This document outlines Claire McGuinness' presentation on conceptualizing the role of teaching librarians. It discusses students' views on the role, defining information literacy, current practices of teaching librarians in Irish higher education, and concepts shaping the future of the field. Key concepts discussed include developing a teacher identity, the need for teacher training and knowledge of pedagogy, reflective practice, understanding different types of students, strategies for collaboration, and the importance of advocacy. The document provides an overview of the current work and discussions around the evolving role of librarians as teachers.

1. Claire McGuinness
School of Information & Library Studies
UCD

2. Presentation Outline
Who are we? Conceptualising the “Teaching
Librarian”
What is our key concern? – Defining information
literacy
What do we do in practice? – “Teaching Librarian”
work in Irish Higher Education
Where are we going and what do we need to
know? – 10 concepts which are shaping the role and
work of the “Teaching Librarian”

3. Who are we?
MLIS/GDLIS (2009) students give their views on the
work of a “teaching librarian”.....
A learner: “Teaching librarian is someone who is also learning
themselves as they go, and passes this on to others, not just
students”
An investigator: “Having the ability to find out what the client
needs to know – rather than just what you think they need.
Asking the ‘right questions’”
A library guide: “The teaching role of the librarian should not go
overboard, and is mainly concerned with helping the patrons to
use the library and its resources”

4. Who are we?
A coach: “Active and involved – learning and teaching at the
same time. Not standing in front of a class but helping people
with their information needs in a more individual sense.
Learning how to be a better librarian while passing on
information skills we have already learned”
An expert (with passion!): “More than just tours and educating
people on what kind of resources are available. Someone with a
subject specialty or a real passionate interest should be
encouraged to interact with patrons who are
studying/researching that subject or interest. A “teaching
librarian” should be able to advise on resources that wouldn’t
immediately be apparent from OPAC searches, etc. They should
be a deeply informed reader themselves”

5. What is our key concern?
“Information literacy is knowing
when and why you need
information, where to find it, and
how to evaluate, use and
communicate it in an ethical
manner.
This definition implies several
skills. We believe that the skills (or
competencies) that are required to
be information literate require an
understanding of:
a need for information
the resources available
how to find information
the need to evaluate results
how to work with or exploit
results
ethics and responsibility of use
how to communicate or share
your findings
how to manage your findings.”
CILIP definition, 2004 (endorsed by WGIL)

6. What do we do in Practice?
Exploration of current “Teaching Librarian” work in Irish
Higher Education Institutions (publicly-funded)
Quantitative survey carried out late 2006-2007 – “Information
Skills Training in Irish Third-Level Institutions”
154 academic librarians targeted, 77 responses (50% resp. rate)
Overview of work that teaching librarians are doing “on the
ground”, as well as the structures that are in place to support
the programmes

7. What do we do in Practice?
Key findings of survey:
64% indicate that there is a person (or persons) responsible for
IST in their institutions, but only 22% indicate that their
institutions have an IL policy
70% have “heavy” or “some” involvement in provision of IS
training
77% indicate that IST is a “very important” or “absolutely
essential” part of their jobs
Most believe that “Developing awareness of range of information
sources” & “Recognising and articulating information needs” are
the most important elements of IL to teach.

8. What do we do in Practice?
Use multiple teaching methods/activities – primarily library
tours, paper-based methods, “one-shot" sessions & hands-on
computer lab classes
Carry out some evaluation & assessment – primarily informal
feedback from students and lecturers (72%), and evaluation
surveys (61%)
Use multiple channels to promote instruction – emails to
academics, pamphlets, posters, website announcements, etc.
Believe they have a “fairly good” (46%) or “very good” (39%)
working relationship with academics
But also perceive barriers to collaboration – lack of
understanding of librarian’s role, lack of time, perception of
library as storehouse, etc... (McGuinness, 2009)

9. 10 concepts shaping our future
1. “Teacher Identity”
2. Teacher Training for Librarians
3. Knowledge of Pedagogy/Andragogy
4. Reflective Practice
5. Action Research
6. Understanding our Students
7. E-learning & E-research
8. Information Literacy for Postgraduates & Researchers
9. Reinvigorated Strategies for Collaboration
10.Advocacy

10. Developing a “Teacher Identity”
“Professional identity” a key concern of academic librarians for
many years – how do we define what we do, and what is our
role in Education?
Marginalised? - “the academic librarian’s failure to define
clearly, defend intellectually, and articulate forcefully the role of
the academic library in the intellectual enterprise of the college
and university” (Owusu-Ansah, 2001, p.283).
Key factors affecting professional identity: 1) Technology &
Education; 2) Massification (Antonesa, 2007).

11. Developing a Teacher Identity
“Researchers’ Use of Academic Libraries and their Services”
(RIN & CURL, 2007)
Future core library functions (librarians’ perceptions*):
Facilitator for e-learning
Manager of IRs and digital information
Custodian of archives and special collections
Administration
Subject-based expert in library
Teacher of information literacy and related skills (>80%)
*307 librarians responded to survey

12. Developing a “Teacher Identity”
“To what degree do academic librarians think of themselves as
teachers when they consider their place on campus, and to what
degree is ‘teacher identity’ a recognized aspect of the broader
professional identity of academic librarians?” (Walter, 2008,
p.53).
Mastery of teaching skills?
Exposure to various models of teacher identity (apprenticeship)?
Instruction received as part of overall professional training?
Views of colleagues (e.g. academics) and other external parties?

13. Walter’s Study on Teacher Identity
Key themes which emerged:
The centrality of teaching
The importance of collegial and administrative
support
The stress of multiple demands
The problems with professional education
Stereotypes and misperceptions
(Walter, 2008, pp.61-63)

14. Developing a “Teacher Identity”
Reflection in training (“Teaching Librarian” 2008-9)
Two reflective exercises, at start and midway of module
How would you describe the work of a “teaching librarian”?
What are your personal feelings about the prospect of teaching?
How do you feel about your own information skills, bearing in mind
that you will be expected to facilitate your users’ information
literacy development?
How would you describe good teaching?
How would you describe a good learner?
W hat do you think would make you feel that an instructional
session had not gone well?

15. Training for Teaching Librarians
“While librarians are making progress on producing their own
knowledge base regarding teaching, there is a dearth of
teaching information designed specifically with librarians in
mind and directed towards the unique circumstances of
information literacy instruction” (Liles, in Curzon & Lampert,
2007, p.114)
CPD
Local workshops and conferences
Independent study
“On-the-job” training

16. Irish teaching librarians

17. Training for Teaching Librarians
Possible formats:
(Compulsory?)“Teaching Librarian” module on professional
Librarianship programmes
Postgraduate certificates/Diplomas in Third-Level Teaching
and Learning – specific “stream” aimed at information
professionals
Continuing Professional Development – remote and in-
person training options
Intensive “immersion” programmes (similar to Institute of IL
in the US)

18. Knowledge of Pedagogy
Key Pedagogical
Concepts for Teaching
Librarians

19. Knowledge of Andragogy
“Adult learning is best facilitated when:
learners are engaged as participants in the design of the
learning
they are encouraged to be self-directed
the educator functions as a facilitator rather than a didactic
instructor
the individual learner’s needs and learning styles are taken into
account
a climate conducive to learning is established
the learner’s past experiences are utilised in the classroom
Learning activities are deemed to have some direct relevance or
utility to the learner’s circumstances” (Currie, 2000, p.222)

20. Reflective Practice
“If we are going to address the issues of librarians’ roles
within educational endeavours systematically, we, as a
discipline, need to foster reflective, critical habits of mind
regarding pedagogical praxis within ourselves, our
libraries and our campuses” (Jacobs, 2008, p.256)
A “critical process in refining one's artistry or craft in a
specific discipline” (Ferraro, 2000)

21. Reflective Practice
Evidence-Informed Practice – Andrew Pollard, 2008, p.10
“Reflective
professionals
should thus be
able to draw on,
or contribute to,
many sources of
evidence, and
use them to
inform their
teaching
practices”
(Pollard, 2008,
p.11)

22. Reflective Practice
Active concern with aims and consequences, means & technical
efficiency
Applied in a cyclical or spiralling process, where teachers monitor,
evaluate & revise their practice continuously
Requires competence in methods of evidence-based classroom
enquiry
Requires attitudes of open-mindedness, responsibility &
wholeheartedness
Is based on teacher judgement, informed by evidence-based inquiry
Is enhanced through collaboration & dialogue with colleagues
Enables teachers to creatively mediate externally-developed
frameworks for teaching and learning (Pollard, 2008, p.14-15)

23. Teaching Portfolios
“A Teaching Portfolio is a
comprehensive collection
of evidence, reflections,
documents and artefacts,
which document aspects
of your teaching and have
been collected over a
period of time” (UCD
Centre for Teaching &
Learning)
Introduction
Teaching Philosophy
Design of Teaching
Enactment of Teaching
Results of Teaching
Other professional activities
related to teaching
Reflection
Additional Evidence

24. Action Research
“Systematic observations or tests of methods conducted
by teachers or schools to improve teaching and learning
for their learners” (Woolfolk et al, 2008, p.19)
Traditional research recommendations for future action→
Action research immediate and ongoing action→
Investigation Action Evaluation of action→ →
Goal is improvement of practice

25. Action Research Cycle
1. Identifying problems
2.Action planning
3.Implementation
4.Evaluation
5.Reflection
(Pickard, 2007, pp.134-8)

26. Understanding our Students
“Google Generation”; “Digital Natives”
 Digital natives (DN’s) show a preference for visual information over text
 DN’s want a variety of learning experiences and expect to be entertained
 DN’s have moved completely to digital info., preferring typing to handwriting
 DN’s are excellent multi-taskers
 DN’s are impatient and won’t tolerate delay
 DN’s turn to their peers for information rather than authority figures
 DN’s need to feel constantly connected to the Web and social networks
 DN’s learn by doing rather than knowing
 DN’s prefer quick information in easily-digested short chunks
 DN’s have a poor understanding and scant respect for intellectual property, as
exemplified by illegal downloading and plagiarism
(Williams & Rowlands, 2008)

27. Understanding our Students
International Students
Students who have gone to another country in order to enrol full
time in a university course
Potential challenges:
Socio-Cultural Adjustment
Language
Learning/Teaching difficulties due to cultural factors
(Biggs, 1999)

28. Cultural differences
High Context
Interdependency
Cooperation
Teacher as authority figure
Acceptance of material
without question
Focus on rote learning
Perception of plagiarism
Low Context
Competition
Self-sufficiency
Independence
Challenging authority
Asking questions a sign of
weakness
(Grassian & Kaplowitz, 2001)
Cultural sensitivity – high context versus low context

29. E-learning & E-Research
“As an instructional medium, online technologies will not in
themselves improve or cause changes in learning. What improves
learning is well-designed instruction”(TAFE, 1998, cited in Arenas et
al, 2004).
Online Tutorials
Virtual Learning Environments (VLE’s)/Learning Management
Systems – Blackboard, WebCT
Internet Forums/Message Boards
Chat/IM
Web 2.0
Virtual Research Environments (VRE’s)

30. IL for Postgrads & Researchers
Research information Network: Mind the Skills Gap:
Information-handling training for researchers (July
2008)
Effect of rapid changes in scholarly communication –
digital information to the desktop
“While some higher education institutions are seeking to
rationalise and coordinate training provision for researchers,
there is relatively little evidence of strategic management of
research information training at institutional level.” (Exec.
Summary, p.3)

31. IL for Postgrads & Researchers
CONUL Research Support Survey (2005) found that:
66%* of the researchers surveyed felt that they did not need
training in the use of information resources
78% had not attended any library training in preceding year,
because they felt it was not needed, or they were unaware it
existed *3221 respondents in total
Avril Patterson (MLIS 2008) discovered significant discrepancy
between incoming postgrads’ self-assessed IL skills, and results
of actual diagnostic test – “students’ perception of their
information literacy does not equate with competence” (Paper in
press, 2009)

32. IL for Postgrads & Researchers
Recommendations (from RIN and Patterson)
Better coordinated information-handling training and development
for researchers
Adopt a theory of adult learning, acknowledging a priori knowledge
and experience, but do not assume knowledge or skill
Use the literature review as a framework for the programmes,
ensuring ownership of the programme becomes the student’s
Ensuring libraries and central training units are well equipped to train
researchers in information handling
Ensuring higher education institutions have a strategic and integrated
vision for training provision

33. Strategies for Collaboration
Barriers still exist....
Academics don't understand librarians' role
Lack of time to devote to collaboration and innovation
Academics view library primarily as a "storehouse" of materials
Academics don't use the library, as they have their own scholarly
communication network
Autonomy- academics are protective of their academic freedom
Library outreach activities do not reach all targets
Academics believe that librarians can't/shouldn't teach
Library staff view own role as limited to teaching library orientation
Library has a low profile in the institution

34. Strategies for Collaboration
Librarians as members of “learning communities”
Involvement in innovative teaching & learning initiatives,
e.g. Learning centres
Academic “outreach” seminars
“Targeted” workshops on universal and topical problems,
such as plagiarism
Inclusion of “Information Literacy” as core objective in
institutional teaching and learning strategies – a “Top-
Down” approach

35. Advocacy
Important to continue to promote the IL agenda, both
locally and nationally (and internationally!)
Librarians should be “equipped with effective
communication, as well as persuasion and marketing
competences, and also need to offer good teaching and
facilitating strategies” (Stubbings & Franklin, 2006,p. 2).
Importance of research and publishing – librarians must
continue to research and document their activities,
especially the impact of IL instruction

36. Thank you!
Contact details:
Claire McGuinness
School of Information & Library Studies, UCD
 7167054
 claire.mcguinness@ucd.ie

37. References
 Antonesa, M. (2007). Challenging times: some thoughts on the professional
identity of the academic librarian. Sconul Focus, 40, p.9-11
 Arenas, M., de Arenas, J.L. Gomez, J.A., Hegarty, N., Lynch, T., Quinlan, N.,
Rodriguez, J.V. (2004), “A portrait of OLAS as a young information literacy
tutorial”, Library Review, Vol. 53 No. 9, pp. 442-450.
 Biggs, J. Teaching for Quality Learning at University: What the Student Does.
Buckingham: Society for Research into Higher Education & Open University
Press, 1999
 CONUL.(2005). Researchers, Information and Libraries: National Research
Support Survey 2005. Retrieved 16th
June 2009, from:
http://www.conul.ie/news/documents/CONUL%20Digest%20(27.3.06)1.pdf

38. References
 Currie, C.L. (2000). ‘Facilitating adult learning: the role of the academic
librarian.’ Reference Librarian, (69/70), pp. 219-231.
 Curzon, S.C. & Lampert, L.D. (Eds). Proven Strategies for Building an
Information Literacy Program. New York: Neal-Schuman Publishers, 2007.
 Ferraro, J.M. (2000). Reflective Practice and Professional Development. ERIC
Digest, ED449120 . Retrieved 17th
June 2009 from http://www.ericdigests.org/2001-
3/reflective.htm
 Grassian, E.S. & Kaplowitz, J.R. Information Literacy Instruction: Theory and
Practice. New York, London: Neal Schuman, 2001

39. References
 Jacobs, H.L.M. (2008). Information literacy and reflective pedagogical praxis.
Journal of Academic Librarianship, 34(3), pp.256-262
 McGuinness, C. (2009). Information skills training practices in Irish higher
education. Aslib Proceedings, 61(3), pp.262-281
 Owusu-Ansah, E.K. (2001). The academic library in the enterprise of colleges
and universities: Toward a new paradigm. Journal of Academic Librarianship,
27(4), 282-294.
 Pickard, A.J. Research Methods in Information. London: Facet, 2007
 Pollard, A. Reflective Teaching: Evidence-Informed Professional Practice. (3rd
Ed.).
London: Continuum International Publ., 2008

40. References
 Research Information Network (RIN). (2008). Mind the skills gap:
Information-handling training for researchers. Retrieved 16th
June 2009, from:
http://www.rin.ac.uk/files/Mind%20the%20skills%20gap%20REPORT%20July
%2008.pdf
 Research Information Network (RIN) & Consortium of Research Libraries
. (2007). Researchers’ Use of Academic Libraries and their Services . Retrieved 16th
June 2009, from: http://www.rin.ac.uk/files/libraries-report-2007.pdf
 Stubbings, R. & Franklin, G. (2006). Does advocacy help to embed information
literacy into your curriculum? Italics, 5(1). Retrieved 16th
June 2009 from
http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/stubbings-franklin-final.pdf
 Walter, S. (2008). Librarians as teachers: A qualitative inquiry into professional
identity. College & Research Libraries, vol.69(1), pp.51-71

41. References
 Williams, P. & Rowlands, I. (2008). The Literature on Young People and
their Information Behaviour (Work Package II). In University College
London. Information Behaviour of the Researcher of the Future (CIBER
Briefing paper). British Library/JISC. Retrieved 19th
June 2009 from
http://www.ucl.ac.uk/infostudies/research/ciber/downloads/GG%20Work%20Package
%20II.pdf
 Woolfolk. A., Hughes, M. & Walkup, V. Psychology in Education. Essex:
Pearson Education Ltd, 2008