Abstract

Librarians recognize the importance of professional learning as their roles and responsibilities evolve in the shifting teaching and learning environments of the twenty-first century. However, the literature on meaningful, job-embedded learning opportunities for academic librarians is scant, and opportunities are especially scarce in the fields of instructional design and instructional technology. Using a qualitative case study approach, the author of this article presents how one group of academic librarians added to their knowledge of instructional design, instructional technology, and the Framework for Information Literacy for Higher Education.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 327-347
Launched on MUSE
2016-04-04
Open Access
No
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