Professional Development on a Budget: Facilitating Learning Opportunities for Information Literacy Instructors

Shamchuk, Lisa

doi:10.21083/partnership.v10i1.3437

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…While elsewhere I have established that academic librarians believe they experience perspective transformation around their teaching identities (Nichols Hess, 2018), these data suggest how education-related inputs differently impact academic librarians' experiences in forming teaching identities. Furthermore, they build on other teaching identity-related research to better understand how academic librarians develop this facet of their self-concept (Julien & Genuis, 2011;Shamchuk, 2015;Walter, 2006Walter, , 2008. These findings also reinforce Mezirow's (1994Mezirow's ( , 1997Mezirow's ( , 2000 assertion that external experiences, relationships, and environments affect individuals' self-concepts in different ways.…”

Section: Discussionsupporting

confidence: 60%

“…Moreover, researchers conducting a study of 788 Canadian library staff with instructional responsibilities found that many used self-directed or self-selected postgraduate professional learning experiences (e.g., attending workshops, reviewing the literature) or informal job-based learning offerings to prepare for their teaching responsibilities (Julien & Genuis, 2011). Other scholars have focused on how librarians have used such resources, including job-embedded professional learning (Click & Walker, 2010;Nichols Hess, 2016;Shamchuk, 2015;Walter, 2006), instruction-centric institutional offerings (Hoseth, 2009;Otto, 2014), and a variety of professional mentorship relationships (James, Rayner, & Bruno, 2015;Lorenzetti & Powelson, 2015;Mavrinac, 2005) to support their own teaching identity development. These researchers' works emphasize that academic librarians only begin to learn the pedagogical essentials after they earn Master's of Library or Information Science (MLIS) degrees.…”

Section: Literature Reviewmentioning

confidence: 99%

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Academic Librarians’ Educational Factors and Perceptions of Teaching Transformation: An Exploratory Examination

Hess¹

2019

EBLIP

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Objective -As information literacy instruction is an increasingly important function of academic librarianship, it is relevant to consider librarians' attitudes about their teaching. More specifically, it can be instructive to consider how academic librarians with different educational backgrounds have developed their thinking about themselves as educators. Understanding the influences in how these shifts have happened can help librarians to explore the different supports and structures that enable them to experience such perspective transformation. Methods -The author electronically distributed a modified version of King's (2009) LearningActivities Survey to academic librarians on three instruction-focused electronic mail lists. This instrument collected information on participants' demographics, occurrence of perspective transformation around teaching, and perception of the factors that influenced said perspective transformation (if applicable). The author analyzed the data for those academic librarians who had experienced perspective transformation around their teaching identities to determine if statistically significant relationships existed between their education and the factors they reported as influencing this transformation.Evidence Based Library and Information Practice 2019, 14.3 53 Results -Results demonstrated several statistically significant relationships and differences in the factors that academic librarians with different educational backgrounds cited as influential in their teaching-focused perspective transformation.Conclusion -This research offers a starting point for considering how to support different groups of librarians as they engage in information literacy instruction. The findings suggest that addressing academic librarians' needs based on their educational levels (e.g., additional Master's degrees, PhDs, or professional degrees) may help develop productive professional learning around instruction.

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Section: Discussionsupporting

confidence: 60%

Section: Literature Reviewmentioning

confidence: 99%

Academic Librarians’ Educational Factors and Perceptions of Teaching Transformation: An Exploratory Examination

Hess¹

2019

EBLIP

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“…While there is more research to be done regarding the dissemination of information and professional development in the field of librarianship through technology, much can be gleaned from the case studies of librarian and library professional perspectives on their use of technology to deliver training and other types of communication. The goal of creating a community for learning, whether online or face-to-face is to construct a safe space for sharing, experiences, and communication (Shamchuk, 2015). Through an examination of interviews with participants this study explores the real-life significance, use, and challenges of using technology to deliver information and professional development.…”

Section: Resultsmentioning

confidence: 99%

“…In the field of librarianship, knowing the field and continuously staying up-to-date is vital. To remain current means seeking out ever-changing trends and programs while concurrently maintaining a balance of traditions (Shamchuk, 2015). Finding opportunities in professional development and new information is always a challenge.…”

Section: Introductionmentioning

confidence: 99%

Delivering the message

Moorefield‐Lang

2017

LHT

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Purpose The purpose of this paper is to describe the use of podcasts, online radio broadcasts, YouTube channels, and other technology medium to deliver information and professional development to peers in the field and professionals in librarianship. Design/methodology/approach This paper explores five case studies of librarians and library professionals who have created online programs specifically geared to the field using technologies such as podcasting, YouTube channels, Twitter Chats, and Google Hangouts. The case studies include librarians in the public, academic, and school settings as well as one professional from The American Library Association. Interviews via Google Hangouts took place to gather information for each narrative. NVivo 10 qualitative data analysis software was used to pull out themes and commonalities among narratives. Some examples include, intended audience, program focus, platform topics, technology, and challenges. Findings Face-to-face delivery of information and professional development can be difficult with librarians and professionals located across the USA and the world. These five interviewees share new opportunities and examples in the delivery of training and information in the field of librarianship without ever needing to leave an office or desk. Originality/value Podcasting in librarianship is a topic of modest popularity but it is typically used with students and at the academic library level where the topics of podcasts and libraries are addressed. The topics of podcasts, online radio broadcasts, and other technologies in librarian peer-to-peer instruction and professional development are uncharted territory in the field of scholarly research. This piece opens research to multiple opportunities in both practice and scholarship in how technology can aid in professional development and information delivery to peers and practitioners in the field.

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“…With rapid changes in the library landscape, continuing education and skill development will continue to be essential for librarians (ACRL Professional Development Committee, 2000). A number of recent studies explore professional development for specific areas of academic librarianship, such as information literacy (Shamchuk, 2015) and data librarianship (Conrad, Shorish, Whitmore, & Hswe, 2017). Building on previous work (Attebury, 2015), this study uses adult educational theory to identify characteristics of meaningful and transformational professional development across academic librarianship.…”

Section: Commentarymentioning

confidence: 99%

Academic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Development

Bussell

2018

EBLIP

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A Review of: Attebury, R. I. (2017). Professional development: A qualitative study of high impact characteristics affecting meaningful and transformational learning. The Journal of Academic Librarianship, 43(3), 232-241. http://dx.doi.org//10.1016/j.acalib.2017.02.015 Abstract Objective – To understand the characteristics of meaningful and transformational professional development experiences of academic librarians. Design – Qualitative analysis of in-depth interviews using a hermeneutic phenomenological approach. Setting – Public and private colleges and universities in the United States of America. Subjects – 10 academic librarians. Methods – The researcher selected 10 participants using an initial survey distributed through national library electronic mail lists. Two rounds of semi-structured, in-depth interviews were conducted over Skype during fall 2014 and spring 2015. The first round of interviews began with background questions about participants’ careers, then moved on to questions about professional development experiences that were meaningful and/or transformational. The responses from this first round of interviews were used to develop questions for a second round of interviews with the same participants. After completing the interviews, the researcher sent follow-up emails to participants in order to gather feedback on summaries and interpretations of interviews. The transcribed interviews were used to create an initial set of codes and then imported into NVivo for analysis using a hermeneutic phenomenological approach. Main Results – All participants reported on professional development experiences that they found to be meaningful. Half of the participants discussed professional development experiences that were transformational for their perceptions and practice of librarianship. The themes of duration and interaction were identified in every participant’s discussions of meaningful or transformational professional development. Reflection, discomfort, and self-awareness were also identified as prominent themes. Conclusion – The study found that two of the most important ingredients for meaningful and transformational professional development are activities that are sustained over time and that include social interaction. The participants perceived long-term, interactive professional development activities as opportunities to identify and address gaps in their professional knowledge, which benefits themselves and their organizations. On-the-job learning, single-theme workshops or institutes, and professional committee work were particularly promising forms of meaningful professional development. The author recommends that academic librarians who are interested in meaningful or transformational professional development look for activities that are sustained and interactive, that promote reflection, and that provide opportunities to increase self-awareness of gaps in knowledge. Facilitators of professional development activities should include interactive components and ensure that participants have a chance to stay in contact after the event in order to encourage long-term interaction and reflection.

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Professional Development on a Budget: Facilitating Learning Opportunities for Information Literacy Instructors

Cited by 6 publications

References 5 publications

Academic Librarians’ Educational Factors and Perceptions of Teaching Transformation: An Exploratory Examination

Academic Librarians’ Educational Factors and Perceptions of Teaching Transformation: An Exploratory Examination

Delivering the message

Academic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Development

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