Library Faculty/Staff Scholarship and Research

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Start date: 2020Subject: search.filters.subject.information literacy

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Now showing 1 - 5 of 5
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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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    Keep teaching: Using disruption as a catalyst for change.
    (portal: Libraries and Academy, 2022) Gammons, Rachel Wilder; Inge Carpenter, Lindsay; Shaw, Benjamin; Wilson, Suzanne
    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.
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    Keep Teaching: Leveraging Disruption as a Catalyst for Change
    (University of Maryland Innovations in Teaching & Learning Annual Conference, 2022-05-11) Gammons, Rachel Wilder; Inge Carpenter, Lindsay
    The pandemic was a chance for innovation, allowing the UMD Libraries to focus on improving mission-critical work. The teaching program at UMD Libraries is a case study for innovation under pressure, highlighting an online professional development program for library teachers; the transition of a fundamental program—the Academic Writing Program—from in-person to online; and the redesign of a teacher training program to better support online learning and pedagogy.
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    Reference Instruction
    (2021-06-23) Gammons, Rachel Wilder; Sly, Jordan; Markowitz, Judy; Budhathoki, Milan
    Focus: What has changed during COVID-19, and what will change when we are able to resume in-person services Agenda: (1) GIS Virtual Lab (Milan Budhathoki), (2) Reference (Judy Markowitz), (3) Virtual Reference & Screen-sharing (Jordan Sly), (4) Fearless Teaching Institute (Rachel Gammons), (5)Open discussion
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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.