by Margy MacMillan
Mount Royal University Library

I practiced SoTL for at least 5 years in blissful ignorance of its existence. You too may be a SoTList or have SoTList leanings and not even know it; it may well be time to explore the Scholarship of Teaching and Learning.

The research projects I’m currently involved in occur at the intersection of information literacy (IL) and SoTL, and like all intersections it’s an exciting, slightly unsettling place to be. There’s a lot of movement in many directions, a lot of choices on where to go next, and some things just have to wait until there’s a break in the traffic to get going. Standing at this intersection I`ve had some time to think about the links between SoTL and evidence based library and information practice (EBLIP)…

Hanoi, 2013. By D. MacMillan

EBLIP and SoTL

SoTL might be described as evidence-based practice in teaching. It is focused, like EBLIP on gathering evidence to understand different situations and/or the impact of different interventions. It uses a range of methodologies and works both within and across discipline boundaries. While it is most obviously akin to evidence-based research in IL, branches of SoTL concerned with technology or institutional cultures may resonate with other library researchers. Much like EBLIP conferences where those who work with bioinformatics data discover common ground with public librarians working with citizen science initiatives, SoTL fosters conversations between people who might not otherwise meet. Academics working in SoTL don’t always get much support for their research at their own institutions (sound familiar?) or within their own disciplines and they value conferences both for finding kindred spirits and for the interdisciplinarity that brings fresh ideas and approaches. Since arriving in this welcoming SoTLsphere, I have enjoyed exploring further – attending conferences, getting involved in SoTL on my campus and currently supporting the SoTL work of colleagues through Mount Royal`s Institute for SoTL.

3 ways SoTL has helped me EBLIP

Methodologies – SoTL work rests on applying disciplinary research methods to understanding teaching and learning. I’ve encountered a really broad range of methods in SoTL work that also apply to EBLIP.

Understanding Threshold Concepts (TCs) – While I had first heard of TC’s at a library conference, this way of looking at learning is a major focus in SoTL and I have been able to bring knowledge from SoTL folks into discussions around the new TC-informed Framework for IL.

Focus on building a community – Some SoTLers are involved with building communities on campuses by expanding relationships, providing support, and developing policy. There are many useful insights here for library initiatives and I have benefited from becoming part of a very supportive, cross disciplinary group of scholars.

3 ways EBLIP has helped me SoTL

Better understanding of diverse literatures and how to search them – This has helped me enter a new field, but also allows me to contribute back to the SoTL community on campus as I am aware of resources and tools for searching outside their disciplines.

Longer experience with evaluating usefulness of small steps and interventions – IL is often assessed at micro levels: the use of a particular tool, or the effectiveness of a teaching strategy, often within a single class. We have developed a number of strategies to examine teaching and learning at this atomized level useful for instructors accustomed to thinking in course-sized chunks.

Understanding how dissemination works – Work like Cara Bradley`s is informing my work with SoTLers in identifying venues for publication, and my next project on studying dissemination patterns in SoTL.

Interest in SoTL among librarians is growing, as evidenced by increasing numbers at conferences and a colleague in the UK who is writing a book about SoTL and librarians (many thanks to Emma Coonan for a great conversation that clarified many of these thoughts and if you aren’t reading her The Mongoose Librarian blog on a regular basis … .well, you should be!). Explore a little, dip into their literature, maybe go to a conference or talk to the teaching and learning folks on your campus… they can use our help and we might be able to borrow a few things from them. Maybe we’re overdue for a change.

3 good reads about SoTL

Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125. http://muse.jhu.edu/journals/teaching_and_learning_inquiry__the_issotl_journal/v001/1.1.felten.html

Huber, Mary Taylor and Sherwyn P. Morreale, eds. Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Menlo Park, CA: Carnegie Foundation, 2002.

Hutchings, P. (2010). The scholarship of teaching and learning: From idea to integration. New Directions for Teaching and Learning, 2010(123), 63-72. http://fresnostate.edu/academics/csalt/documents/Hutchings2010.pdf

This article gives the views of the author(s) and not necessarily the views of the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.