The document discusses the use of graduate teaching assistants (GTAs) in the academic library at Washburn University. It provides background on the decision to hire GTAs, including the growth of the library instruction program. Two current GTAs, Kellie and Tiffany, share their experiences and benefits of working in the library. They discuss training GTAs and utilizing student workers in other academic libraries.

1. GTA = Great
Teaching Adventure!
Graduate Teaching Assistants in the
Library Instruction Game
Kansas Library Association
College and University Libraries Section Fall Conference
October 5, 2012, Dodge City, KS

2. Use of Graduate Teaching
Assistants and UG Students in the
Academic Library
Definitely not a new concept:
• The University of South Florida Library has a graduate assistant
program for the library and has partnered with its School of Library
and Information Science with an IMLS grant. This grant,
"Academic Librarians for Tomorrow's Academic Researchers
(ALSTARS)", requires a graduate assistantship in the library.
• Indiana University - Bloomington employs "instruction assistants" in
the Information Commons/Undergraduate Library Services of
Herman B. Wells Library. A nice view of this role written by an
instruction assistant is at:
http://www.slis.indiana.edu/news/story.php?story_id=1689

3. History and Background of
GTAs at WAW Library
• Growth in overall library instruction program with number of
students reached and number of sessions --
• Spring 2009: Began teaching UL100, Information Literacy and
Technology
o 2-credit hour course fulfilling Gen Ed requirement
o Increasing section offerings each semester
• Still teaching tiered library instruction in Composition I and II
• Renewed focus upon course- and subject-specific library
instruction

4. Decision to Hire GTAs
Summer of 2010:
• Library faculty discussed teaching priorities and needs
• Dean investigated the process for graduate teaching assistants
from academic departments for the library (we are an academic
support unit rather than a department)
• Director of Instruction and Head of Information/Instructional
Services wrote a job description covering the following
responsibilities:
o Working at the Reference Desk, providing in-person assistance
as well as phone, E-mail, and chat
o Teaching library instruction sessions in Composition I and II
o Teaching/assisting with other General Education course-
specific library instruction sessions

5. Kellie - Personal Experience
• Background
o Master of English from Kansas State
o 3 years experience as a GTA and adjunct for K-
State's English department
o 1 year as library page for Manhattan PL
• Job description was intimidating at first.
o Not sure about reference or instruction
o Knowledge of databases was minimal
• Teaching experience very beneficial
o Helped me connect with instructors
o Reference desk work expanded knowledge

6. Tiffany - Personal Experience
• Background
o Bachelor's in Organizational Leadership
o 6 years experience in circulation/reference at high
school and public library
o Substitute teaching
• Apprehensive applying for the job
o Formal teaching is not for me!
o Unfamiliar with databases
• Creativity
o Bulletin boards, book displays, flyers, etc.

7. Examples of Displays,
Bookmarks and graphics

8. Kellie and Tiffany
Personal Experience
Benefits for the Library Personal Benefits
• Librarians are free to • Experience in a
do other things variety of different
o Outreach to faculty areas
o More one-on-one o Reference
meetings with o Instruction
students o Outreach through
o More opportunities Facebook
for more instruction o ESULA - Leadership

9. Kellie and Tiffany
• What has worked well in the GTA positions?
o Variety of duties
• What do you wish you had known earlier?
o That it would be so much fun
o More about databases
• What suggestions will you have for future GAs
in the library?
o Be flexible!
• Other thoughts?

10. Lessons Learned and Plans for
the Future!
• Starting over in Summer/Fall 2013; more structured
training program for reference and instruction
• Hired originally from SLIM, but not limited to that
academic program (consider other ESU graduate
programs with GTAs who would bring expertise to the
library)
• In your own institutions: What are some ways of
utilizing GTAs or upper-division undergraduate students
for reference and/or instruction?