Academic Instruction Librarians’ Teacher Identity Development Through Participation in the Scholarship of Teaching and Learning

Hays, Lauren; Studebaker, Bethani

doi:10.20429/ijsotl.2019.130204

Cited by 12 publications

(7 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research by Wheeler and McKinney (2015) demonstrates that although some UK academic librarians have enthusiastically adopted a teaching librarian identity, others remain uncertain, positioning themselves in a support or a training role rather than on a par with academic colleagues. Similar ambiguity is noted within Hays and Studebaker’s (2019) research, which notes that even participation in scholarship of teaching and learning (SOTL) communities does not always facilitate the creation of a teaching identity. These tensions play out more specifically in terms of teaching anxiety within North America, with a handful of publications illustrating that librarian teaching activities are accompanied by physical and mental symptoms of unease (e.g.…”

Section: Literature Reviewmentioning

confidence: 66%

Relegating expertise: The outward and inward positioning of librarians in information literacy education

Hicks

Lloyd

2021

Journal of Librarianship and Information Science

View full text Add to dashboard Cite

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

show abstract

Section: Literature Reviewmentioning

confidence: 66%

Relegating expertise: The outward and inward positioning of librarians in information literacy education

Hicks

Lloyd

2021

Journal of Librarianship and Information Science

View full text Add to dashboard Cite

show abstract

“…Corrall and Jolly (2019) elaborate as a profession we have been complicit in being described as "non-academics" and accepting our role as "supporting" learning; however, in the present digital environment, it is increasingly clear academic librarians have a major role to play in teaching and learning in the transformed higher education sector. Therefore, Hays and Studebaker (2019) impress on the importance of academic librarians establishing their teacher identity, as this will allow them to be active and become crucial role players within teaching and learning at higher education institutions. Library schools, centres of teaching and learning, library management and academic coordinators at universities have an important role to play by designing qualifications suited for the digital environment.…”

Section: Resultsmentioning

confidence: 99%

“…Further, although, in South Africa, job advertisements did not include digital skills, there were signs of digital skills in the job postings and teaching practices in Canada although not conclusive. Hays and Studebaker (2019) conducted an explanatory sequential mixed methods study in North America to understand academic librarians' involvement and experience in the Scholarship of Teaching and Learning (SoTL) programme. The study explored the development of academic librarians' teacher identities through SoTL.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Digital pedagogies for librarians in higher education: a systematic review of the literature

Saib

Rajkoomar

Naicker

et al. 2022

IDD

View full text Add to dashboard Cite

Purpose The purpose of this paper is to identify and present a global perspective of digital pedagogies in relation to technology and academic librarians. Design/methodology/approach The preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology was used in this study. Findings Based on the data, academic librarians must develop a foundational understanding of 21st century pedagogies and digital skills to teach in an online environment. Originality/value This review paper considers the emergent teaching role of the academic librarian within the digital environment. The themes in the findings highlight the importance of digital pedagogical knowledge and digital fluency of academic librarians as a teacher within the digital environment in higher education.

show abstract

“…Participation in the Scholarship of Teaching and Learning (SoTL) can assist librarians in the development of their instructional skills and identity as instructors (Hays & Studebaker, 2019). This is especially necessary as many academic librarians may have had limited coursework on instruction in their library degrees (Houtman, 2010;Walter, 2008).…”

Section: Librarian Involvement In Sotlmentioning

confidence: 99%

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

Stoeckle

Murphy²,

Lenart³

2022

Partnership

View full text Add to dashboard Cite

Librarians at the University of Calgary collaborated with instructors on an inquiry-based learning course with varying involvement across four course sections. This study uses text analysis of student assignments to assess information literacy (IL) skill development across four levels of course participation: librarian as instructor-of-record, two levels of embeddedness, and a single ‘one-shot’ session. The methodology included the tracking of keywords generated using the ACRL Framework for Information Literacy and text analysis of student reflection assignments in an inquiry-based, research-focused first-year undergraduate course. The results suggest that the benefit to student IL skills is not related to amount of librarian instruction, but rather to the level of instructor buy-in with regard to library services and the importance of IL skills. We argue that the most impactful librarian involvement is as an IL course consultant rather than a full-time embedded librarian (which is surprising given the literature on the efficacy of embeddedness). Although further research is needed, the study results have significant implications for academic librarian instructional practices and collaborations on course content with faculty members.

show abstract

Academic Instruction Librarians’ Teacher Identity Development Through Participation in the Scholarship of Teaching and Learning

Cited by 12 publications

References 29 publications

Relegating expertise: The outward and inward positioning of librarians in information literacy education

Relegating expertise: The outward and inward positioning of librarians in information literacy education

Digital pedagogies for librarians in higher education: a systematic review of the literature

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

Contact Info

Product

Resources

About