This book will help library and information professionals better understand how people learn in order to improve support for instruction in their library.
From book clubs to media facilities, libraries support learning in numerous ways. In this accessible handbook, Medaille unchains the field of learning theory from its verbose and dense underpinnings to show how libraries can use concepts and principles to better serve the needs of their users.
Readers will discover:
concrete ways to improve library instruction, spaces, services, resources, and technologies
succinct overviews of major learning theories drawn from the fields of psychology, education, philosophy and many more
summaries of the most relevant aspects of each theory and instructional methods, showing how the various theories interact and support each other.
This book will be useful for library and information professionals seeking to better understand their community and service users.
Rezensionen / Stimmen
The Guide is well researched with a good balance of notes and further reading that a keen reader can use for a deeper dive into individual theories. Readers short on time will, however, gain a rapid understanding of common learning theories with practical perspectives for libraries. The practical elements are engaging and the instructional design knowledge and experience of Medaille shines through. The Guide can be read cover to cover for a broad overview, or readers can read specific chapters of interest. This is an enjoyable read and a useful addition to any teaching library worker's collection. -- Fiona Russell * Journal of the Australian Library and Information Association *
Sprache
Verlagsort
Zielgruppe
Für Beruf und Forschung
Postgraduate, Professional Practice & Development, and Professional Reference
Maße
Höhe: 229 mm
Breite: 152 mm
Dicke: 10 mm
ISBN-13
978-1-78330-699-2 (9781783306992)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Ann Medaille is the director of research and instructional services at the University of Nevada, Reno Libraries, and serves as editor-in-chief of the journal Evidence Based Library and Information Practice. She has published several journal articles on topics related to educational theories and pedagogies.
Acknowledgments
Introduction
Chapter 1 Constructing Knowledge
Chapter 2 Collaboration
Chapter 3 Attention
Chapter 4 Multimedia
Chapter 5 Observation
Chapter 6 Self-Regulation
Chapter 7 Motivation
Chapter 8 Affect
Chapter 9 Context
Chapter 10 Dialogue
Chapter 11 Inquiry
Chapter 12 Imagination
Chapter 13 Guidance
Chapter 14 Individual Differences
Index
