Maintained by the Student Learning & Information Literacy Committee, these resources will guide librarians engaged in the practice of instructional and curricular design through dynamic, responsive content on the Scholarship of Teaching and Learning (SoTL).
The Institute for Scholarship of Teaching & Learning at Mount Royal University defines the Scholarship of Teaching & Learning (SoTL)
as the "evidence-based study of teaching and learning which is:
focused on student learning, grounded in context, methodologically sound, conducted in partnership with students, and publicly disseminated (Felten, 2013);
inclusive and unified by its potential to have impact in the classroom and to contribute to the production of knowledge and ongoing improvement in teaching and learning;
diverse in discipline, theory, methodology, and method."
Learn more about SoTL here: http://bit.ly/librarianSoTL
Scholarship of Teaching & Learning Virtual Discussion Forum Series
Join the ACRL Student Learning & Information Literacy Committee and the ACRL Instruction Section for a two-part interactive discussion series on the scholarship of teaching and learning (SoTL). This free series will provide the opportunity to engage with leading SoTL scholars to learn more about this exciting area of scholarly inquiry. Join the conversation on Twitter with the hashtag #librarianSoTL.
Part 1: Introduction to SoTL
Join your colleagues for the first of two engaging discussions on the foundations of the Scholarship of Teaching and Learning (SoTL). Three SoTL practitioners will discuss what this movement is and how it ties into educational theories, practices, and instructional design. Discussion leaders: Nancy Chick (University of Calgary), Margy MacMillan (Mount Royal University), and Cara Bradley (University of Regina).
Part 2: Applying SoTL in Your Work
Looking for more SoTL? This discussion builds on the information shared in the first session. The presenters will share practical strategies and examples of SoTL work in academic libraries, including how librarians can integrate it into their own practice. Discussion leaders: Nancy Chick (University of Calgary), Margy MacMillan (Mount Royal University), and Cara Bradley (University of Regina).
Margy MacMilan has been a librarian for 30 years, the last 15 of which have been enlightened by engaging with and in SoTL research.
Cara Bradley is the Liaison Services Coordinator at the University of
Regina Library, in Saskatchewan, Canada.
Nancy Chick is the University Chair of Teaching and Learning at the University of Calgary and the co-founding editor of Teaching & Learning Inquiry.
Thanks to Chelsea Nesvig for her write-up on the SoTL discussion forum series!
Call for Case Study Proposals
The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning
Are you a librarian engaged in the Scholarship of Teaching & Learning (SoTL)?
Proposals are now being sought for an edited collection entitled The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning. The volume, which is scheduled for publication by ACRL in 2018, will provide librarians with an introduction to key theories, research, and practices that underpin the Scholarship of Teaching and Learning (SoTL), as well as case studies of how these theories are being used in library instruction. The book offers a mix of theoretical and practical views of the topic designed to deepen librarians’ understanding of SoTL and enable them to apply theories to their own instructional practices.
We welcome case studies of 2,000-3,000 words from all types of academic libraries that illustrate how librarians/libraries are engaged in SoTL. Contributions representing Specific topics of interest include:
Pedagogical content knowledge in the information literacy classroom
Applications of SoTL theory (e.g., O’Brien’s SoTL Compass, Hutchings Questions, etc.) in research & information literacy instruction/pedagogy
SoTL-related information literacy projects or research
Librarians involved in SoTL Communities of Practice and/or library partnerships with Centers for Teaching & Learning
Authors are invited to submit a case study chapter proposal as an email attachment in Word or PDF to firstname.lastname@example.org on or before June 1 , 2017. The chapter proposal should be 300-500 words clearly explaining the intent and details of the proposed chapter as it relates to one of the four sections of the book described above. Authors will be notified by July 1, 2017 about the status of their proposals and sent chapter guidelines. Completed case studies are expected to be between 2,000-3,000 words, although shorter or longer chapters are negotiable. Full chapter drafts are expected to be submitted by October 30, 2017.
Proposals should include:
Author name(s), institutional or organizational affiliation, job title/role
Brief author(s) bio
Proposed chapter title
A summary of the proposed chapter (300-500 words)
Proposed chapters should be based on unpublished work, unique to this publication and not submitted or intended to be simultaneously submitted elsewhere.
Jackie Belanger, Assessment Librarian at the University of Washington Libraries
Melissa Mallon, Director of Peabody Education Library /Director of Liaison & Instruction Services at Vanderbilt University
Cara Bradley, Liaison Services Coordinator at the University of Regina in Saskatchewan, Canada
Rhonda Huisman, Director of University Library Services at Marian University (IN)
Lauren Hays, Instructional and Research Librarian at MidAmerica Nazarene University
Please direct any questions to email@example.com.