Keep teaching: Using disruption as a catalyst for change.

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dc.contributor.authorGammons, Rachel Wilder
dc.contributor.authorInge Carpenter, Lindsay
dc.contributor.authorShaw, Benjamin
dc.contributor.authorWilson, Suzanne
dc.date.accessioned2022-06-17T17:06:49Z
dc.date.available2022-06-17T17:06:49Z
dc.date.issued2022
dc.description.abstractIn 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.en_US
dc.identifierhttps://doi.org/10.13016/7mcs-coxa
dc.identifier.citationGammons, R. W., Inge Carpenter, L., Wilson, S. & B. Shaw. (2022). Keep teaching: Using disruption as a catalyst for change. [Special Issue]. portal: Libraries and the Academy, 22(1), 127-139. https://doi.org/hzx5en_US
dc.identifier.urihttp://hdl.handle.net/1903/28854
dc.language.isoen_USen_US
dc.publisherportal: Libraries and Academyen_US
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland Librariesen_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us
dc.subjectacademic libraryen_US
dc.subjectinformation literacyen_US
dc.subjectCOVID-19en_US
dc.titleKeep teaching: Using disruption as a catalyst for change.en_US
dc.typeArticleen_US

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