Document Type
Contribution to a book
Version
publisher_pdf
Publication Date
2014
Abstract
As information literacy (IL) becomes more accepted as a core mission for a comprehensive post-secondary education, efforts on many campuses to universally integrate it into the curriculum are thwarted by logistical and pedagogical obstacles. Using the embedded librarian model in the e-learning environment can remove many of the hurdles that present themselves in the academic library. Librarians can use e-learning to “teach the teacher” on how to provide IL education. This chapter looks at many aspects of an embedded teach-the –teacher program, and provides examples of teaching content and assessments for teacher training. A teach-the-teacher approach is not to be seen as method that minimizes the importance of research instruction gained when taught by expert librarians. A teach-the teacher approach is a thoughtful approach to managing time, space, and people in the ever-changing learning ecology of higher education. Though absent from the classroom, teaching librarians will have virtually, pedagogically, and programmatically embedded themselves into the IL learning process.
WMU ScholarWorks Citation
Langan, Kathleen, "Avoiding Curricular Combat Fatigue: Embedding Librarians in E-Learning to Teach the Teacher" (2014). University Libraries Faculty & Staff Publications. 33.
https://scholarworks.wmich.edu/library_pubs/33
Published Citation
Langan, K. (2014). Avoiding Curricular Combat Fatigue: Embedding Librarians in E-Learning to Teach the Teacher. In E. Leonard & E. McCaffrey (Eds.), Virtually embedded: The librarian in an online environment (pp. 97-115). Chicago: ACRL.
Comments
Edited by Elizabeth Leonard and Erin McCaffrey for ACRL.