Intro
Preface
Contents
Rethinking the Role of the Library in an Era of Inquiry-Based Learning: Opportunities for Interdisciplinary Approaches
Introduction
Inquiry-Based Learning
Alignment Between Instructors and Librarians
Strategies to Align Inquiry-Based Learning and Libraries
Libraries as Collaborative Learning Spaces
Libraries as Access to Open-Educational Resources
Role of the Library in Developing Research Skills
Conclusion
References
Guiding Principles for Integrating Disciplines and Practices in Pursuit of Complex and Diverse Learning Outcomes

Interdisciplinarity and Its Alternatives
Two Complementary Taxonomies for Human Competencies
Learning Environment Principles
Practicing 360 Innovation
Assessing Competencies Engaged and Design Principles at Work
Conclusion
References
Educology Is Interdisciplinary: What Is It? Why Do We Need It? Why Should We Care?
Introduction
Overview
What Is Educology?
Universal Terms
What Is Education?
How Is Educational Theory Different from Educology?
Why Do We Need Educology? Why Should We Care?

Trial-and-Error Approaches to Improving Education Are Risky and Inefficient
Paradigm Change for Improving Education Requires Sound Knowledge
Why Sound Knowledge of Education Is Needed
Disciplines Require Precise Language
The Need for Precise Language in Educology
How Do We Move Educology Forward? Next Steps?
References
Multimodal Social Semiotics and Learning Design: In Search of Interdisciplinarity
Introduction
Background
Multimodal Social Semiotics as a Notion of Learning
Conclusion and Implications for the Learning Design Field
References

Wisdom and Power: Using Information Theory to Assess the Transactional Relationship Between the Learner and the Knowledge Provider
Prologue
Transactional Learning Theory
Two Pivotal Instances in Learning
AI's Role in the Learning Process
Entrepreneurial Thinking, Knowledge, and the Experience Curve
Mediated Messages Are at the Heart of Media Ecology in Instructional Design
Epilogue: Transactional Theory and Cognitive Research
References
The Importance of Interest Development Across STEM Learning Environments
Introduction
What Is Interest?

Socioeconomic Factors in Interest Development
Self-Determination, Achievement Goal, and Content-Specific Theories
Interest, Identity, and Expertise
Pedagogy and Interest
Internet Search and STEM
Improving Instruction Through Interest
Conclusion
Appendix
Works Cited
Designing for Generative Online Learning: A Situative Program of Research
Framework
Program of Design Research and Example Study
Implications for Interdisciplinary Learning
Impact and Conclusion
References