To teach or not to teach? The question of the academic librarian's pedagogical competencies in the digital age

Raju, Jaya

doi:10.20853/31-2-1096

Cited by 19 publications

(15 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While academic librarians are often tasked with teaching course-related content, they are also expected to teach learning skills, such as communication skills and research skills (Bliquez & Deeken, 2016;Raju, 2017). When library instruction is asynchronous, learners must have autonomy over their learning so they may independently acquire the skills they need to become lifelong learners (Hanover Research, 2013;Lierman & Santiago, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing Universal Design for Learning Asynchronous Training in an Academic Library

Lewitzky

Weaver

2022

Partnership

View full text Add to dashboard Cite

This paper explores the design and initial implementation of online training modules for Universal Design for Learning in the context of academic libraries. Academic libraries are shifting away from the provision of resources and toward actively providing instruction and engaging with learners. The COVID-19 pandemic saw a quick transition from many in-person resources to virtual resources. Ensuring librarians are equipped to support learners in this manner is crucial. The goal of this paper was to determine how best to assist academic librarians with developing effective online resources. To achieve this goal, we conducted interviews with academic librarians. After consulting the literature and collecting information from academic librarians, we identified four key concepts for providing valuable instruction and designing material. The four themes included making content accessible, usable, meaningful, and reliable. We then developed four online training modules using Articulate Rise. The modules provide a foundation for aiding academic librarians with their teaching practice and engaging with a broad range of learners. These modules quickly demonstrated their value in the library context, and future testing, assessing, and iterating will enable their continuous improvement via institutional and cross-institutional collaboration.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Developing Universal Design for Learning Asynchronous Training in an Academic Library

Lewitzky

Weaver

2022

Partnership

View full text Add to dashboard Cite

show abstract

“…Yet many librarians feel they lack the pedagogical competencies for such roles, especially in public libraries (Nielsen and Borlund, 2014). While a growing proportion of LIS programmes offer one or more specialist electives on the subject and some offer apprenticeships/field experiences, others cover the topic only as a minor part of a reference course and few schools make pedagogy a major part of their core curriculum; the quality of offerings has also been criticised (Brecher and Klipfel, 2014;Davies-Hoffman et al, 2013;Hensley, 2015;Raju, 2017;Saunders, 2015). Many instruction librarians organise their own pedagogical education after they graduate, while practitioners with less formal teaching roles learn on the job through trial and error, peer observation or mentoring.…”

Section: Curriculum Qualitymentioning

confidence: 99%

Databrarian ed? Preparing Information Specialists for Participation in an Open Datafied Society

Corrall¹

2020

Bold Minds

View full text Add to dashboard Cite

“… Cherinet (2018) uses the Delphi technique, content analysis of job advertisements, and qualitative interviewing. At the same time, Shank (2006) and Raju (2017) conduct content analyses of job advertisements. Typically, case study research designs use “how” and “why” questions regarding a phenomenon ( Yin, 2016 ).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Applying interpretive phenomenological analysis to library and information science research on blended librarianship: A case study

Dabengwa

Raju

Matingwina

2020

Library & Information Science Research

View full text Add to dashboard Cite

Although interpretive phenomenological analysis (IPA) has value in library and information science (LIS), it has low uptake in Africa. The methodological and theoretical approaches to using IPA in LIS and other disciplines are outlined, including a critical analysis of applying double hermeneutics and horizontalization to construct a hermeneutic interpretation. A blended librarianship thesis conducted in Zimbabwe is compared with LIS-based IPA studies and blended librarianship research to reflect the value of IPA methods. The illustration narrates how IPA was implemented within the context of phenomenology to analyse the complexity of academic librarians' views, taking into consideration social and historical environments. The weaknesses of the study are discussed, including the use of quality criteria of credibility, dependability, and transferability. The guided analysis of the study encourages the use of IPA in LIS as it can solve research problems and generate new theories to inform practice, services, philosophy, theory, and institutions.

show abstract

To teach or not to teach? The question of the academic librarian's pedagogical competencies in the digital age

Cited by 19 publications

References 11 publications

Developing Universal Design for Learning Asynchronous Training in an Academic Library

Developing Universal Design for Learning Asynchronous Training in an Academic Library

Databrarian ed? Preparing Information Specialists for Participation in an Open Datafied Society

Applying interpretive phenomenological analysis to library and information science research on blended librarianship: A case study

Contact Info

Product

Resources

About