Library Teaching Anxiety: Understanding and Supporting a Persistent Issue in Librarianship

Lundstrom, Kacy; Fagerheim, Britt; Geem, Stephen Van

doi:10.5860/crl.82.3.389

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…57 In one recent study, for example, Kacy Lundstrom, Britt Fagerheim, and Stephen Van Geem found that 64.9 percent of 925 librarians indicated that they experienced teaching anxiety and that those who had no coursework in instruction or information literacy were more likely to experience anxiety. 58 If librarians are not getting preparation in instruction or pedagogy, and may experience anxiety or imposter syndrome related to their role in teaching students, it seems likely that teaching the faculty would represent an even bigger hurdle. Bowles-Terry and Donovan point out that, even when librarians may feel confident in their ability to teach undergraduates, there is no guarantee that this confidence would transfer into activities such as instructional consultation or assignment design.…”

Section: Ambivalence Lack Of Preparation Imposter Syndrome and Deferencementioning

confidence: 99%

Academic Librarians as Teachers and Faculty Developers: Exploring the Potential of the “Teach the Teachers” Model of Information Literacy

Hammons

2024

CRL

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Proponents of the "teach the teachers" approach to information literacy, in which librarians concentrate on teaching the faculty to teach information literacy, have argued that it could potentially result in the increased integration of information literacy into the curriculum. However, more discussion of this model as a path forward for information literacy is needed. This essay explores the potential of the faculty-focused approach to information literacy through a critical analysis of the literature on librarians' experiences as teachers and faculty developers. Through this exploration, the essay provides valuable insight into the ongoing conversations about the future of information literacy instruction.

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Section: Ambivalence Lack Of Preparation Imposter Syndrome and Deferencementioning

confidence: 99%

Academic Librarians as Teachers and Faculty Developers: Exploring the Potential of the “Teach the Teachers” Model of Information Literacy

Hammons

2024

CRL

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“…Both faculty development and librarianship in general, and library instruction specifically, have been described as involving "emotional labour" (Julien and Genuis, 2009;Matteson and Miller, 2012;Pagowsky, 2021). There are indications that librarians, like developers, may experience impostor syndrome and feel concerned about their abilities (Lundstrom et al, 2021;Martinez and Forrey, 2019). Both groups have also shared concerns about their status in relation to faculty, with librarians, for example, expressing feelings of being disrespected or exploited by faculty (Badke, 2005;Julien and Pecoskie, 2009).…”

Section: Connections Between Developers and Librariansmentioning

confidence: 99%

The faculty-focused model of information literacy

Hammons

2022

JIL

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In a faculty-focused, or “teach the teachers” (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians’ adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

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“…The toll of emotional labour in librarians' teaching roles was further discussed by Julien and Genuis (2009), and the influence of campus structures and power relations on instructional librarians' experiences of the teaching role have been documented (Julien & Pecoskie, 2009). Lundstrom et al (2021) report that most librarians who responded to a survey about anxiety in the teaching role indicated that they experience both physical and psychological symptoms of anxiety. This anxiety was not significantly alleviated by teaching experience but was ameliorated by preparation for the teaching role.…”

Section: Introductionmentioning

confidence: 99%

Teaching and its discontents

Julien

Gross

Latham

2022

JIL

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Teaching is a core role for librarians in academic contexts, although most librarians are not formally prepared to teach and encounter significant challenges in the role, including complex relationships with campus colleagues. The purpose of this research was to explore how community college librarians, an understudied population, understand their teaching role. Online interviews lasting fifteen to seventy-four minutes were conducted with thirty community college librarians who provide information literacy (IL) instruction. Participants were recruited by direct email invitation and were asked questions relating to their instructional practices. Interview transcripts were analysed qualitatively, with a specific focus on participants’ experiences of the teaching role. Participants reported positive relationships with students, and significant challenges in their relationships with disciplinary faculty and administrators. Their lack of formal preparation for the teaching role led to infrequent and informal assessment and evaluation practices. Pre-service education for the teaching role could be strengthened to provide librarians with the skill set and confidence to provide more effective instruction. Instructional quality is critical as the importance of IL is increasingly recognized as key to academic, workplace, and personal success.

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Library Teaching Anxiety: Understanding and Supporting a Persistent Issue in Librarianship

Cited by 7 publications

References 6 publications

Academic Librarians as Teachers and Faculty Developers: Exploring the Potential of the “Teach the Teachers” Model of Information Literacy

Academic Librarians as Teachers and Faculty Developers: Exploring the Potential of the “Teach the Teachers” Model of Information Literacy

The faculty-focused model of information literacy

Teaching and its discontents

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