Call for Chapter Authors: Practical Pedagogy for Library Instructors: 15 Strategies to Make Your Students Stand Up and Applaud

Call for Authors [please excuse the cross-posting]

Have an instructional approach that is getting applause from your Undergrads? Are students leaving the library saying “this is the best time I’ve ever had in the library?” Do faculty members comment that they are impressed with the instruction sessions you’ve provided to their students? Do you have time this summer to sit down and do some writing (and maybe earn a little extra credit for your CV in the process…)?

If you’ve answered “yes” to any of these questions, you might be just the person we are looking for.

Doug Cook and Ryan Sittler are working with ACRL to publish a book tentatively entitled - Practical Pedagogy for Library Instructors: 15 Strategies to Make Your Students Stand Up and Applaud. The book will be in two sections; we need 15 chapter authors for Part Two.

We want real librarians doing real things that work in the classroom. If you have an instructional approach that you believe is successful, please consider submitting a proposal. Pedagogy “happens” whether you are aware of it or not – all good ideas will be considered. We can help you match the appropriate pedagogy to your instructional strategy.

Please look at the following book outline. ++++KEEP READING+++ the instruction/information for submitting a proposal is at the end of this email.

The OUTLINE of the book is as follows:

Part One

Chapter One [Doug] - Overview of Pedagogy and Related Instructional Strategies.

This chapter provides an overview of the primary views of learning and instruction, in use today, with college students and adults – this includes Behavioral Theories, Cognitive Theories, and Constructivist Theories. This chapter will provide the framework for the book and will be used to organize Part Two. An overview, and a brief historical grounding, will be provided for each theory. All theories have different emphases and applications. As such, the primary emphases of each theory will be discussed along with the instructional strategies most strongly tied to each theory described.

[Email Doug for a more complete outline of Chapter One as we didn’t want to make this any longer.]

Chapter Two [Ryan] - Review of the Literature: Pedagogy and Instructional Strategies in Libraries.

This chapter will use the framework from Chapter One to review the books and articles produced by library instructors over the last 10-15 years. This chapter will comment on the primary instructional strategies described in the literature today.

Part Two

We need 15 authors for these chapters [5 for Behavioral, 5 for Cognitive, 5 for Constructive]

A. Behavioral

Brief Description - The primary concern is an identifiable change in behavior. Emphasis is on the instruction/presentation of information. The learning environment is important. Learners are listeners.

Potential Instructional Strategies

-Learning objectives

-Task Analysis

-Mastery learning

-Computer Assisted Instruction

-Self-management

-Information Literacy Standards

-Backward Curriculum Design

-Lesson planning based on objectives

-Other Strategies?

B. Cognitive

Brief Description – The primary concern is gaining knowledge. Behavior change follows knowledge gain. Learning is information processing. How information is learned is important. Students are active.

Potential Instructional Strategies

-Concept attainment

-Exposition

-Problem solving

-Discovery learning

-Meta-cognition [learning to learn]

-Learning styles

-Instructional Design [Gagne]

-Critical thinking skills

-Training and Development [Human Resources, Business]

-Other Strategies?

C. Constructive

Brief Description – The primary concern is becoming more able to participate in the community. The external world directs knowledge construction. All knowledge is contextual. How information is constructed is important. Students engage in active dialogue.

Potential Instructional Strategies

-Community of learners

-Inquiry learning

-Problem based learning

-Cognitive apprenticeships

-Critical pedagogy

-Feminist pedagogy

-Multi-literacies

-Adult Education/Andragogy

-Contract learning

-Other Strategies?

Your final chapter will include:

1. Explanation of one learning strategy – How does this fit into Part One/Chapter One. Define your instructional goals.

2. Why you chose this one strategy – your personal reasons.

3. Applications – Strategy is best for.

4. Case study or lesson plan – Your real-world application.

5. Personal reflection – tell us about the success you have had with this one strategy.

10-12 double-spaced manuscript pages [maximum]

Chicago style [http://www.chicagomanualofstyle.org/]

+++++KEEP READING++++++ +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Please email Doug [dr_library_guy@yahoo.com] AND Ryan [rlsittler@aol.com] if you are interested in writing a chapter.

Proposals should be submitted no later than Midnight, April 30, 2007.

Include the following in your message:

1. 1 paragraph explaining the potential chapter.

2. 1 paragraph describing lesson plan/case study which would use your proposed pedagogical strategy.

3. 1 paragraph regaling what you have written before. However first-time authors are welcome!

4. 1 Paragraph biography – tell us about you.

Timeline and Final Chapter Information

-June 1, 2007 – finalized list of authors/chapters

-September 1, 2007 – final chapters to Doug and Ryan

-January 15, 2007 – final edits to ACRL

-June 2008 – Book ready for ALA Annual debut

Dr. Doug Cook

Distance Librarian, Professor

Shippensburg University Library,

717-477-1123 ext. 3312