UCL logo

UCL Discovery

UCL home » Library Services » Electronic resources » UCL Discovery

Participation as pedagogy: Student and librarian experiences of an Open Access publishing assignment

Hicks, AE; (2017) Participation as pedagogy: Student and librarian experiences of an Open Access publishing assignment. Journal of Education for Library and Information Science , 58 (3) 10.12783/issn.2328-2967/58/3/3. Green open access

[img]
Preview
Text
Hicks_26062017.pdf - ["content_typename_Accepted version" not defined]

Download (266kB) | Preview

Abstract

Education for Instruction Librarians has traditionally centered upon the acquisition of practical classroom skills. While this approach has merit, from a sociocultural perspective of learning, student development emerges more completely through engagement with the communal activities and values that constitute professional practices rather than through the achievement of individual competencies. Drawing upon these understandings, this paper reports on the experiences of an Open Access writing assignment that was librarian-reviewed. The assignment was designed to build student participation within Instruction Librarian practices and communities. Focused upon the 19 student and 19 librarian-reviewer experiences (38 total) of the assignment, the survey-based methodology that is used in this study reveals a lack of communication between student and practitioner Instruction Librarians as well as the importance of the assignment to both student and librarian learning. These findings demonstrate that developing student access to professional practices and communities can be beneficial for students as well as for Instruction Librarians.

Type: Article
Title: Participation as pedagogy: Student and librarian experiences of an Open Access publishing assignment
Open access status: An open access version is available from UCL Discovery
DOI: 10.12783/issn.2328-2967/58/3/3
Publisher version: https://doi.org/10.12783/issn.2328-2967/58/3/3
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Information Literacy, Transition, Library Instruction, Teaching Methods, Student Publishing
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities > Dept of Information Studies
URI: http://discovery.ucl.ac.uk/id/eprint/1570508
Downloads since deposit
127Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item