000			04144cam a2200373Ii 4500
003			OCoLC
005			20241213155504.0
008			170814s2018 mau o 001 0 eng d
020			_a9780081018828
020			_a0081018827
020			_z9780081018811
041			_aEnglish
049			_aMAIN
082	0	4	_a020.711 _223 _bWIL
100	1		_aWilliamson, Jeanine Mary,
100	1		_eauthor.
245	1	0	_aTeaching to individual differences in science and engineering librarianship : _badapting library instruction to learning styles and personality characteristics / _cJeanine M. Williamson.
260			_aCambridge, MA : _bChandos Publishing is an imprint of Elsevier, _c2018.
300			_aCambridge, MA : _bChandos Publishing is an imprint of Elsevier, _c2018.
500			_aIncludes index.
505	0		_aFront Cover; Teaching to Individual Differences in Science and Engineering Librarianship: Adapting Library Instruction to Learning ...; Copyright; Contents; Preface; Structure of the Book; References; Acknowledgments; Chapter 1: Individual Differences; 1.1 Definitions of Individual Differences; 1.2 Importance of Learning Styles and Personality Characteristics; 1.2.1 Learning Styles; 1.2.2 Personality Characteristics; 1.3 Alignment Between Learning Styles, Personality, Degrees, and Careers; 1.3.1 Holland; 1.3.2 Kolb; 1.3.3 Retention in College Major and Personality.
505	8		_a1.3.4 Accentuation of Learning Styles Within College Majors1.3.5 Choice of Career and Personality Traits; 1.3.6 Changes in Personality Traits; 1.3.7 Changes in Learning Styles in Careers; 1.4 Conclusion; References; Chapter 2: Learning Styles; 2.1 Definition of Learning Styles; 2.2 Why I Chose the Kolb Model for This Book; 2.3 The Kolb Learning Styles Cycle; 2.4 Instructional Design Examples Using the Kolb Learning Styles Framework; 2.4.1 Teamwork; 2.4.2 Design Courses and Internships; 2.4.3 Specific Engineering Topics; 2.5 Conclusion; References; Chapter 3: Personality Frameworks.
505	8		_a3.1 Definition of Personality3.2 Relationships Between Personality and Teaching and Learning; 3.2.1 Instructor Classroom Behavior; 3.2.2 Course Evaluations; 3.2.3 Student Engagement; 3.2.4 Student Participation; 3.2.5 Student Self-Regulation; 3.3 The 16PF and Big Five/Narrow Personality Frameworks; 3.3.1 The 16PF; 3.3.2 The Big Five/Narrow Trait Framework (Personal Style Inventory); 3.4 Conclusion; References; Chapter 4: Personality Traits and Learning Styles of Librarians, Scientists, and Engineers; 4.1 16PF Results; 4.2 Personal Style Inventory; 4.3 Kolb Learning Styles.
505	8		_a4.4 Connecting With Diverse Audiences4.4.1 International Students; 4.4.1.1 Personality Characteristics; 4.4.1.2 Learning Styles; 4.4.1.3 Other Factors; 4.4.2 Gender; 4.4.2.1 Personality Characteristics; 4.4.2.2 Learning Styles; 4.4.3 US Racial Groups; 4.4.4 Forming a Connection With a Range of Students; 4.5 Conclusion; References; Chapter 5: The Matching Approach; 5.1 The Well-Balanced Approach; 5.1.1 Variety; 5.1.2 Diversity; 5.1.3 Holism; 5.2 The Stereotypical Profile Approach; 5.3 Adapting to Informally Assessed Student Characteristics.
505	8		_a5.4 Studies Supporting Matching to Personality Characteristics5.5 Studies Supporting Matching to Kolb Learning Styles; 5.6 Methods of Matching to Individual Characteristics; 5.7 Conclusion; References; Chapter 6: Reasons for Not Matching Instruction to Individual Differences; 6.1 Evidence Against Effectiveness of Teaching to Learning Styles; 6.2 Challenging the Student to Become More Well-Rounded; 6.3 Nonmatching as an Impetus to Improve Teaching; 6.4 Subject Matter Characteristics; 6.5 Guiding Questions About Matching to Subject Matter; 6.5.1 Learning Styles; 6.5.2 Personality.
506			_aAcces restricted to subscribing institutions.
538			_aMode of access: World Wide Web.
650		0	_aLibrary education.
650		0	_aScience and technology libraries.
856	4	0	_uhttps://ezproxy.lib.gla.ac.uk/login?url=https://www.sciencedirect.com/science/book/9780081018811
856	4	0	_zConnect to resource
907			_a.b32789221
942			_2ddc _cBOOKS
999			_c43896 _d43896