Developing and Implementing Peer Review of Academic Librarians' Teaching: An Overview and Case Report

Snavely, Loanne; Dewald, Nancy H.

doi:10.1016/j.acalib.2011.04.009

Cited by 11 publications

(13 citation statements)

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“…A wide variety of terminology has been used to describe peer review of teaching in the library literature: informal, reciprocal colleague observation (Isbell & Kammerlocher, 1994); peer appraisal (Peacock, 2001); peer coaching (Arbeeny & Hartman, 2008;Burnam, 1993;Levene & Frank, 1993;Sinkerson, 2011;Vidmar, 2006); peer evaluation of instruction (Middleton, 2002); peer feedback (Özek, Edgren, & Jandér, 2012); peer observation (Castle, 2009;Norbury, 2001); peer observation and review (Brewerton, 2004); and peer review of teaching (Alabi & Weare, in press;Alabi, et al, 2012;Aldridge, 2012;Samson & McCrea, 2008;Snavely & Dewald, 2011). Despite the variety of terminology, and variations in intention and/or implementation, all of these authors have essentially addressed the same concept-the peer review of teaching.…”

Section: Definitions and Terminologymentioning

confidence: 99%

Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

Alabi¹,

Weare²

2014

Comminfolit

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Section: Definitions and Terminologymentioning

confidence: 99%

Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

Alabi¹,

Weare²

2014

Comminfolit

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“…For example, by attending faculty development courses related to teaching in higher education, an academic librarian will receive an orientation in learning theories in a wider context and will also have the opportunity to create equal partnerships with faculty members (Peacock, 2001). Peer feedback for improving teaching skills for professional development is equally essential in the academic librarian's teaching role (Castle, 2009;Norbury 2001;Samson & McCrea, 2008;Snavely & Dewald, 2011).…”

Section: Introductionmentioning

confidence: 99%

Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting

Özek

Edgren

Jandér

2012

EBLIP

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2012 Özek, Edgren, and Jandér. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/bync-sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development.Evidence Based Library and Information Practice 2012, 7.4 69 Methods -We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire.Results -The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of "loneliness" in teaching. This conclusion is also supported by the findings of previous studies.

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“…Contributing to this are feelings of uneasiness in judging or being judged by a peer, actual or perceived risks in evaluating a co-worker of a different rank, the time required, and a lack of pedagogical training in library school 4,11 . Numerous other implementations of peer observations in library instruction have demonstrated the importance of emphasizing that assessment should be seen as a learning process and an opportunity for improvement for the instructor and the observer 11,15,16,17 . Colleagues are able to best assess their peers' subject knowledge, quality of materials and examples used, and how library research skills are applied to the students' course and assignments 10 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Faculty can be asked for feedback formally through a survey or informally through a discussion. Topics that librarians may want to solicit feedback on include: the content and activities in the session, the relevance of the session to the class and assignments, student learning from the session, the pedagogical skills of the librarian, or suggestions for improving the session 15 . Faculty-librarian communication can result in the design of more relevant activities and lessons from the librarians 6 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…When developing an effective system for peer observation, there are a wide range of common tools, such as Richter scales, checklists, guided discussion questions, and free-form conversations, that librarians can develop or modify 2,3,15 . While there are benefits and drawbacks to each tool, one of the major overarching challenges of the peer observation process is librarians' reluctance to be evaluated or assessed by colleagues.…”

Section: Literature Reviewmentioning

confidence: 99%

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Developing a Comprehensive, Assessment-based Continuous Improvement Process for a Library Instruction Program

Lucchesi

Sams

Movlai

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The library education team at Michigan Technological University, an engineering-focused university, is developing a multifaceted process for assessment of our information literacy instruction program in order to continuously improve our teaching and related activities. The majority of library instruction sessions are 50-minute, one-shot classes with little or no follow-up from the faculty or students involved; as such, the efficacy of library instruction programs can be difficult to measure. In addition to already existing rubric-based information literacy assessments of student work, the education team is establishing a suite of accompanying methods for gathering both quantitative and qualitative data about our instructional activities. In summer 2015, the team participated in a retreat at which a number of methods of data collection were proposed. Four areas were selected for further development. A formal method for soliciting faculty feedback via a post-instruction survey has already been deployed and will collect responses throughout the fall 2015 and spring 2016 semesters. Three additional data collection methods will be launched in January 2016: a peer observation system, a rubric-based selfassessment, and analysis of student work products generated in the library instruction sessions. Collectively, these feedback mechanisms provide actionable information about the teaching effectiveness of individual librarians as well as the effectiveness of our education program as a whole. Information gathered from these assessment processes will be used in a variety of ways, including individual goal-setting for the following academic year, changing lesson plans to more closely align with students' needs and abilities, and generating specific and concrete recommendations for improving teaching and pedagogy for each instruction librarian. This paper reports on the process of developing each of these data collection methods, the information that has been gathered, and how that information has been applied to the improvement of our library instruction program. Background/Rationale

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Developing and Implementing Peer Review of Academic Librarians' Teaching: An Overview and Case Report

Cited by 11 publications

References 11 publications

Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians in an Academic Setting

Developing a Comprehensive, Assessment-based Continuous Improvement Process for a Library Instruction Program

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