Partners in Teaching and Learning

Melissa Mallon is the Director of the Peabody Education Library at Vanderbilt University, and Director of Teaching and Learning for the Vanderbilt Libraries, which includes planning and directing system-wide involvement in campus teaching and learning initiatives including strategies for the development of information literacy instruction, library involvement in assessment of student learning, and training and mentoring of library staff. Melissa received her MLIS from Louisiana State University. Before joining Vanderbilt in 2015, Melissa was a faculty member and instruction coordinator at the University of Pittsburgh-Johnstown and Wichita State University. Melissa has published, presented, and taught professional development courses in the areas of digital and information literacies, online learning, the Scholarship of Teaching & Learning, and creative use of emerging technologies in assessing student learning. Melissa’s previous books include The Pivotal Role of Academic Librarians in Digital Learning (Libraries Unlimited, 2017), and co-edited a book titled The Grounded Instruction Librarian: Participating in the Scholarship of Teaching and Learning (ACRL, 2019).

• AcknowledgementsTable of ContentsList of Textboxes, Tables, and FiguresPrefaceIntroductionChapter 1: The Intentional Instruction Coordinator Chapter 2: Taking Stock of an Instruction Program Chapter 3: Creating a Culture of Teaching & Learning in the Library Chapter 4: To Frame or Not to Frame? Chapter 5: Writing an Instruction Program Statement Chapter 6: Advocating for an Instruction Program Chapter 7: Assessing an Instruction Program Chapter 8: When an Instruction Program Goes Astray Chapter 9: Growing as an Instruction Coordinator Conclusion Appendix A: An Instruction Coordinator’s Bookshelf ReferencesIndexAbout the Author

This book is intended for library instruction coordinators and librarians who make decisions about shaping library instruction programs. The volume focuses on identifying leadership strategies and approaches for instruction coordinators at academic libraries who are developing the pedagogical skills for teaching librarians, assessing instruction programs, and achieving success in integrating those programs into libraries and on their campuses. The text stresses that library instruction is contextualized by differences in institutions and organizational cultures. Chapters include discussions about the role of the instructional coordinator, how to assess one’s instructional program, how to develop a culture of teaching and learning, how to understand the impact of the ACRL Frameworkfor Information Literacy for Higher Education, how to create an instructional program identity and advocate for a library instruction program, and how to identify where programs can fail. Along with references, the work includes an appendix of readings specifically for instructional coordinators and a list of professional organizations that offer support and growth. . . this title updates instructional improvement practices in light of the ACRL Framework. Summing Up: Recommended. Professionals.