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Becoming a Reflective Librarian and Teacher: Strategies for Mindful Academic Practice

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The book would encompass how librarians can use reflective practice in their own daily professional lives (much like teachers and teachers-in-training) and how to implement and enact reflective practice in the classroom. The content would entail chapters on pedagogy, history of the practice, practicalities, examples from an actual class, assessment, etc. Librarians roles a The book would encompass how librarians can use reflective practice in their own daily professional lives (much like teachers and teachers-in-training) and how to implement and enact reflective practice in the classroom. The content would entail chapters on pedagogy, history of the practice, practicalities, examples from an actual class, assessment, etc. Librarians roles are changing and we are embracing the role of educator more in the 21st century than ever before. Reflective practice is increasingly recognized as essential. Nearly every profession, including the medical/science-based professions are using reflective practice to bring greater awareness to our own biases/strengths and weaknesses in the classroom and to be able to enact this practice in the classrooms in which we find ourselves and pass them on as a lifelong learning tool for our students.Often, librarians feel that their teaching, when it occurs, is often too "short-term" to implement reflective practice, but in fact, the tool can be used in any setting in which learning occurs.Here is a quote from Donald Schon on Reflective Practice, which exemplifies its role in pedagogy: "The reflective practice creates the possibility of learning through transformation: learning through our experience(s) in concert with formalized aspects of learning."Donald Sch�n (1983) suggested that the capacity to reflect on action so as to engage in a process of continuous learning was one of the defining characteristics of professional practice. He argued that the model of professional training which he termed Technical Rationality--of charging students up with knowledge in training schools so that they could discharge when they entered the world of practice, perhaps more aptly termed a battery model--has never been a particularly good description of how professionals think in action, and is quite inappropriate to practice in a fast-changing world. In contrast, reflective practice is directly in tune with these needs and it would benefit librarians to adopt it and move from a more "skill-based" and towards a true pedagogical stance.


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The book would encompass how librarians can use reflective practice in their own daily professional lives (much like teachers and teachers-in-training) and how to implement and enact reflective practice in the classroom. The content would entail chapters on pedagogy, history of the practice, practicalities, examples from an actual class, assessment, etc. Librarians roles a The book would encompass how librarians can use reflective practice in their own daily professional lives (much like teachers and teachers-in-training) and how to implement and enact reflective practice in the classroom. The content would entail chapters on pedagogy, history of the practice, practicalities, examples from an actual class, assessment, etc. Librarians roles are changing and we are embracing the role of educator more in the 21st century than ever before. Reflective practice is increasingly recognized as essential. Nearly every profession, including the medical/science-based professions are using reflective practice to bring greater awareness to our own biases/strengths and weaknesses in the classroom and to be able to enact this practice in the classrooms in which we find ourselves and pass them on as a lifelong learning tool for our students.Often, librarians feel that their teaching, when it occurs, is often too "short-term" to implement reflective practice, but in fact, the tool can be used in any setting in which learning occurs.Here is a quote from Donald Schon on Reflective Practice, which exemplifies its role in pedagogy: "The reflective practice creates the possibility of learning through transformation: learning through our experience(s) in concert with formalized aspects of learning."Donald Sch�n (1983) suggested that the capacity to reflect on action so as to engage in a process of continuous learning was one of the defining characteristics of professional practice. He argued that the model of professional training which he termed Technical Rationality--of charging students up with knowledge in training schools so that they could discharge when they entered the world of practice, perhaps more aptly termed a battery model--has never been a particularly good description of how professionals think in action, and is quite inappropriate to practice in a fast-changing world. In contrast, reflective practice is directly in tune with these needs and it would benefit librarians to adopt it and move from a more "skill-based" and towards a true pedagogical stance.

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