Developing librarians’ teaching practice: a case study of learning advisors sharing their knowledge
Keywords:information literacy, professional development, learning advisors, academic libraries, liasion librarians, teaching practice
Increasingly, tertiary librarians are required to teach as part of their role. There is recognition that ongoing professional development (PD) is required in teaching and learning as this is not generally provided as part of formal library qualifications. Using an education design-based research approach, this collaboration aimed to enhance the teaching practice of liaison librarians to enable more consistent review, planning, and design of information literacy workshops. As part of a wider PD programme for liaison librarians at Auckland University of Technology (AUT), learning advisors developed and taught three workshops. The learning advisors were chosen by the library leadership due to their teaching expertise and adaptability. They provide embedded, academic literacy support for students tailored to specific assessment guidelines and marking criteria. The aim was to share examples of learner advisor practice underpinned by relevant theory and applied directly to an information literacy context. Liaison librarians were exposed to workshop strategies to develop appropriate learning outcomes, content, and pedagogical approaches for planning ongoing teaching. They had opportunities to assess and evaluate their current knowledge and skills and consider new approaches. These sessions enabled the team to go forward with shared knowledge to guide their workshop design to create more consistent, sustainable, and measurable content. Another outcome was the co-development of workshop design principles which have been applied to the redevelopment of workshops. As this process is replicable, the value of sharing knowledge and expertise between teams such as learning advisors and liaison librarians is worth exploring further.
Appleton, L. (2018) ‘Training and development for librarians: why bother?’, Elsevier Connect, 21 August. Available at: https://www.elsevier.com/connect/library-connect/training-and-development-for-librarians-why-bother (Accessed: 1 November 2018).
Bewick, L. and Corrall, S. (2010) ‘Developing librarians as teachers: a study of their pedagogical knowledge’, Journal of Librarianship and Information Science, 42(2). https://doi.org/10.1177/0961000610361419.
Biggs, J. and Tang, C. (2007) Teaching for quality learning at university. Maidenhead: Open University/McGraw-Hill Education.
Bloom, B. S. (1956) Taxonomy of educational objectives: the classification of educational goals: handbook I: cognitive domain. New York: David McKay.
Chanock, K. (2007) ‘What academic language and learning advisers bring to the scholarship of teaching and learning: problems and possibilities for dialogue with the disciplines’, Higher Education Research and Development, 26(3), pp.269-80. https://doi.org/10.1080/07294360701494294.
Charlton, N. and Martin, A. (2018) ‘Making the invisible visible’, Journal of Academic Language & Learning, 12(1), pp.A286-A300. Available at: https://journal.aall.org.au/index.php/jall/article/view/540/311 (Accessed: 8 September 2022).
Corrall, S. (2010) ‘Educating the academic librarian as a blended professional: a review and case study’, Library Management, 31(8), pp.567-593. https://doi.org/10.1108/01435121011093360.
Detlor, B., Booker, L., Serenko, A. and Julien, H. (2012) ‘Student perceptions of information literacy instruction: the importance of active learning’, Education for Information, 29(2), pp.147-161. https://doi.org/10.3233/EFI-2012-0924.
Dianati, S. and Collings, G. (2020) ‘Using assessment submission data to provide timely and contextualised academic support’, Journal of Academic Language & Learning, 14(1), pp.1-14.
Fosnot, C. T. (ed.) (2005) Constructivism: theory, perspective, and practice. New York: Teachers College Press.
Gagné, R. M. (1973) ‘Learning and instructional sequence’, Review of Research in Education, 1(1), pp.3-33. https://doi.org/10.3102/0091732X001001003.
Goodsett, M. and Schmillen, H. (2022) ‘Fostering critical thinking in first-year students through information literacy instruction’, College & Research Libraries, 83(1). https://doi.org/10.5860/crl.83.1.91.
Gurney, L. and Grossi, V. (2019) ‘Performing support in higher education: negotiating conflicting agendas in academic language and learning advisory work’, Higher Education Research & Development, 38(5), pp.940-953. https://doi.org/10.1080/07294360.2019.1609916.
Hall, J. (2017) ‘Developing teaching best practice: pedagogy, preferences, and professional development’, International Information and Library Review, 49(1), pp.59-64. https://doi.org/10.1080/10572317.2017.1270692.
Hensley, M. K. (2015) ‘Improving LIS education in teaching librarians to teach’, ACRL 2015: creating sustainable community. Portland, Oregon 25-28 March.
Hunter, R. (2020) ‘Can you teach research in 10 minutes? Embedding information literacy micro-sessions in module programmes’, Journal of Learning Development in Higher Education, Issue 19, December, pp.1-15. https://doi.org/10.47408/jldhe.vi19.606.
McKenney, S. and Reeves, T. C. (2018) Conducting educational design research. Taylor & Francis Group.
Namaganda, A. (2020) ‘Continuing professional development as transformational learning: a case study’, Journal of Academic Librarianship, 46(3), pp.1-5. https://doi.org/10.1016/j.acalib.2020.102152.
Osborn, J. (2017) ‘Librarians as teachers: forming a learning and teaching community of practice’, Journal of the Australian Library and Information Association, 66(2). https://doi.org/10.1080/24750158.2017.1328633.
Pasquinelli, E. and Strauss, S. (2018) ‘Introduction: teaching and its building blocks’, Review of Philosophy and Psychology, 9, pp.719-749. https://doi.org/10.1007/s13164-018-0422-3.
Schachter, D. (2020) ‘Theory into practice: challenges and implications for information literacy teaching’, IFLA Journal, 46(2), pp.133-142. https://doi.org/10.1177/0340035219886600.
Shank, J. and Bell, S. (2011) ‘Blended librarianship: [re]envisioning the role of librarian as educator in the digital information age’, Reference & User Services Quarterly, 51(2), pp.105-110.
Standards and Proficiencies for Instruction Librarians and Coordinators Revision Task Force (2017) ‘Roles and strengths of teaching librarians’, College & Research Libraries News, 78(7), p.365. https://doi.org/10.5860/crln.78.7.364.
Wall, J. (2013) ‘A framework for academic professional development in higher education’, 21 August. Available at: https://www.researchgate.net/publication/280230304_A_Framework_for_Academic_Professional_Development_in_Higher_Education (Accessed: 2 November 2022).
Wheeler, E. and McKinney, P. (2015) ‘Are librarians teachers? Investigating academic librarians’ perceptions of their own teaching roles’, Journal of Information Literacy, 9(2), pp.111-128. https://doi.org/10.11645/9.2.1985.
Wiggins, G. and McTighe, J. (1998) Understanding by design. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Wingate, U. (2019) ‘Achieving transformation through collaboration: the role of academic literacies’, Journal of Learning Development in Higher Education, Issue 15, November, pp.1-9. https://doi.org/10.47408/jldhe.v0i15.566.
How to Cite
Copyright (c) 2023 Journal of Learning Development in Higher Education
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).