“I Never Knew I Could Be a Teacher” : A Student-Centered MLIS Fellowship for Future Teacher-Librarians
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- Titel
- “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians
- verantwortlich
- ; ;
- Erscheinungsjahr
- 2018
- Medientyp
- Preprint
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- LISSA
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| author_facet |
Rachel Gammons Lindsay Inge Carpenter Alexander J. Carroll Rachel Gammons Lindsay Inge Carpenter Alexander J. Carroll |
|---|---|
| author |
Rachel Gammons Lindsay Inge Carpenter Alexander J. Carroll |
| spellingShingle |
Rachel Gammons Lindsay Inge Carpenter Alexander J. Carroll “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians Social and Behavioral Sciences teacher training mlis fellowship teaching bepress LIS Scholarship Archive Information Literacy Library and Information Science |
| author_sort |
rachel gammons |
| spelling |
Rachel Gammons Lindsay Inge Carpenter Alexander J. Carroll Social and Behavioral Sciences teacher training mlis fellowship teaching bepress LIS Scholarship Archive Information Literacy Library and Information Science http://osf.io/r3dw9/ http://dx.doi.org/10.31229/OSF.IO/R3DW9 The Research and Teaching Fellowship (RTF) of the University of Maryland (UMD) Libraries in College Park is a three-semester experiential teacher training program for students seeking a master's of library and information science (MLIS) degree. Crafted in collaboration with UMD College of Information Studies [End Page 331] (iSchool) administrators, students complete RTF in tandem with the MLIS degree to obtain sustained, scaffolded, and meaningful library instruction experience. We designed RTF to address needs identified from our own experiences as early-career librarians, in conjunction with conclusions drawn from the literature. Rather than just sharing what we think works about this program, this article provides analyses that test our assumptions of what a successful MLIS professional development program should include. We allowed our students' experiences to guide the discussion by utilizing research methods that prioritize our participants' voices. We thus empowered them to guide the program's development. We enhanced this student-centered approach to program evaluation with an empirical evaluation of the students' growth in teacher efficacy using a rubric based on the Association of College and Research Libraries (ACRL) "Roles and Strengths of Teaching Librarians."1 The article concludes with reflections on how similar teaching and mentorship programs for emerging LIS professionals might use these findings. “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
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| title |
“I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_unstemmed |
“I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_full |
“I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_fullStr |
“I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_full_unstemmed |
“I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_short |
“I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_sort |
“i never knew i could be a teacher”: a student-centered mlis fellowship for future teacher-librarians |
| topic |
Social and Behavioral Sciences teacher training mlis fellowship teaching bepress LIS Scholarship Archive Information Literacy Library and Information Science |
| url |
http://osf.io/r3dw9/ http://dx.doi.org/10.31229/OSF.IO/R3DW9 |
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2018 |
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The Research and Teaching Fellowship (RTF) of the University of Maryland (UMD) Libraries in College Park is a three-semester experiential teacher training program for students seeking a master's of library and information science (MLIS) degree. Crafted in collaboration with UMD College of Information Studies [End Page 331] (iSchool) administrators, students complete RTF in tandem with the MLIS degree to obtain sustained, scaffolded, and meaningful library instruction experience. We designed RTF to address needs identified from our own experiences as early-career librarians, in conjunction with conclusions drawn from the literature. Rather than just sharing what we think works about this program, this article provides analyses that test our assumptions of what a successful MLIS professional development program should include. We allowed our students' experiences to guide the discussion by utilizing research methods that prioritize our participants' voices. We thus empowered them to guide the program's development. We enhanced this student-centered approach to program evaluation with an empirical evaluation of the students' growth in teacher efficacy using a rubric based on the Association of College and Research Libraries (ACRL) "Roles and Strengths of Teaching Librarians."1 The article concludes with reflections on how similar teaching and mentorship programs for emerging LIS professionals might use these findings. |
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| author | Rachel Gammons, Lindsay Inge Carpenter, Alexander J. Carroll |
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| description | The Research and Teaching Fellowship (RTF) of the University of Maryland (UMD) Libraries in College Park is a three-semester experiential teacher training program for students seeking a master's of library and information science (MLIS) degree. Crafted in collaboration with UMD College of Information Studies [End Page 331] (iSchool) administrators, students complete RTF in tandem with the MLIS degree to obtain sustained, scaffolded, and meaningful library instruction experience. We designed RTF to address needs identified from our own experiences as early-career librarians, in conjunction with conclusions drawn from the literature. Rather than just sharing what we think works about this program, this article provides analyses that test our assumptions of what a successful MLIS professional development program should include. We allowed our students' experiences to guide the discussion by utilizing research methods that prioritize our participants' voices. We thus empowered them to guide the program's development. We enhanced this student-centered approach to program evaluation with an empirical evaluation of the students' growth in teacher efficacy using a rubric based on the Association of College and Research Libraries (ACRL) "Roles and Strengths of Teaching Librarians."1 The article concludes with reflections on how similar teaching and mentorship programs for emerging LIS professionals might use these findings. |
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| spelling | Rachel Gammons Lindsay Inge Carpenter Alexander J. Carroll Social and Behavioral Sciences teacher training mlis fellowship teaching bepress LIS Scholarship Archive Information Literacy Library and Information Science http://osf.io/r3dw9/ http://dx.doi.org/10.31229/OSF.IO/R3DW9 The Research and Teaching Fellowship (RTF) of the University of Maryland (UMD) Libraries in College Park is a three-semester experiential teacher training program for students seeking a master's of library and information science (MLIS) degree. Crafted in collaboration with UMD College of Information Studies [End Page 331] (iSchool) administrators, students complete RTF in tandem with the MLIS degree to obtain sustained, scaffolded, and meaningful library instruction experience. We designed RTF to address needs identified from our own experiences as early-career librarians, in conjunction with conclusions drawn from the literature. Rather than just sharing what we think works about this program, this article provides analyses that test our assumptions of what a successful MLIS professional development program should include. We allowed our students' experiences to guide the discussion by utilizing research methods that prioritize our participants' voices. We thus empowered them to guide the program's development. We enhanced this student-centered approach to program evaluation with an empirical evaluation of the students' growth in teacher efficacy using a rubric based on the Association of College and Research Libraries (ACRL) "Roles and Strengths of Teaching Librarians."1 The article concludes with reflections on how similar teaching and mentorship programs for emerging LIS professionals might use these findings. “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| spellingShingle | Rachel Gammons, Lindsay Inge Carpenter, Alexander J. Carroll, “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians, Social and Behavioral Sciences, teacher training, mlis, fellowship, teaching, bepress, LIS Scholarship Archive, Information Literacy, Library and Information Science |
| title | “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_full | “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_fullStr | “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_full_unstemmed | “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_short | “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| title_sort | “i never knew i could be a teacher”: a student-centered mlis fellowship for future teacher-librarians |
| title_unstemmed | “I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians |
| topic | Social and Behavioral Sciences, teacher training, mlis, fellowship, teaching, bepress, LIS Scholarship Archive, Information Literacy, Library and Information Science |
| url | http://osf.io/r3dw9/, http://dx.doi.org/10.31229/OSF.IO/R3DW9 |