Utilizing learning theories in the digital age: an introduction for health librarians

Giustini, Dean

doi:10.5596/c08-028

Cited by 7 publications

(5 citation statements)

References 28 publications

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“…Arts instructor questions (7) In classes where the size of the class and content of the course were appropriate, student participation was encouraged by the instructor. (8) High standards of achievement were set.…”

Section: University Modulementioning

confidence: 99%

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Are constructivist approaches in teaching health librarians effective? A reflective case study of teaching a course in health librarianship

Rowell¹,

Giustini²

2014

J Can Health Libr Assoc

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Section: University Modulementioning

confidence: 99%

“…But with two pedagogical methods already in play, why introduce constructivist principles? "[I]n constructivism, students take responsibility for their own learning rather than relying on the teacher" [7,8]. We feel that this method was important for building autonomy in students.…”

Section: Introductionmentioning

confidence: 99%

Are constructivist approaches in teaching health librarians effective? A reflective case study of teaching a course in health librarianship

Rowell¹,

Giustini²

2014

J Can Health Libr Assoc

Self Cite

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“…Changes in the teaching and learning ethos of higher education, together with the ever-increasing complexity of the online information environment, mean that librarians are compelled to acquire skills, knowledge and educational competencies which are not traditionally part of their training (Peacock, 2001). In the context of a blended learning approach, traditional didactic methods of information literacy instruction are grossly inadequate, and librarians need knowledge of learning theories, as well as an understanding of how learning occurs, in order to be effective in the design, delivery and assessment of information literacy instruction (Giustini, 2008).…”

Section: Contextmentioning

confidence: 99%

Teaching International Trade Law to the Google Generation: Perspectives on Teaching a Diverse Audience

Ghori

2011

SSRN Journal

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“…These incentives include: formal teaching awards nominated by students or colleagues, nomination to academies of educators, and teaching portfolios for documentation and reflection on one's own teaching skills. It is equally important for the academic librarian to understand and use learning theories, and to become engaged in the teaching role (Giustini, 2008(Giustini, , 2009Handal, 1999;Peacock 2001). In sum, fundamental requirements for academic librarians as teachers include having knowledge of theories and different learning styles, as well as the ability to communicate with academics (Peacock, 2001).…”

Section: Introductionmentioning

confidence: 99%

Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting

Özek

Edgren

Jandér

2012

EBLIP

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2012 Özek, Edgren, and Jandér. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/bync-sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development.Evidence Based Library and Information Practice 2012, 7.4 69 Methods -We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire.Results -The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of "loneliness" in teaching. This conclusion is also supported by the findings of previous studies.

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Utilizing learning theories in the digital age: an introduction for health librarians

Cited by 7 publications

References 28 publications

Are constructivist approaches in teaching health librarians effective? A reflective case study of teaching a course in health librarianship

Are constructivist approaches in teaching health librarians effective? A reflective case study of teaching a course in health librarianship

Teaching International Trade Law to the Google Generation: Perspectives on Teaching a Diverse Audience

Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting

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