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Instructional Literacy and the Library Educator: Reflective Habits for Effective Practice
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Transcript of Instructional Literacy and the Library Educator: Reflective Habits for Effective Practice
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i n s t r u c t i o n a l l i t e r a c y & t h e
L I B R A R Y E D U C A T O R
@ c h a r B O O T H
# l e a r n t r e n d s
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r e f l e c t i v e h a b i t s f o r
E F F E C T I V E P R A C T I C E
@ c h a r B O O T H
# l e a r n t r e n d s
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T R U S T Y H A N D O U T
t i n y u r l . c o m / b o o t h w e b j - h a n d
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L I B R A R Y E D U C A T O R S 1
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R E F L E C T I V E P R A C T I C E 2
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I N S T R U C T I O N A L L I T E R A C Y 3
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L I B R A R Y E D U C A T O R S
I N S T R U C T I O N A L L I T E R A C Y
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T E A C H I N G E F F E C T I V E N E S S 4
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A N X I E T Y
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A N X I E T Y
s k i l l
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A N X I E T Y
s k i l l
k n o w l e d g e
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A N X I E T Y
s k i l l
k n o w l e d g e
d e s i g n
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s k i l l
d e s i g n
k n o w l e d g e
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i n s t r u c t i o n a l l i t e r a c y
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R E F L E C T I V E P R A C T I C E
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EDUCATIONAL T H E O R Y
R E F L E C T I V E P R A C T I C E
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1 T E A C H I N G TECHNOLOGIES
EDUCATIONAL T H E O R Y
R E F L E C T I V E P R A C T I C E
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INSTRUCTIONAL D E S I G N
T E A C H I N G TECHNOLOGIES
EDUCATIONAL T H E O R Y
R E F L E C T I V E P R A C T I C E
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INSTRUCTIONAL D E S I G N
R E F L E C T I V E P R A C T I C E
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A N X I E T Y
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P R E P A R E D N E S S
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W E R E Y O U P R E P A R E D ?
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W E R E Y O U P R E P A R E D ?
I F N O T . . . W H Y ?
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W E R E Y O U P R E P A R E D ?
I F S O . . . H O W ?
I F N O T . . . W H Y ?
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A S S U M P T I O N S
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P R O F . M A R I A N D I A M O N D
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P R O F . M A R I A N D I A M O N D
a s s u m p t i o n s
e x p e c t a t i o n s
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P R O F . M A R I A N D I A M O N D
g e n i u s
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E F F E C T I V E N E S S
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E F F E C T I V E N E S S
B E S T T E A C H E R
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E F F E C T I V E N E S S
B E S T T E A C H E R
W O R S T T E A C H E R
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I N T R O S P E C T R E F L E C T
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I D E N T I T Y
l i b r a r i a n t e a c h e r
L I B R A R Y E D U C A T O R
I N T R O S P E C T R E F L E C T
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c a l
c l a r e m o n t
o h i o
t e x a s
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C R I C K E T E F F E C T
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I N D I C A T O R S P E C I E S
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I N D I C A T O R S P E C I E S
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A n i n d i c a t o r s p e c i e s
i s a n y b i o l o g i c a l
s p e c i e s t h a t
d e f i n e s
a t r a i t o r c h a r a c t e r i s t i c o f t h e
e n v i r o n m e n t . - w i k i p e d i a
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t h e l i b r a r i a n a s
I N D I C A T O R S P E C I E S
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i n s t r u c t i o n a l l i t e r a c y
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R E F L E C T I V E P R A C T I C E
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M E T A C O G N I T I O N
C O L L A B O R A T I O N G L E A N I N G
1
R E F L E C T I V E P R A C T I C E
i n s t r u c t i o n a l l i t e r a c y
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i n s t r u c t i o n a l l i t e r a c y
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R E F L E C T I V E P R A C T I C E
t h r e e - q u e s t i o n r e f l e c t i o n
M E T A C O G N I T I O N
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R E F L E C T I V E P R A C T I C E
w h a t b o m b e d ?
w h a t s h o u l d i f o l l o w u p o n ?
w h a t w e n t w e l l ?
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R E F L E C T I V E P R A C T I C E
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C O N C E P T / C U R R I C U L U M M A P P I N G
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R E F L E C T I V E P R A C T I C E
m i n d o m o . c o m
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R E F L E C T I V E P R A C T I C E
m i n d o m o . c o m
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i n s t r u c t i o n a l l i t e r a c y
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R E F L E C T I V E P R A C T I C E
m i n d o m o . c o m
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T E A C H I N G P O R T F O L I O S
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R E F L E C T I V E P R A C T I C E
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T E A C H I N G P O R T F O L I O S
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R E F L E C T I V E P R A C T I C E
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G L E A N I N G
R E F L E C T I V E P R A C T I C E
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i n s t r u c t i o n a l l i t e r a c y
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G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
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G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
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G L E A N I N G
R E F L E C T I V E P R A C T I C E
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G L E A N I N G
R E F L E C T I V E P R A C T I C E
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G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
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G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
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C O L L A B O R A T I O N
m e n t o r s h i p
c o - t e a c h i n g
c o m m u n i t i e s o f p r a c t i c e
i n p u t & v e t t i n g
o b s e r v a t i o n
i n s t r u c t i o n a l l i t e r a c y
R E F L E C T I V E P R A C T I C E
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c o m m u n i t i e s o f p r a c t i c e
i n s t r u c t i o n a l l i t e r a c y
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c o m m u n i t i e s o f p r a c t i c e
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c o m m u n i t i e s o f p r a c t i c e
i n s t r u c t i o n a l l i t e r a c y
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i n s t r u c t i o n a l l i t e r a c y
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c o m m u n i t i e s o f p r a c t i c e
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D O Y O U H E L P B U I L D A
C O M M U N I T Y O F P R A C T I C E ?
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i n s t r u c t i o n a l l i t e r a c y
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INSTRUCTIONAL D E S I G N
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i n s t r u c t i o n a l l i t e r a c y
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T h e U S E R M e t h o d
i n s t r u c t i o n a l l i t e r a c y
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i n s t r u c t i o n a l l i t e r a c y
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i n s t r u c t i o n a l l i t e r a c y
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i n t a n g i b l e s t a n g i b l e s
K N O W L E D G E
S K I L L S
I N S I G H T
C O N F I D E N C E
F E E D B A C K
C O L L A B O R A T O R S
T O O L S
R E S O U R C E S
O U T C O M E S
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E d u c a t i o n i s a s o c i a l p r o c e s s .
E d u c a t i o n i s g r o w t h .
E d u c a t i o n i s n o t a
p r e p a r a t i o n f o r l i f e ;
E d u c a t i o n i s l i f e .
- J O H N D E W E Y
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L I V I N G I S L E A R N I N G
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T E A C H I N G I S L E A R N I N G
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C H A R B O O T H
c h a r b o o t h @ g m a i l ¦ @ c h a r b o o t h
i n f o m a t i o n a l . c o m
t i n y u r l . c o m / b o o t h w e b j 2 0 1 1
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I M A G E C R E D I T S
y o u r s t r u l y
t h e o p e n c l i p a r t l i b r a r y :
o p e n c l i p a r t . o r g
&
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schunk, dale. 2004. learning theory: an educational perspective.
d ewe y , j o h n . 1 9 1 6 . d emo c r a c y a n d e d u c a t i o n .
booth, char. 2011. reflective teaching, effective learning.
accardi, drabinski, & kumbier. 2010. critical library instruction.
morrison, ross, & kemp. 2007. designing effective instruction.
S U G G E S T E D R E A D I N G