Academic Librarians and Campus-Wide Faculty Development: A National Survey

Fribley, Karla; Vance, Jason; Gardner, Justin G.

doi:10.1353/pla.2021.0015

Cited by 5 publications

(6 citation statements)

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“…Faculty are stakeholders in academic libraries, but for practical reasons engaging them tends toward conversations with administrative leadership, such as department chair, or more general "spending time with faculty" (Harland, Stewart, and Bruce 2019). A national survey documenting the "current state of librarian roles in campus-wide faculty development" demonstrated that librarians are building new roles as willing partners in faculty development efforts (Fribley, Vance, and Gardner 2021). Book plating celebrations and other practices can strengthen the relationship between the faculty member and the university and the faculty member and the library.…”

Section: Discussionmentioning

confidence: 99%

Book Stories: 20 Years of Library Book Plate Celebrations

McDowell

2023

CRL

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Using storytelling as a framework, this study analyzes a faculty promotion book plating ritual through the lens of a twenty-year corpus of faculty-created and library-gathered data. The sources for this analysis are faculty reasons for book selection, or "book stories," which are part of an annual book plating ritual at the University of Illinois at Urbana-Champaign library to celebrate promotion and tenure. Findings include increased personal information sharing over time. Libraries in the midst of pandemic reinventions should consider sustaining, reviving, and innovating new forms of storytelling to extend the impact of the library as the bedrock of academic community. "The expanding frame of Max's world leads him from his bedroom and his wolf suit out into the world of wild things. The thrill of this journey into the unknown is what I aspire to teach my students to love." ~ 2013 selection statement for Where the Wild Things Are, by Maurice Sendak

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Section: Discussionmentioning

confidence: 99%

Book Stories: 20 Years of Library Book Plate Celebrations

McDowell

2023

CRL

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“…Librarians have been involved in efforts to support faculty development, in various forms, for decades. 76 Librarians have developed faculty-focused workshops and workshop series, 77 created online courses or modules, 78 led or participated in faculty communities of practice or faculty learning communities, 79 and led or engaged in course or assignment redesign programs. 80 Often, but not always, these efforts are focused on supporting instructors' ability to teach information literacy.…”

Section: What Have Been Librarians' Experiences As Faculty Developers...mentioning

confidence: 99%

Academic Librarians as Teachers and Faculty Developers: Exploring the Potential of the “Teach the Teachers” Model of Information Literacy

Hammons

2024

CRL

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Proponents of the "teach the teachers" approach to information literacy, in which librarians concentrate on teaching the faculty to teach information literacy, have argued that it could potentially result in the increased integration of information literacy into the curriculum. However, more discussion of this model as a path forward for information literacy is needed. This essay explores the potential of the faculty-focused approach to information literacy through a critical analysis of the literature on librarians' experiences as teachers and faculty developers. Through this exploration, the essay provides valuable insight into the ongoing conversations about the future of information literacy instruction.

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“…Librarians have a long history of involvement in faculty development initiatives (Fribley et al, 2021). There are numerous examples within the Library and Information Science (LIS) literature of librarians acting in a faculty developer role.…”

Section: Librarians As Faculty Developers and The Ttt Model In The Li...mentioning

confidence: 99%

“…Taken together, these examples provide evidence that librarians are able to act effectively in a faculty developer role. And, while there have been only a few research studies of librarians' experiences as faculty developers, these studies also provide positive support for librarians' ability to engage as faculty developers (Flierl et al, 2019;Flierl et al, 2020;Fribley et al, 2021). Taking on this role may also have the potential to improve the perception of librarians at the institutional level.…”

Section: Librarians As Faculty Developers and The Ttt Model In The Li...mentioning

confidence: 99%

“…11645/16.2.3222 Determining if the faculty-focused approach represents a valid path forward for IL requires confirmation that faculty development does indeed result in positive changes in teaching practices and student learning, and that librarians will be able to effectively act in a faculty development role. There is already evidence that librarians can act as faculty developers (Bowles-Terry & Sobel, 2022;Flierl et al, 2019;Fribley et al, 2021), as well as some limited indications that the TTT approach can support the integration of IL into the curriculum (Hammons, 2020a). However, more evidence is needed.…”

Section: Introductionmentioning

confidence: 99%

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The faculty-focused model of information literacy

Hammons

2022

JIL

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In a faculty-focused, or “teach the teachers” (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians’ adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

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Academic Librarians and Campus-Wide Faculty Development: A National Survey

Cited by 5 publications

References 0 publications

Book Stories: 20 Years of Library Book Plate Celebrations

Book Stories: 20 Years of Library Book Plate Celebrations

Academic Librarians as Teachers and Faculty Developers: Exploring the Potential of the “Teach the Teachers” Model of Information Literacy

The faculty-focused model of information literacy

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