Keep Teaching: Leveraging Disruption as a Catalyst for Change
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| Title: | Keep Teaching: Leveraging Disruption as a Catalyst for Change |
|---|---|
| Language: | English |
| Authors: | Gammons, Rachel W., Wilson, Suzanne, Carpenter, Lindsay Inge, Shaw, Benjamin |
| Source: | portal: Libraries and the Academy. Jan 2022 22(1):127-139. |
| Availability: | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Libraries, Electronic Learning, Library Instruction, COVID-19, Distance Education, Pandemics, Instructional Innovation, Professional Development, Fellowships, Graduate Students, Library Education, Freshman Composition, Online Courses |
| Geographic Terms: | Maryland (College Park) |
| DOI: | 10.1353/pla.2022.0013 |
| ISSN: | 1531-2542 |
| Abstract: | In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program--the Academic Writing Program--from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1330202 |
| Database: | ERIC |
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