ERIC Number: EJ1300343
Record Type: Journal
Publication Date: 2019-Dec
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1750-5968
EISSN: N/A
Available Date: N/A
Connecting Theory to Practice: Using the Community of Inquiry Theoretical Framework to Examine Library Instruction
Bailey, Kieren; Jacobsen, Michele
Journal of Information Literacy, v13 n2 p173-195 Dec 2019
This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher-librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of InquiCoory theoretical framework to collaboratively design and evaluate library instruction.
Descriptors: Theory Practice Relationship, Library Instruction, Undergraduate Students, College Faculty, Communities of Practice, Teaching Methods, Librarians, Information Literacy, Guidelines, Diaries, Teacher Attitudes, Student Attitudes, Instructional Design, Cooperation, Private Colleges, Writing Teachers, Writing Instruction
CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A