400 Years Old and Still Cutting Edge: Applying Ignatian Pedagogy to an Online Library Orientation

Autor/in	Tardiff, Anthony
Titel	400 Years Old and Still Cutting Edge: Applying Ignatian Pedagogy to an Online Library Orientation
Quelle	In: Journal of Library & Information Services in Distance Learning, 13 (2019) 1-2, S.184-195 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2018.1499251
Schlagwörter	Orientation; Library Instruction; Academic Libraries; Student Centered Learning; Graduate Students; Individualized Instruction; Pacing; Masters Programs; Electronic Learning; Washington + Suchen Sie Ihr Suchwort? Orientierung; Bibliotheksverzeichnis; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Individualisierender Unterricht; Lerntempo; Magister course; Magisterstudiengang
Abstract	The Ignatian Pedagogical Paradigm is centuries old, but its focus on student-centered learning is cutting edge. When the Gonzaga University library was asked to collaborate with an online graduate studies department, the Ignatian Pedagogical Paradigm provided the guiding framework. The first principle of Ignatian pedagogy is Context, which involves understanding and meeting students where they are. Building on this foundation, the other principles of Experience, Reflection, Action, and Evaluation keep the student at the centre of the learning process. Reflection is the fulcrum of the paradigm, prompting students to think consciously about what they have learned and how it impacts them, thereby taking ownership of the learned material. Applying these principles to a self-paced Online Library Orientation resulted in self-reported student confidence with library resources, and the integration of better sources into their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01