Evolution of Peer Evaluation of Library Instruction at Oregon State University Libraries

Middleton, Cheryl

doi:10.1353/pla.2002.0019

Cited by 18 publications

(14 citation statements)

References 5 publications

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“…In 1998, Oregon State University Libraries began exploring peer evaluation of instruction. In the first years of the program, only academic librarians in the early stages of their careers observed and critiqued one another's teaching (Middleton, 2002). Following a successful pilot, it became common practice for tenure track librarians in different stages of their careers to participate in a more formal peer observation process.…”

Section: Building Teaching Capacity Through Peer Observationsmentioning

confidence: 99%

Training to Teach Graduate Information Literacy Sessions Using a Team-based Mentorship Approach: Report on a Pilot Project at the OISE Library

et al. 2017

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Staffing changes in the summer of 2015 at the University of Toronto's Ontario Institute for Studies in Education (OISE) Library and an increased student enrolment in one of OISE's core programs meant that the OISE Library would not be able to meet the demand for information literacy (IL) instruction in the fall. A new librarian and two Library and Information Science (LIS) graduate students were hired in early September and had only a short time to learn about OISE's students, programs, and IL instruction more broadly before designing, delivering, and evaluating IL sessions for graduate students in OISE's Master of Teaching (MT) program. Recognizing and drawing on each team member's unique skills and experiences, the OISE Library piloted a team-based mentorship approach to training which enabled the team to collaboratively develop their instructional skills while meeting the goal of a better IL session for its MT students. In turn, this approach provided the LIS student instructors the unique opportunity to gain instructional experience within the library, teaching fellow graduate-level students. This paper outlines the rationale for piloting a team-based mentorship approach, describes the various implementation stages of the pilot project, and explores the ways in which the instruction team incorporated MT student feedback to improve its teaching. LIS students on the instruction team share their perspectives on participating in an instruction team.

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Section: Building Teaching Capacity Through Peer Observationsmentioning

confidence: 99%

Training to Teach Graduate Information Literacy Sessions Using a Team-based Mentorship Approach: Report on a Pilot Project at the OISE Library

et al. 2017

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“…A final follow up will be to more closely tie the OSUL Framework to existing peer-review of instruction processes (Middleton, 2002) for OSUL tenure-track librarians, a strategy recommended by Botts and Emmons (2002).…”

Section: Next Stepsmentioning

confidence: 99%

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2012

Comminfolit

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Librarians at Oregon State University undertook a teaching competency project to lay the foundation for practices that improve teaching by adapting the core teaching proficiencies in the ACRL Standards for Proficiencies for Instruction Librarians and Coordinators. This article describes one model for locally adapting those proficiencies, the Oregon State University Libraries (OSUL) Framework for Teaching Excellence. This framework promotes reflection on, goal setting for, and professional development around teaching. The project team utilized a survey to determine the proficiency categories most valued by OSUL instruction librarians. The development and inclusion of context material for each proficiency category included in the OSUL Framework encourages use of the document in the intended way. Also included in the document are specific use guidelines for three stakeholder groups: library faculty with teaching responsibilities, supervisors, and faculty involved in the tenure process.

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“…Examples of teaching assessment programs for user education can be found in Isbell and Kammerlocher (1994) and Middleton (2002). Additionally, a number of libraries have established peer-coaching systems for instructors, taking formative assessment programs a step further, to create long-term supportive relationships between instruction librarians (Burnam, 1993;Levine and Frank, 1993).…”

Section: Assessing the Teacher/instructor: Conclusionmentioning

confidence: 99%

Using Assessment as a Tool to Improve Learning: an IFLA Workshop

2006

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Three librarians from Rutgers University Libraries collaborated on the program 'Using Assessment as a Tool to Improve Learning' at the 69th IFLA General Conference and Council in Berlin, Germany in 2003. The workshop was designed to provide participants with an expanded understanding of assessment, and experience with using it effectively as a tool to facilitate improved learning. The presenters framed the workshop with a pre-workshop assessment and post-workshop assessment. The responses from the pre-workshop assessment supported the workshop's design, provided an initial understanding of the individual participants' contexts and experiences, and formed the basis for the workshop's small group activities. The post-workshop assessments offered valuable suggestions for future programs. The article shares the essence of the workshop in the words of the facilitators, each of whom focused on assessment at a different level. The three modes discussed are teacher/ instructor, learner/student, and programmatic/institutional.

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Evolution of Peer Evaluation of Library Instruction at Oregon State University Libraries

Cited by 18 publications

References 5 publications

Training to Teach Graduate Information Literacy Sessions Using a Team-based Mentorship Approach: Report on a Pilot Project at the OISE Library

Training to Teach Graduate Information Literacy Sessions Using a Team-based Mentorship Approach: Report on a Pilot Project at the OISE Library

Untitled

Using Assessment as a Tool to Improve Learning: an IFLA Workshop

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