Library Faculty/Staff Scholarship and Research

Permanent URI for this collectionhttp://hdl.handle.net/1903/11

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Author: search.filters.author.Gammons, Rachel W.Subject: search.filters.subject.information literacy

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Now showing 1 - 4 of 4
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    From Individual to Community: Building a Community of Practice Around Teaching
    (Routledge, 2023-04-06) Gammons, Rachel W.; Luckert, Yelena; Inge-Carpenter, Lindsay; Armendariz, Anastasia
    University of Maryland (UMD) Libraries has a large teaching program that serves between 16,000 and 20,000 students per academic year. This chapter documents the transformation of UMD Libraries’ teaching program from an individualistic approach to a strong community of practice based on the mutual affirmation, support, and respect of library teachers, and includes the following sections: (1) history of the UMD Libraries’ teaching program, with special attention to how the program has been shaped by the Libraries’ partnership with the UMD Academic Writing Program (ENGL101); (2) overview of the theoretical framework of Communities of Practice (COP); (3) exploration of COP at UMD Libraries, including analysis of two teacher training programs, the Research and Teaching Fellowship, and Fearless Teaching Institute; and (4) recommendations for practice.
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    The Future of Teaching Librarianship
    (2017-04-15) Gammons, Rachel W.
    Condensed transcript of a keynote for the Maryland Instruction Librarians Exchange Spring 2018 Meeting in Columbia, MD delivered on April 11, 2018. The theme of the conference was the "Future of Teaching Librarianship."
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    Keep Teaching: Staying Grounded in a Crisis
    (Remote Emote Online Unconference, 2020-12-08) Gammons, Rachel W.
    Transcript of a keynote for the Remote Emote Online Unconference co-sponsored by Decker Library, Cook Library, and Anne Arundel Community College Library held on December 8, 2020.
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    Collaborating for Success: A Case Study on Mentoring, Partnering, and Teaching
    (Collaborative Librarianship, 2017-01) Kellner, Megan N.; Tchangalova, Nedelina; Gammons, Rachel W.; Carroll, Alexander J.; Payne-Sturges, Devon C.
    Master of Library and Information Science (MLIS) graduates seeking employment in academic libraries are often expected to possess user instruction and public service skills. However, it is difficult for students to achieve this experience through coursework alone. To address this disconnect, librarians at the University of Maryland (UMD) College Park Libraries created a Research and Teaching Fellowship to allow MLIS students at UMD to gain practical instruction experience. The authors present the experience of one MLIS student in collaboration with a subject librarian and a faculty member to plan, implement, and assess an information literacy instruction session for an undergraduate course in public health. The article discusses the benefits of mentoring for the MLIS student and subject liaison librarian, and the impact on the undergraduate student learning. This article addresses a gap in the literature on opportunities for MLIS students to gain instruction, collaboration, and assessment experience by presenting a successful model in place at UMD.​