Search results

1 – 2 of 2
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Article
Publication date: 17 September 2019

Melissa Behney

This paper aims to describe the development of a digital badge for a discipline-specific course in chemistry that was undertaken as part of an overall course redesign. Learning…

465

Abstract

Purpose

This paper aims to describe the development of a digital badge for a discipline-specific course in chemistry that was undertaken as part of an overall course redesign. Learning outcomes were developed based on both disciplinary standards for undergraduate students and the ACRL Framework for Information Literacy for Higher Education. The badge was designed as a series of challenges and awarded based on successful completion of both the challenges and an associated writing assignment.

Design/methodology/approach

This paper considers relevant literature on the application of andragogy (adult learning theory) for online learning, a proposed theoretical framework for digital badge systems, the instructional design principles used for this project, and the potential for using badges for delivering information literacy instruction. The application is supported by examples from academic libraries and this case study, with a specific focus on information literacy.

Findings

Andragogy is highly applicable to online learning but is not the only learning theory relevant to the design of digital badges. Multiple learning theories may be applied during the design process using instructional design principles. Digital badges present one mode of delivering instructional content, but the learning theory and design principles applied are far more important than the delivery mode.

Originality/value

Drawing on both learning theory and instructional design principles, this paper addresses ways in which librarians and educators can develop digital badges or badge systems that align with both curricular needs and the concept-based approach of the Framework.

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Access Restricted. View access options
Article
Publication date: 4 August 2014

Diane Klare, Melissa Behney and Barbara Ferrer Kenney

The purpose of this article is to review the five emotional intelligence (EI) competencies as originally outlined by Daniel Goleman but within the context of academic libraries…

2094

Abstract

Purpose

The purpose of this article is to review the five emotional intelligence (EI) competencies as originally outlined by Daniel Goleman but within the context of academic libraries. EI skills can be more important to have than intellectual ability in creating effective organizations. Academic librarians, particularly those in leadership positions, need to be mindful of EI competencies to avoid miscommunication when working with colleagues. Used skillfully, EI has the ability to build more cohesive and stronger collaborations inside and outside the library. EI is just as important for early career librarians as it is for those in senior management positions.

Design/methodology/approach

This article reviews the five EI competencies as originally outlined by Daniel Goleman but within the context of academic libraries. It focuses on empathy to demonstrate how its application in libraries can facilitate teamwork, engender better cooperation and strengthen an organization’s culture.

Findings

Most library literature focuses on EI skills as related to senior-level positions. There is a need for researchers to explore the understanding of EI skills throughout the entire library structure, including how to screen for EI during the hiring process and develop EI skills among existing staff.

Practical implications

Librarians will learn how hiring for EI competencies at all levels will benefit the work environment within academic libraries, as well as how to develop and improve their own EI skills using complementary techniques.

Originality/value

Readers will increase their awareness of how EI can benefit them and their colleagues regardless of whether they have structural (formal) or informal leadership roles in academic libraries, as well as how it leads to professional and personal growth.

Details

Library Hi Tech News, vol. 31 no. 6
Type: Research Article
ISSN: 0741-9058

Keywords

1 – 2 of 2
Per page
102050