULTY IN THE TIME OF THE PANDEMIC Kein Zugriff Seiten 245 - 262
12. Transitioning to Postgraduate Distance Learning: STUDENT EXPERIENCES OF CHANGE AND SUCCESS Kein Zugriff Seiten 263 - 294
Epilogue: CONCLUDING THE (IN)GLORIUS JOURNEY Kein Zugriff Seiten 295 - 298
Index Kein Zugriff Seiten 299 - 304
About the Editors and Contributors Kein Zugriff Seiten 305 - 308
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