The power of peers: approaches from writing and libraries

Abstract

Purpose The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices. Design/methodology/approach The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments. Findings In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies. Practical implications These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation. Social implications Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers. Originality/value While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

Peer teachers taking the lead in classroom instruction: program creation and challenges faced

“…Initially, when conceptualizing a peer teaching program to support information literacy instruction within University Library, it took the form of a 1-credit hour course, but, after investigating the options including consulting with key stakeholders and conducting student interviews and focus groups, it evolved into a training and internship program. Further details on developing the near-peer teaching program including hurdles faced are described more fully in a prior article (Maxson, et al, 2019). The present article focuses on the program curriculum, results, and developments since 2019.…”

Better together: experiential learning in peer-led research services

“…Academic library research over the last twenty years demonstrates compelling evidence that students often prefer to ask their peers for assistance over other available options (Adriani et al., 2020; Bandyopadhyay and Boyd-Byrne, 2016; Bodemer, 2014; Clark et al. , 2020; Faix et al., 2010; Gardener and Eng, 2005; Head and Eisenberg, 2010; Massey-Burzio, 1998; Maxson et al., 2019; Miller, 2017; Miller and Murillo, 2012; O'Kelly, 2015; Stevens, 2013; Ten Cate and Durning, 2007). In a notable study by the University of Southern California's Leavey Library, the authors emphasize, “When both a student worker and a librarian are at the desk, student patrons will almost always approach the student worker first” (Gardener and Eng, 2005).…”