The role of the academic librarian in online courses: A case study

2021 ◽  
Vol 47 (5) ◽  
pp. 102384
Author(s):  
Jennifer Elaine Steele
Keyword(s):  
Online Courses ◽  
Academic Librarian

Engaging Teachers in Science Practices and Discourse Through Online Professional Development

2019 ◽  
pp. 413-435
Author(s):  
Mary V. Mawn ◽  
Kathleen S. Davis
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Professional Development ◽  
Science Practices ◽  
Time Distance ◽  
Elementary And Middle School

Online professional development courses and programs provide science teachers with ongoing and relevant professional development opportunities that overcome time, distance, and budget pressures. To demonstrate the effectiveness of this approach, this chapter presents a case study of elementary and middle school teachers enrolled in two online courses in chemistry and science education. Based on this work, three themes emerged: the ability to incorporate inquiry-based teaching and learning in online environments, the importance of online discourse and reflection, and the role of linking theory with practice. Specifically, teacher participants reported increased experience exploring content via inquiry, felt actively engaged with their peers as they constructed their knowledge, and expected to adapt inquiry-based activities in their classrooms as a result of these online courses.

Building Interaction in Adults' Online Courses

2016 ◽  
pp. 185-215 ◽  
Author(s):  
Maria Pavlis-Korres ◽  
Piera Leftheriotou
Keyword(s):  
Adult Education ◽  
Learning Outcomes ◽  
Online Courses ◽  
Active Participation ◽  
Educational Environment ◽  
Important Task ◽  
Online Environment ◽  
Online Interaction

Integrating the principles of adult education in online environment -an environment which empowers the engagement of learners and their active participation, promotes interaction and immediacy between educator and learners, as well as between learners themselves, and improves learning outcomes- is a very important task. In this task the role of the educator is crucially important and simultaneously very complicated and demanding, as the integration of adult education principles in an online environment is not an easy issue and forms a big challenge for each online educator of adults. This chapter focuses on building interaction in adults' online courses by integrating the principles of adult education in an online environment, and presents one case study on training e-educators of adults. This case study concerns a one-month intensive seminar addressed to e-educators who teach adult courses, demonstrating that online interaction is both possible and effective by integrating the adult education principles in online educational environment.

scholarly journals Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting

2012 ◽  
Vol 7 (4) ◽  
pp. 68 ◽  
Author(s):  
Yvonne Hultman Özek ◽  
Gudrun Edgren ◽  
Katarina Jandér
Keyword(s):  
Positive Impact ◽  
Academic Librarians ◽  
Academic Setting ◽  
Self Reflection ◽  
Classroom Activities ◽  
Academic Librarian ◽  
The Individual ◽  
Critical Friend

Objective – The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development. Methods – We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire. Results – The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of “loneliness” in teaching. This conclusion is also supported by the findings of previous studies. Conclusion – The critical friend method described in this study can easily be implemented and developed among teaching librarians, provided that there is support from the organization. This will benefit the individual teaching librarian, as well as the organization at large.

The role of multiplicity in a cult: A case study

1987 ◽  
Author(s):  
William A. Worrall ◽  
Ann W. Stockman

Endangered Butterflies and their Non-Native Host Plants: Examining Shifting Values of Belonging in Restoration

2019 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Robert M. Anderson ◽  
Amy M. Lambert
Keyword(s):  
Ecological Restoration ◽  
Native Species ◽  
Puget Sound ◽  
A Value ◽  
The Social ◽  
Remote Island ◽  
Scientific Truth ◽  
Native Host

The island marble butterfly (Euchloe ausonides insulanus), thought to be extinct throughout the 20th century until re-discovered on a single remote island in Puget Sound in 1998, has become the focus of a concerted protection effort to prevent its extinction. However, efforts to “restore” island marble habitat conflict with efforts to “restore” the prairie ecosystem where it lives, because of the butterfly’s use of a non-native “weedy” host plant. Through a case study of the island marble project, we examine the practice of ecological restoration as the enactment of particular norms that define which species are understood to belong in the place being restored. We contextualize this case study within ongoing debates over the value of “native” species, indicative of deep-seated uncertainties and anxieties about the role of human intervention to alter or manage landscapes and ecosystems, in the time commonly described as the “Anthropocene.” We interpret the question of “what plants and animals belong in a particular place?” as not a question of scientific truth, but a value-laden construct of environmental management in practice, and we argue for deeper reflexivity on the part of environmental scientists and managers about the social values that inform ecological restoration.

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