Grounded Instruction Librarian

Melissa Mallon (MLIS) is Director of Peabody Education Library/ Director of Teaching & Learning at Vanderbilt University. Mallon’s research interests include online learning, instructional design, and the intersection of critical thinking and digital learning. She has presented on these topics at multiple forums, including ACRL and LOEX.Lauren Hays, PhD, is an Assistant Professor of Instructional Technology at the University of Central Missouri. Previously, she was the Instructional and Research Librarian at MidAmerica Nazarene University in Olathe, KS where she enjoyed teaching and being a member of the Faculty Development Committee. She has presented widely on the Scholarship of Teaching and Learning, including at the annual conference for the International Society for the Scholarship of Teaching and Learning and she was the 2017 speaker on SoTL for the Association of College and Research Libraries’ Student Learning and Information Literacy Committee’s Midwinter Discussion. Her professional interests include SoTL, teaching, information literacy, educational technology, library and information science education, teacher identity, and academic development. On a personal note, she loves dogs, traveling, and home.Cara Bradley is the Research & Scholarship Librarian at the University of Regina in Saskatchewan, Canada, where her primary responsibility is supporting graduate student and faculty research. She first became interested in SoTL while seconded to the role of Associate Director of the University of Regina’s Centre for Teaching and Learning. She has published and presented widely on topics including SoTL, information literacy in the disciplines, information policy, and academic integrity. Her personal interests include gardening and traveling.Rhonda Huisman is the University Library Dean at St. Cloud State University where she oversees strategic planning, library instruction, collections, and space as well as staffing, professional development, and outreach. Rhonda has researched faculty-librarian collaborations, information literacy, and the first-year experience, but her primary focus has been on collaborating with K-12 librarians, community colleges, and four-year institutions to research college-readiness initiatives. Recent publications and presentations at ALA, ACRL, LOEX, and the IUPUI Assessment Institute have covered high-impact education practices, faculty-centered workshops, and communities of practice. She is an active member of several local and consortia boards, as well as served on many ACRL committees and facilitates for ACRL Immersion and the ACRL Standards for Libraries in Higher Education.Jackie Belanger is Director of Assessment and Planning at the University of Washington Libraries, where she leads assessments designed to improve Libraries services, resources and spaces for user communities. Her background is in student learning outcomes assessment, and she has published and presented work on critical assessment, design thinking, assessing student learning using rubrics, and the use of assessment management systems in libraries.

• AcknowledgmentsForewordIntroduction to the Scholarship of Teaching and LearningSection I. Pedagogical Content Knowledge/Signature PedagogyChapter 1. Examining Information Literacy Instruction through Signature Pedagogies and Pedagogical Content Knowledge (Foundation Chapter) — Lauren HaysChapter 2. Asking “Good Questions” about How Academic Librarians Learn to Teach — Eveline HoutmanChapter 3. Scholarship of Teaching and Learning and Transfer of Information Literacy Skills — Rebecca Kuglitsch and Lindsay RobertsChapter 4. Crosswalking the Disciplines: Reimagining Information Literacy Instruction for a History Methods Course — Bobby SmileySection II. SoTL TheoryChapter 5. Theory and the Scholarship of Teaching and Learning: Inquiry and Practice with Intention (Foundation Chapter) — Nancy L. ChickChapter 6. Visions of the Possible: A Critical Pedagogical Praxis for Information Literacy Instruction — Christine M. Moeller and Roberto A. ArteagaChapter 7. Historicizing the Library: Information Literacy Instruction in the History Classroom — Maura SealeChapter 8. Not Missing the Point(s): Applying Specifications Grading to Credit-Bearing Information Literacy Classes — Kathy Shields, Kyle Denlinger, and Meghan WebbChapter 9. Teaching the Creation of New Knowledge: Applying the Constructivist and Social Constructivist Theories of Learning — Cynthia A. Tysick, Molly K. Maloney, Bryan J. Sajecki, and Nicole ThomasChapter 10. Using a Model of the Teaching-Learning Environment as Part of Reflective Practice — Pamela McKinney and Sheila WebberSection III. SoTL ResearchChapter 11. Inside/Outside/In-Between: Librarians and SoTL Research (Foundation Chapter) — Emma CoonanChapter 12. At the Intersection of Theory and Experience: How Qualitative Interviews Enrich the Scholarship of Teaching and Learning — Ann Marshall and Sarah WagnerChapter 13. Instructor-Librarian Collaboration to Improve Students’ Searching, Evaluation, and Use of Scientific Literature — Sarah Bankston, Micah J. Waltz, and Heather K. MoberlyChapter 14. Assessment of a One-Credit Course for Humanities Graduate Students: A Phenomenological Approach to Identify Thresholds and Impacts — Denis Lacroix and Lindsay JohnstonChapter 15. Uncovering the Comfort Levels of Students Who Are Conducting Library Research — Donna Harp ZiegenfussChapter 16. Using O’Brien’s “Compass”: A Case Study in Faculty-Librarian Partnerships and Student Perceptions of Research and Writing in Anthropology and Sociology — Catherine Bowers and Shelly YankovskyyChapter 17. Mapping the Information Literacy Skills of First-Year Business Students: A Journey Through Lesson Study — Norm Althouse, Peggy Hedges, Zahra Premji, and Justine WheelerChapter 18. If the Rubric Fits: Library Instruction, Teaching Efficacy, and the Practice of Collective Reflection — Sara Maurice WhitverChapter 19. How Do I Know If They Learned Anything? Evidence-Based Learning and Reflective Teaching in a First-Year Learning Community — Jill Becker and Alison OlcottSection IV. SoTL as Professional DevelopmentChapter 20. SoTL Difference: The Value of Incorporating SoTL into Librarian Professional Development (Foundation Chapter) — Peter Felten, Margy MacMillan, and Joan RuelleChapter 21. Finding Common Ground: Developing Partnerships Between the Academic Library and Campus Teaching Center to Advance Teaching and Learning — Amanda Nichols HessChapter 22. Five Concrete Collaborations to Support SoTL Across Campus — Noémi Cobolet, Raphaël Grolimund, Cécile Hardebolle, Siara Isaac, Mathilde Panes, and Caroline SalaminChapter 23. Breaking New Ground: Librarians as Partners in a SoTL Fellowship — Thomas Weeks and Melissa E. JohnsonChapter 24. DiYing Your Own Framework: Partnering with a CTL to Construct Local Learning Outcomes — Amy Fyn and Jenn Marshall ShinabergerChapter 25. Re-centering Teaching and Learning: Toward Communities of Practice at the University of Nebraska-Lincoln Libraries — Erica DeFrain, Leslie Delserone, Elizabeth Lorang, Catherine Fraser Riehle, and Toni AnayaChapter 26. Cultivating Teacher-Librarians through a Community of Practice — Maoria J. KirkerChapter 27. Cultivating a Librarians’ Community of Practice: A Reflective Case Study — Corinne Laverty and Nasser SalehChapter 28. SoTL as Professional Development: Participating in the Scholarship of Teaching and Learning as an LIS Graduate Student — Erin DurhamConclusionEditor BiographiesAbout the Contributors