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ICT Literacy in Professional Coaching

Compiled by Dr. Lesley Farmer, California State University Long Beach
 

GENERAL:

Association of College & Research Libraries. (2008). Guidelines, standards, and frameworks. http://www.ala.org/acrl/standards/

Association of College & Research Libraries. (2014). Information literacy in business. http://wikis.ala.org/acrl/index.php/Information_Literacy_in_Business/Commerce

 

 MERLOT LINKS:

Key terms: professional coaching, professional development, career development, personal development, life coaching, mentoring, human resource management, personnel management, coaching of employees, career services, vocational guidance

  • Business / Professional Coaching
  • Business / Management / Human Resources
  • Workforce Development / Application Development·       Academic Support Services / Career Counseling and Services
  • Academic Support Services / Eportfolios / Career Oriented ePortfolios
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services

https://www.merlot.org/merlot/ProfessionalCoaching.htm 


LIBGUIDES:

 

OTHER WEBSITES and ARTICLES:


LEARNING ACTIVITIES IDEA STARTERS:
  • Ask students to flowchart how professional coaches gather, identify, assess, and analyze data — and then make recommendations based on that analysis.
  • Ask students to evaluate websites about a professional coaching issue (e.g., retooling, privacy), and compare websites and their critique.
  • Ask students to select relevant database aggregators (e.g., PsycInfo, Business Source, ABI/INFORM). 
  • Ask small groups of students to research a professional coaching topic, each using a different database, and compare process and results. 
  • Ask students to compare the same professional coaching topic (e.g., cross-race coaching) in different types of resources (e.g., primary versus secondary sources, professional association versus trade periodicals, online database aggregators versus online search engines, different formats such as video and radio, different kinds of social media such as blogs and wikis).
  • Ask students to investigate how laws and regulations impact professional coaching.
  • Ask students to compare codes of ethics of different professional coaching associations.
  • Ask students to create timelines about benchmark events and legal decisions about a professional coaching issue (e.g., equity).
  • Ask students to trace the scholarly path of significant psychologists.
  • Ask students to compare professional coaching issues (e.g., attitudes about mental health) in different countries. 
  • Ask students to research the impact of technology on professional coaching.
  • Ask students to create a Public Service Announcement about a professional coaching issue (e.g., balancing work and life).
  • Ask students to create an infographic about professional coaching (e.g., occupational outlook).
  • Ask students to create a graphic novel about a professional coaching aspect (e.g., employee relations).   
  • Ask students to observe and write field notes about behavior relative to a professional coaching issue (e.g., use of social media). 
  • Ask students to critique magazine advertisements relative to professional coaching.
  • Ask students to analyze how professional coaching is portrayed in television and movies. 
  • Ask students to conduct action research about a professional coaching issue (e.g., personal change within an organization).
  • Ask students to interview professional coaches and their mentees, and compare notes.
  • Ask students to research the life cycle of a mentoring relationship, and create a flowchart to visualize that cycle.
  • Ask students to compare different types of professional coaching, using a Venn diagram to illustrate differences.
  • Ask students to research and compare professional coaching strategies throughout one’s life (e.g, coaching a Millenial versus a Baby Boomer in terms of content and strategy).