Engaging diverse learners : teaching strategies for academic librarians / / Mark Aaron Polger and Scott Sheidlower

• Record Nr.: UNINA9910162918003321
• Autore: Aaron Polger Mark
• Pubbl/distr/stampa: Libraries Unlimited, , 2017; New York : , : Bloomsbury Publishing (US), , 2023
• ISBN: 979-84-00-64618-8; 979-82-16-07980-4; 1-4408-3851-8
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (xvii, 164 pages) : illustrations
• Collana: Gale eBooks
• Disciplina: 025.5/677
• Soggetti: Library & information sciences
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (pages 135-155) and index.
• Nota di contenuto: <i>Acknowledgments</i> <i>A Short Introduction: "OMG," Another Library Lesson!</i> <b>Chapter 1</b> Defining Engagement <b>Chapter 2</b> The Generations of Learners <b>Chapter 3</b> Examining Diverse Learning Groups <b>Chapter 4</b> Teaching Techniques That Engage Learners <b>Chapter 5</b> Engaging beyond the Library Classroom <b>Chapter 6</b> Understanding Disengagement <b>Chapter 7</b> Marketing Information Literacy through Successful Engagement Practices <i>Epilogue</i> <i>Appendix</i> <i>References</i> <i>Index</i>
• Sommario/riassunto: <b>This book connects teaching practical strategies and ideas with educational theories to give you techniques to use in the classroom to capture students' attention and engage them with instruction.</b> Drawing on the literatures of adult education and of teaching skills, <i>Engaging Diverse Learners: Teaching Strategies for Academic Librarians</i> presents a wide range of methods to improve how you teach. Coauthors Mark Aaron Polger and Scott Sheidlower argue that in order to grab-and hold onto-students' attention, instructors must get their interest right from the beginning. The techniques they suggest explain how to take into consideration the range of different learning styles students may have, how to accommodate students with different ; English language skills or abilities, and how to successfully work with individuals from different socioeconomic backgrounds or from different technologically adapted generations. The sections for each group address the key questions of identification (who are they?); how members of that group tend to react to libraries, librarians, and education; and how educational theories of that time affected students' learning in that generation.