This document discusses the teacher identity of academic librarians. It begins by looking at previous studies that have explored teacher identity in librarians and themes that have emerged, such as the centrality of teaching but also challenges like stress from multiple demands. It also examines frameworks that could help foster teacher identity. The document then presents findings from the author's own qualitative studies of academic librarians that uncovered themes like playing down the teaching role but seeing contributions to students, and feeling like outsiders with less influence. It concludes by discussing approaches like communities of practice and reflective practice that could help strengthen teacher identity.
Teaching Librarians or librarians who teach? Exploring aspects of teacher ide...University College Dublin
This document discusses the teacher identity of academic librarians. It begins by looking at previous studies that have explored teacher identity in librarians, which found themes like the centrality of teaching, importance of support, and stress from multiple demands. The document then examines frameworks that could foster teacher identity, such as using standards and reflective practice. It also notes challenges like librarians feeling like outsiders with little input in decision making. Overall, the document analyzes how teacher identity is understood and constituted for academic librarians.
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Job Satisfaction Level of Teacher Librarians of National Schools in the Batti...QUESTJOURNAL
ABSTRACT: Knowledge has been propagated through various means and modes throughout the pages in history. Revolutionizing with time, it was concentrated into a single repository called the library. The libraries have now turned out to be the primal store of materialized and virtual knowledge sources. With knowledge being disseminated to humans from a very early stage in life, a school library takes the supreme position. But theteacher librarians working at School libraries have displayed discontent and diminishing job satisfaction. Hence, this research tends to analyze the omni various causes, constraints and propose solutions to the issues faced by Teacher Librarians at these school libraries. In order to accomplish this, the sample was taken as the National Schools in the Batticaloa district of Sri Lanka where the librarians from these school libraries were observed and given questionnaires. The study revealed the root cause for the lack of job satisfaction to be the dual functioning Teacher Librarians employed to serve as school librarians as well. Based on this revealing factor, attributes affecting the job satisfaction of teacher librarians were drafted and scaled to analyze and contemplate credible ways to overcome this situation to attain job satisfaction further via this study.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
Students, Teachers, Librarians: Collaboration for a Deeper Understandingskoeppen
This document discusses the importance of collaboration between students, teachers, and librarians to support inquiry-based learning. It provides examples of guided inquiry projects conducted in a school library that allow students to develop research skills and deepen their understanding of topics. These projects typically involve brainstorming criteria, applying the criteria to examples, ranking or defining sources, and engaging in discussion. The role of the librarian is to work with teachers to design carefully structured inquiry experiences and provide guidance and resources to students.
Why you need to know your school librariancorrado2003
This document discusses the roles and benefits of school librarians and collaboration between librarians and teachers. It begins by explaining how school librarians have evolved from "shushing" figures of the past to instructional partners and resources for the entire school community. The document then outlines the American Association of School Librarians' standards for 21st century learning. It describes tools and services librarians provide students and teachers, including resources, instruction, and professional development. The final sections discuss benefits and challenges of collaboration, providing examples of effective partnerships between librarians and other educators.
This document summarizes a study on collaboration between pre-service teachers and librarians. Students in teacher education and library science programs worked in teams on a lesson plan assignment. The study found that successful collaboration required good communication, well-defined roles, and an understanding of each profession's skills. Challenges included differing specialties and lack of experience working together. The researchers conclude that collaboration skills should be explicitly taught to help integrate subject content and information literacy.
Teaching Librarians or librarians who teach? Exploring aspects of teacher ide...University College Dublin
This document discusses the teacher identity of academic librarians. It begins by looking at previous studies that have explored teacher identity in librarians, which found themes like the centrality of teaching, importance of support, and stress from multiple demands. The document then examines frameworks that could foster teacher identity, such as using standards and reflective practice. It also notes challenges like librarians feeling like outsiders with little input in decision making. Overall, the document analyzes how teacher identity is understood and constituted for academic librarians.
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Job Satisfaction Level of Teacher Librarians of National Schools in the Batti...QUESTJOURNAL
ABSTRACT: Knowledge has been propagated through various means and modes throughout the pages in history. Revolutionizing with time, it was concentrated into a single repository called the library. The libraries have now turned out to be the primal store of materialized and virtual knowledge sources. With knowledge being disseminated to humans from a very early stage in life, a school library takes the supreme position. But theteacher librarians working at School libraries have displayed discontent and diminishing job satisfaction. Hence, this research tends to analyze the omni various causes, constraints and propose solutions to the issues faced by Teacher Librarians at these school libraries. In order to accomplish this, the sample was taken as the National Schools in the Batticaloa district of Sri Lanka where the librarians from these school libraries were observed and given questionnaires. The study revealed the root cause for the lack of job satisfaction to be the dual functioning Teacher Librarians employed to serve as school librarians as well. Based on this revealing factor, attributes affecting the job satisfaction of teacher librarians were drafted and scaled to analyze and contemplate credible ways to overcome this situation to attain job satisfaction further via this study.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
Students, Teachers, Librarians: Collaboration for a Deeper Understandingskoeppen
This document discusses the importance of collaboration between students, teachers, and librarians to support inquiry-based learning. It provides examples of guided inquiry projects conducted in a school library that allow students to develop research skills and deepen their understanding of topics. These projects typically involve brainstorming criteria, applying the criteria to examples, ranking or defining sources, and engaging in discussion. The role of the librarian is to work with teachers to design carefully structured inquiry experiences and provide guidance and resources to students.
Why you need to know your school librariancorrado2003
This document discusses the roles and benefits of school librarians and collaboration between librarians and teachers. It begins by explaining how school librarians have evolved from "shushing" figures of the past to instructional partners and resources for the entire school community. The document then outlines the American Association of School Librarians' standards for 21st century learning. It describes tools and services librarians provide students and teachers, including resources, instruction, and professional development. The final sections discuss benefits and challenges of collaboration, providing examples of effective partnerships between librarians and other educators.
This document summarizes a study on collaboration between pre-service teachers and librarians. Students in teacher education and library science programs worked in teams on a lesson plan assignment. The study found that successful collaboration required good communication, well-defined roles, and an understanding of each profession's skills. Challenges included differing specialties and lack of experience working together. The researchers conclude that collaboration skills should be explicitly taught to help integrate subject content and information literacy.
This document provides guidance for developing an action research project to improve literacy at a school. It discusses developing a global view of school improvement by considering literacy, pedagogy, and leadership. It also discusses developing a research problem, understanding multiliteracies, defining texts and text practices, and connecting the research to pedagogy and leadership. Next steps outlined include using school data, sharing draft research designs, and evaluating another school's design.
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers? An Article by Hur and Brush (2009)
The incongruity between efl textbooks content and rural andor lower class stu...VivianCF07
This research project aims to analyze whether English language teaching (ELT) textbooks cater to rural and lower-class students. The study will analyze textbooks, administer questionnaires, and conduct interviews with students from rural and lower-income schools. The researchers hypothesize that ELT textbooks often portray urban, middle-class lifestyles that are not relevant to rural and lower-class students' lives, which could negatively impact their language learning motivation and ability to retain information. The study will analyze illustrations, activities, and topics in 3 textbooks to determine if they are meaningful and related to students' backgrounds and daily experiences.
ISCAR 2011 Symposium: Identity in educationgrintie
ISCAR, Rome, 2011
Theme: School in work, the role of apprenticeship, identity, mind and work
Symposium
dentity in education: the potentials and challenges of theoretical and analytical diversity
This document provides an overview of a PhD research project that aims to understand how early career academics use information to learn while building their developmental networks. The research will use a constructivist grounded theory methodology involving semi-structured interviews with 14 early career academic participants. A preliminary literature review explores relevant concepts around early career academics, networking, developmental networking, informed learning, and information behavior. A pilot study with 8 participants has been conducted to identify preliminary themes and evaluate the data collection and analysis procedures for the main study. The outcomes will be a theoretical model and empirical basis to inform academic development strategies.
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
The document summarizes an intern training program for next-generation academic librarians at UNC Greensboro University Libraries. It provides an overview of the literature on internships, background on UNCG's Research, Outreach, and Instruction internship program, and details of the intern training program. Interns are trained on reference skills, library instruction, and disciplinary research techniques. Surveys of past interns found the reference training and opportunities to teach were most valuable for gaining employment. Current interns are looking forward to resume and career sessions and training on government documents and information literacy.
Making School Libraries (Evan) Better: OLA Super Conference session1203 Fe…ruthhalltdsb
Ontario Library Association - Super Conference Feb. 2013. Panel discussion of approaches taken in 3 different school boards to continue to improve practices in school libraries: a district library review; an expected practice monograph; collaborative teacher inquiry projects and a new program for self-directed professional learning framed around the development of the learning commons
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
The document summarizes a study on using emerging technologies to support authentic learning for social work students in South Africa. It found that while educators used some technologies like videos and podcasts, their use did not fully achieve authentic learning based on 9 criteria including real-world contexts, collaboration, and coaching. Technologies supported reflection and critical thinking skills but other skills like considering multiple roles and perspectives were lacking. The study recommends further research on how technologies can better align with graduate attributes and support authentic, skills-based learning to prepare social workers for an uncertain future.
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.
Students perceive librarians as approachable, knowledgeable experts who play an enabling role in their learning. While librarians help students achieve learning outcomes and complement their studies, students do not see librarians as part of their core academic community of practice. Some students are conscious of librarians' limits as generalists and do not want to make them uncomfortable by asking about topics outside their expertise.
Beyond the Basics: How Can Librarians Teach What We Truly Care About?Chris Sweet
This document summarizes a presentation given by Chris Sweet on how librarians can teach what they truly care about beyond just basic skills. Sweet argues that librarians care more about teaching complex concepts like intellectual freedom, critical thinking, and ethical information use rather than just teaching students how to use the catalog or create citations. Some suggestions for focusing instruction on deeper goals include writing a teaching philosophy, getting embedded in courses beyond one-shots, co-teaching or leading classes, and using service learning. The presentation aims to help librarians prioritize teaching what matters most to them.
Developing close partnerships between academic librarians and faculty can enhance student learning. The document discusses how librarian Elaine Robbins strengthened her role as the English liaison at The Citadel by collaborating closely with the English faculty. This included tailoring library instruction to English courses, improving the library's collection based on faculty needs, and integrating library instruction into the curriculum. As a result, student research improved and the library's value to the university was demonstrated.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
This document discusses how academic librarians think about library instruction and their teaching role. It explores different conceptions of instruction found in the literature, such as teaching, training, and facilitation. It also examines how librarians view the role and value of instruction in their work. The document then discusses research on how teachers' beliefs shape their practice and an ecological model for understanding teaching librarians. The rest of the document provides examples and implications using an ecological model to frame brief profiles of five librarian participants in the author's research on conceptions of instruction.
The document summarizes key points from a workshop on theories of learning and teaching, teaching philosophy, and reflective practice. It discusses theories like constructivism and learner-centeredness. It also covers topics like conceptions of teaching, active learning strategies, differentiation, and constructive alignment of learning outcomes, assessments, and content. The document provides an overview of the workshop's content to introduce participants to important concepts in teaching practice in higher education.
The document discusses the changing role of librarians from quiet repositories of knowledge to active partners in instruction through collaborations with teaching faculty. It notes that while some have been slow to embrace this new role of "teaching librarians," partnerships between librarians and faculty can enhance student learning and instruction in many ways. Some examples highlighted include librarians assisting with research projects, selecting research topics, term paper clinics, grant writing, and computer-based projects. The document concludes that faculty-librarian evaluations and partnerships that allow open communication can strengthen student learning and are important trends, though still new, that will become tradition over time.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
This document provides guidance for developing an action research project to improve literacy at a school. It discusses developing a global view of school improvement by considering literacy, pedagogy, and leadership. It also discusses developing a research problem, understanding multiliteracies, defining texts and text practices, and connecting the research to pedagogy and leadership. Next steps outlined include using school data, sharing draft research designs, and evaluating another school's design.
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers? An Article by Hur and Brush (2009)
The incongruity between efl textbooks content and rural andor lower class stu...VivianCF07
This research project aims to analyze whether English language teaching (ELT) textbooks cater to rural and lower-class students. The study will analyze textbooks, administer questionnaires, and conduct interviews with students from rural and lower-income schools. The researchers hypothesize that ELT textbooks often portray urban, middle-class lifestyles that are not relevant to rural and lower-class students' lives, which could negatively impact their language learning motivation and ability to retain information. The study will analyze illustrations, activities, and topics in 3 textbooks to determine if they are meaningful and related to students' backgrounds and daily experiences.
ISCAR 2011 Symposium: Identity in educationgrintie
ISCAR, Rome, 2011
Theme: School in work, the role of apprenticeship, identity, mind and work
Symposium
dentity in education: the potentials and challenges of theoretical and analytical diversity
This document provides an overview of a PhD research project that aims to understand how early career academics use information to learn while building their developmental networks. The research will use a constructivist grounded theory methodology involving semi-structured interviews with 14 early career academic participants. A preliminary literature review explores relevant concepts around early career academics, networking, developmental networking, informed learning, and information behavior. A pilot study with 8 participants has been conducted to identify preliminary themes and evaluate the data collection and analysis procedures for the main study. The outcomes will be a theoretical model and empirical basis to inform academic development strategies.
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
The document summarizes an intern training program for next-generation academic librarians at UNC Greensboro University Libraries. It provides an overview of the literature on internships, background on UNCG's Research, Outreach, and Instruction internship program, and details of the intern training program. Interns are trained on reference skills, library instruction, and disciplinary research techniques. Surveys of past interns found the reference training and opportunities to teach were most valuable for gaining employment. Current interns are looking forward to resume and career sessions and training on government documents and information literacy.
Making School Libraries (Evan) Better: OLA Super Conference session1203 Fe…ruthhalltdsb
Ontario Library Association - Super Conference Feb. 2013. Panel discussion of approaches taken in 3 different school boards to continue to improve practices in school libraries: a district library review; an expected practice monograph; collaborative teacher inquiry projects and a new program for self-directed professional learning framed around the development of the learning commons
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
The document summarizes a study on using emerging technologies to support authentic learning for social work students in South Africa. It found that while educators used some technologies like videos and podcasts, their use did not fully achieve authentic learning based on 9 criteria including real-world contexts, collaboration, and coaching. Technologies supported reflection and critical thinking skills but other skills like considering multiple roles and perspectives were lacking. The study recommends further research on how technologies can better align with graduate attributes and support authentic, skills-based learning to prepare social workers for an uncertain future.
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.
Students perceive librarians as approachable, knowledgeable experts who play an enabling role in their learning. While librarians help students achieve learning outcomes and complement their studies, students do not see librarians as part of their core academic community of practice. Some students are conscious of librarians' limits as generalists and do not want to make them uncomfortable by asking about topics outside their expertise.
Beyond the Basics: How Can Librarians Teach What We Truly Care About?Chris Sweet
This document summarizes a presentation given by Chris Sweet on how librarians can teach what they truly care about beyond just basic skills. Sweet argues that librarians care more about teaching complex concepts like intellectual freedom, critical thinking, and ethical information use rather than just teaching students how to use the catalog or create citations. Some suggestions for focusing instruction on deeper goals include writing a teaching philosophy, getting embedded in courses beyond one-shots, co-teaching or leading classes, and using service learning. The presentation aims to help librarians prioritize teaching what matters most to them.
Developing close partnerships between academic librarians and faculty can enhance student learning. The document discusses how librarian Elaine Robbins strengthened her role as the English liaison at The Citadel by collaborating closely with the English faculty. This included tailoring library instruction to English courses, improving the library's collection based on faculty needs, and integrating library instruction into the curriculum. As a result, student research improved and the library's value to the university was demonstrated.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
This document discusses how academic librarians think about library instruction and their teaching role. It explores different conceptions of instruction found in the literature, such as teaching, training, and facilitation. It also examines how librarians view the role and value of instruction in their work. The document then discusses research on how teachers' beliefs shape their practice and an ecological model for understanding teaching librarians. The rest of the document provides examples and implications using an ecological model to frame brief profiles of five librarian participants in the author's research on conceptions of instruction.
The document summarizes key points from a workshop on theories of learning and teaching, teaching philosophy, and reflective practice. It discusses theories like constructivism and learner-centeredness. It also covers topics like conceptions of teaching, active learning strategies, differentiation, and constructive alignment of learning outcomes, assessments, and content. The document provides an overview of the workshop's content to introduce participants to important concepts in teaching practice in higher education.
The document discusses the changing role of librarians from quiet repositories of knowledge to active partners in instruction through collaborations with teaching faculty. It notes that while some have been slow to embrace this new role of "teaching librarians," partnerships between librarians and faculty can enhance student learning and instruction in many ways. Some examples highlighted include librarians assisting with research projects, selecting research topics, term paper clinics, grant writing, and computer-based projects. The document concludes that faculty-librarian evaluations and partnerships that allow open communication can strengthen student learning and are important trends, though still new, that will become tradition over time.
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
The Story of the Information Literacy Prize & Collaboration in the 3rd Space?...dkitlibrary
Presentation for 'Evolving identities: Collaboration to enhance student success', National Forum Seminar Series, Dundalk Institute of Technology, 23rd May 2019
Presentation for the Special Libraries Association Annual Conference, Panel on "Optimal Learning through Collaboration: How, Why, Who, and Where?", June 11, 2013, San Diego, CA.
Decolonisation: how must Learning Development respond?Helen Webster
1) The document discusses the need to decolonize university practices and curricula to be more inclusive of diverse student backgrounds and ways of knowing. It notes that universities currently promote white middle-class norms and assess students based on a narrow definition of success.
2) It considers different models of learning development, from teaching isolated study skills to embracing academic literacies that acknowledge knowledge is socially situated and writing constitutes identities.
3) It argues universities must critically examine their conventions, learn about alternatives, expose hidden power structures, and develop more student-centered pedagogies with shared authority between students and educators.
Connecting with Students and Faculty through Personal and Embedded LibrarianshipALATechSource
The document outlines an agenda for a workshop on connecting with students and faculty through personal and embedded librarianship. The workshop will cover the history of personal librarian programs and embedded librarianship, innovations that can help librarians reach students and faculty individually, and strategies for establishing relationships and assisting students. Attendees will learn best practices and future trends in personal and embedded librarianship. The workshop aims to help librarians create or adapt personal librarian programs to fit their institutions.
This document provides an overview of a workshop on articulating a statement of philosophy for academic librarianship. It discusses key elements to include such as values, competencies, leadership, and recognition. Examples of philosophy statements from teaching are presented as models. The document offers guidance on drafting a statement, including starting questions to ask oneself and ensuring the statement evolves over time. Overall goals are to help librarians critically examine their work and to be able to clearly communicate their vision and goals.
Professional identity and the MLIS – How to make a librarian by Dr. Claire Mc...L2Lproject
Dr. Claire Mc Guinness takes us through professional identity in a library setting and how the MLIS in UCD promotes the creation of a professional identity both generally and specifically through the example of the capstone project.
Similar to Teaching Librarians or librarians who teach? Exploring aspects of teacher identity among academic librarians. McGuinness (20)
Dr Bruce Ryan and colleagues from Edinburgh Napier University conducted a systematic literature review on information literacy and its impacts on society. They analyzed over 7,000 documents and found research is most comprehensive in education and health, while themes like citizenship and primary education are underrepresented. Barriers to information literacy included lack of government support and inappropriate teaching methods, while enablers included national frameworks and collaboration between librarians and educators. The researchers were unable to determine the most effective research methodologies for creating societal change due to a lack of robust evidence.
This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.
This document summarizes a library instruction activity that aims to encourage learners to develop context-specific research plans. It does this by having learners unpack assumptions about what constitutes legitimate research and knowledge. Through discussion and reflection, learners consider how power shapes what is considered credible research and how mainstream institutions contribute to information hierarchies. The goal is for learners to contextualize academic institutions within broader information landscapes and consider ways of knowing that do not adhere to traditional academic paradigms in order to develop more equitable research practices.
Increasing the impact of information literacy (IL) requires raising awareness of what IL is, standardizing IL instruction across institutions and disciplines, introducing IL earlier in schools, illustrating its importance beyond education, making IL relevant to people's lives, and leveraging recognition that IL is needed to address information challenges in society.
This document outlines a creative library workshop aimed at liberating the library through information creation. The workshop includes several hands-on activities like collage making, blackout poetry, and fidget toy making. It also discusses learning outcomes around understanding the relationship between information creation and library liberation. The workshop is meant to establish collective hope for future library events and ends with participants sharing what they hope for in the coming months.
This document provides an overview of a session on accessibility in PowerPoint presentations. The session aims to explain the importance of accessibility, identify common issues, and provide tips for making PowerPoint presentations more accessible. It discusses common misconceptions about accessibility and the benefits of universal design. The session includes an activity for attendees to review examples and practice applying tips. These tips include using the accessibility checker, proper font sizes, color contrast, logical reading order, meaningful table formatting, alt text for images, and providing editable files. The session emphasizes an approach of prioritizing accessibility by default.
The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.
This document discusses narrative inquiry as an approach for information literacy research. It defines narrative inquiry as understanding experience as a storied phenomenon through collaboration between researcher and participants over time. The document provides an example of a story from one of the author's pilot interviews. It discusses using narrative thinking to retell participants' stories and considering elements like interaction, continuity and situation. The author proposes using multiple approaches to storying data, including poetic transcription. Challenges of narrative inquiry include time, data volume and publishing conventions. The document argues narrative inquiry provides an opportunity for information literacy research by exploring lived experience as a storied phenomenon.
The document summarizes the results of a survey about integrating artificial intelligence (AI) literacy instruction in academic libraries. It was distributed to academic librarians via email lists from September to October 2023. The survey included demographic, instruction experience, and attitude questions. Most respondents were from doctoral universities and identified as mid-career. Respondents reported a moderate level of experience and comfort with teaching AI literacy. The "Research as Inquiry" and "Information Has Value" ACRL frames best aligned with AI literacy lessons. Topics covered included evaluating AI-generated text, ethics, and plagiarism detection. Qualitative analysis of open-ended responses found one librarian took an approach of educating others on AI instead
This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.
The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.
More from IL Group (CILIP Information Literacy Group) (20)
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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2. Research question
Context – Professional Identity, changing times
Focus on the teaching role
Why should we be concerned with librarians’
conceptions and experiences of teaching?
How can teacher identity be explored?
Previous studies on teacher identity in librarians
Present study
Teacher identity themes in my studies
Frameworks for fostering teacher identity
3. What is the librarian’s actual, lived experience of
teaching?
Not the “prescribed” teacher identity (skills,
competences, knowledge) that is articulated in the
literature, but the reality of day-to-day instruction
“Simple mastery of basic instructional competencies,
however, will not help librarians to develop the sort of
teacher identity that research in teacher education
suggests is important to their ongoing professional
development” (Walter, 2008, p.60)
4. Librarianship experiencing an “identity crisis”?
“A lack of professional self-understanding and
self-definition has contributed to an inability to
communicate to the academic community what
it is we do, and what we stand for” (Doskatch,
2003, p.113-4).
What threats do librarians face, and what
opportunities are open to them?
5. “The empowerment of the end-user has
brought into question the age-old concepts
of libraries and librarianship, traditional
structures and skills are no longer adequate
for the future we face [...] We live in a post-
modern environment in which the traditional
concept of an academic library is
increasingly becoming something of an
anachronism” (Biddiscombe, 2002, p.228-9)
6. Pervasiveness of digital resources
Operational convergence and growth of the hybrid
library
Shift away from traditional focus on the physical
collection
Shift in service orientation from just-in-case to just-in-
time to just-for-you
New information sectors and users
Move towards collaborative learning and research
Distance and flexible learners
Increased demand for teaching by librarians
(Fourie, 2004)
7. Can librarians lay claim to a teacher identity?
An “Organization fiction” (Wilson, 1979)
“The fiction is that librarians are teachers. It
is an organization fiction disguising the truth,
and it has contributed to the difficulty
librarians have had in explaining their work
and developing an understandable and
believable professional identity” (p.149)
8. Wilson (1979)
Not recognised as teachers by academics– unequal
educational achievement, no requirement to publish,
different socialisation process to the profession. Laying claim
to the role, in order to enhance status
Eadie (1990), Gorman (1991), Pacey (1995)
Libraries are too complex; focus should be on making them
easier to use, and instruction would not be needed
Wilder (2005)
Internet “threat” has been exaggerated by librarians, who
wish to create a new role for themselves – “Simply put,
information literacy perceives a problem that does not exist”
9. Saia, 1995 – some librarians oppose the teaching
role:
They are overworked
Most are not trained as educators
Some believe ILI to be ineffective
Some want minimal contact with the public
Not everyone wants to teach
For some, ILI is a threatening situation.
10. Librarians understand the importance of IL
Librarians understand how students seek information, and
what difficulties they experience in the process
Librarians have a long history of teaching (19th
Century)
Librarians are information experts
Other stakeholders (e.g. Academics) are not in a position
to teach IL
Librarians who teach can develop a better relationship
with students/users, with all-round benefits
Librarians’ involvement with teaching can lead to greater
insight into academic life, and better collegial
relationships
Librarians’ status in institution enhanced
11. “Lack of a consistent teacher identity among academic
librarians may hinder their effectiveness in meeting these
expanding instructional responsibilities in a changing
organisational environment” (Walter, 2008, p.65)
Motivation - Confidence, sense of purpose
Identify professional training needs
Communicate role to outsiders, opportunities to
collaborate
Identify areas requiring improvement, and take action
Contributes to overall professional identity of librarians,
stronger sense of the profession and the discipline (LIS)
Ambivalence about role can affect performance negatively
12. Conceptual Map – how is teacher identity constituted
and understood?
Expert-defined standards and guidelines (e.g. ACRL)
Curriculum content in professional education
Professional “apprenticeship” – learning on the job
through observation & modelling
Interaction with colleagues - socialisation
LIS literature – analysing the discourse
Empirical research – studies about librarians’
experiences of teaching
13. ACRL Standards for
Proficiencies for Instruction
Librarians and Coordinators
(2008)
Administrative skills
Assessment and
evaluation skills
Communication skills
Curriculum knowledge
Information literacy
integration skills
Instructional design skills
Leadership skills
Planning skills
Presentation skills
Promotion skills
Subject expertise
Teaching skills
14. “Teacher identity” among librarians is a relatively
unexplored phenomenon – accounts have been
primarily anecdotal
Two recent empirical studies:
Walter, 2008 – semi-structured interviews with 6
librarians
Julien & Pecoskie, 2009 – semi-structured
interviews with 48 librarians
15. Walter’s findings (2008) – five key themes:
Centrality of Teaching
Importance of Collegial and Administrative
Support
Stress of Multiple Demands
Problems with Professional Education
Stereotypes and misperceptions
16. Julien & Pecoskie(2009)
“the faculty/librarian relationship is so critical that
sometimes instructional “success” was defined... as
successful faculty negotiation and relations, rather than in
terms of students’ learning”
“Gift of time” – faculty giving librarians teaching time in
the classroom
Deference to faculty (revealed through participants’
language in describing collaborations)
Incidences of disrespect
17. Uses data from two previous empirical studies:
1) Qualitative study of academic-librarian
collaboration for information literacy instruction
(2005) – 9 in-depth interviews with subject librarians
(Sociology & Civil Engineering)
2) Quantitative survey of Information Skills Training
practices in Ireland (2007) – survey of librarians in all
public institutions of higher education, 77 responses
out of 154.
18. Qualitative, thematic analysis
Identifying and coding emerging themes, transcript-
by-transcript
Comparing themes across transcripts
Collating data according to themes
Examining quantitative survey findings for
corroboration of themes
19. Are you involved directly with the academic teaching programmes?
[If yes] what is the nature of your involvement?
To what extent, if at all, do you keep yourself informed about theories of teaching
and learning?
To what extent, if any, do you see yourself as having a teaching role?
To what extent, if at all, do you think subject librarians should receive training in
how to teach?
Have you received any such training?
How frequently would you be in contact with academic staff?
What would you say is the principle mode of contact between parties?
Generally, what is the direction of the contact – who contacts whom mainly?
Are there any formal structures in place, within which academic and library staff
meet?
Do you meet academic staff socially?
What are the kinds of matters about which generally academic staff contact you?
About what kinds of matters would you, as subject librarian, contact academic staff?
Are you involved with any aspects of curriculum planning in your institution?
[If yes], what is the nature and extent of your involvement?
Are there any troublesome issues that arise in your relationship with academic staff?
20. 1. Difference between library instruction and discipline-
based education
2. Playing it down - reluctant to assume mantle of teacher
3. Positive contribution to student development
4. Being visible - importance of being approachable
5. Poorly trained and self-taught
6. Outsiders – perception of enforced passivity
7. Power deficit – no input to decision-making
8. Teaching in the dark – no opportunity to evaluate
impact
9. Relationships with academics collection-focused
10. Self-efficacy – positive perception by academics, but
personality dependent
21. Difference between library instruction and discipline
based education -sharp distinction between library
based instruction, and teaching within academic
programmes
“I really strongly feel that in terms of learning and perception,
acceptance of the learning context, that the student must see a
person with core authority, that is a lecturer, delivering information
skills and programmes and modules to them.”
I mean, we’re here to teach them about library resources, tell them
about library resources if you like – I don’t see myself as a lecturer
as such, you know, going over to a department and giving a lecture
on something… just personally, I don’t feel it’s part of a librarian’s
job”
22. Playing it down – reluctance to assume the mantle of
“teacher”, even though it is a significant aspect of the
job, in terms of time spent
“Well, I mean, I have a teaching role, but I would never class myself
like a lecturer, you know?”
“I’m not the teacher, as such, I am there to answer questions, or
whatever”
“You know, we have very specific skills with which we can teach
people about the information products, and we can top it and tail it
in a particular way – but that’s it. There’s no evidence that we’ve
ever been able to do anything more than that... and anybody, you
know, would have to prove to the contrary, that in fact, user
education has ever done anything other that given people specific
skills with respect to specific information products”
23. Contribution to student development – perception that
information literacy is important in education
“Well, I would say it’s a major factor in [undergraduate education], I
would imagine that if they don’t know how to use the technology…
they’re going to be quite lost, so they need it, it’s very important”
“I mean, increasingly, I think they’re being asked to do the projects,
and things like that, so it’s very important that they know how… it’s
not learning things out of a book, it’s not Leaving Certificate”
“Well, it’s principally to be able to find information in your area in
your subject area. If they think about it, they will be able to see that
they will able to apply the same skills to any subject area.”
24. Poorly trained & Self-taught – very little formal training
In how to teach
“What I would try and keep up to date with would be, if there are any
training courses in presentation skills, communication, that type of
thing. But as regarding reading about bibliographic instruction, not
really.”
““I’m sure there are much better ways, really [to teach]… but I
haven’t had any training myself.”
“I would try and attend maybe one or two seminars a year on
teaching skills… but I wouldn’t have time at work to do it. I usually
keep track of SCONUL publications… maybe the INNALS
conference, a lot of it would be through professional contacts”
25. Being visible – the importance of being approachable
“So, even if I’ve only got as far as getting my name to them, that
they see me as being the person in the library that they need to
contact, I would feel well, I’ve three-quarters succeeded, because I’ll
be contacted about things”
“I always make clear to the new students that as far as I’m
concerned the arrangement with the students is, they can stop me
and ask me a questions at any time, it doesn’t matter if I’m out doing
Christmas shopping or whatever… they can stop me and ask me”
“What I mostly try to engender is a welcome, that people are
welcomed, and we appear to have time to listen to them, and
interpret their needs”
26. Outsiders – perception of enforced passivity
“Not being part of the faculty is a real barrier here … you’re certainly
outside, yeah, certainly outside. And you’re therefore not equipped
with all of the necessary information”
“[I’m] their library person. Their library slave. I’m a slave – when we
have a problem, she might know the answer!”
“I contact them, and say I am available, at their disposal, and they
say ‘oh, that’s a great idea’, and that’s all I ever hear about it. And
you don’t like to sort of go and push your own boat out…so, you
just do it each year, and that’s about all you can do ”
“I think when they realise the value of something they are quite
enthusiastic about it, but I think a lot of it comes from us.”
27. Power deficit – no influence on institutional decision
making
“That’s always been quite a crucial gap in [university] in particular,
that observer status on the faculty meeting hasn’t been granted, and
it is – I know from [subject area] it is actually quite crucial to
everybody in a support role, that only at faculty do you get a proper
overview”
“The library is right adjacent to the department, there’s much more
interpersonal communication, but nonetheless, if you didn’t actively
exploit the availability of those channels, you would hear nothing.
And so therefore, it is actually incumbent on me and anybody in this
role to actively dig out…”
“Most of my committees would be library-based, you know”
28. Teaching in the dark – little opportunity to evaluate impact
of IL instruction
“I think that we would try as much as possible to provide the service
that we feel people need… I suppose it comes down then to our
interpretation of the information we get from other people”
“Well, I mean, I’m eternally optimistic, and I therefore say, I hope
[students] get something from it – what that something is, I have no
idea, because I can’t evaluate it, I have no context in which to
evaluate it… I cannot pin down… because there’s no evaluation of
their learning, except in so far as it results in a particular grade”
“I think” “I suppose” “I would say”
29. Relationship with academics – focused on collection
matters (acquisitions, etc)
“Generally, yeah, they’re resource supply side things… they’re not
curricular or educational support things… generally speaking the
dominant issues discussed are resource provision and really now it
comes down to, very much, the purchase, joint or shared as it were
within the faculty, and with ancillary faculties, of new information
products”
“Reading lists, reading list problems, new reading lists, new
courses perhaps, you know, that they are going to do, and do we
have the books, and where do we think we’re going… book orders,
obviously”
“Budget concerns would probably be up there, and that might be in
relation to getting a new journal, whether they can afford it, what’s
the state of the budget…. recommendations for book purchases...”
30. Self-efficacy - positive perception of library by
academics, but personality dependent
“The perception is that library staff are extremely helpful, relatively
knowledgeable, supportive… they’re there on time, delivering what
we want, there’s good feedback and interaction… but only when we
ask it”
“If you’ve known them as researchers and students and
postgraduate researchers, they regard you as a human being, and
somebody who’s been helpful”
“And I suppose as well when the academic staff become more
familiar with the workings of the library, they distinguish between
the people involved in the information end of things and the people
who are in cataloguing and acquisitions”
31. 1. Socialisation to the profession – opportunities for
“teaching apprenticeship,” mentoring
2. Establishing “Communities of Practice” – physical and
virtual
3. Using Standards and Guidelines as a checklist for
skills development – setting goals
4. Cultivating “reflective practice”, e.g. through use of
teaching portfolios among librarians
32. Definition:
A group of people who “share a concern, a set
of problems, or a passion about a topic, who
deepen their knowledge and expertise in this
area by interacting on an ongoing basis”
(Wenger, McDermott & Snyder, 2002, cited in Ng & Tan, 2009,
p.38).
33. Biddiscombe, R. (2002). Learning support professionals: The
changing role of subject specialists in UK academic libraries.
Program: Electronic library and information systems, 36(4),
pp.228-235
Doskatsch, I. (2003). Perceptions and perplexities of the faculty-
librarian partnership: An Australian perspective. Reference
Services Review, 31(2), pp. 111-121.
Eadie, T. (1990). Immodest Proposals: user instruction for students
does not work. Library Journal, 115, pp. 42-45.
Fourie, I. (2004). Librarians and the claiming of new roles: How
can we make a difference? Aslib Proceedings, 56(1), pp.62-74.
34. Gorman, M. (1991). Send for a child of four! Or creating the
BI-less academic library. Library Trends, 39(3), 354-362.
Julien, H. & Pecoskie, J. (2009). Librarians’ experiences of
the teaching role: Grounded in campus relationships. Library &
Information Science Research, 31, pp.149-154
Ng, P.T. & Tan, C. (2009). Community of practice for
teachers: sense-making or critical reflective learning.
Reflective Practice, 10(1), pp.37-44
Pacey, P. (1995). Teaching user education, learning
information skills: or, towards the self-explanatory library.
New Review of Academic Librarianship, 1, pp.95-103
35. Saia, D. (1995). Advocacy for bibliographic instruction: A
challenge for the future. Katherine Sharp Review, No.1, Summer
1995. Online. Available 9th
March 2010 from
http://mirrored.ukoln.ac.uk/lis-journals/review/review/summer1995/saia.pdf
Walter, S. (2008). Librarians as teachers: A qualitative inquiry
into professional identity. College & Research Libraries, 69(1),
pp.51-71.
Wilder, S. (2005). Information literacy makes all the wrong
assumptions. Chronicle of Higher Education, 51(18), pB13-B13
Wilson. P. (1979). Librarians as teachers: the study of an
organization fiction. Library Quarterly, 49(2), pp.146-162.