Librarians' experiences of the teaching role: Grounded in campus relationships

Julien, Heidi; Pecoskie, Jen

doi:10.1016/j.lisr.2009.03.005

Cited by 50 publications

(22 citation statements)

References 19 publications

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“…Issues of control over instructional objectives also featured in their representations. Similar findings are also borne out in interviews with librarians themselves (e.g., Julien & Pecoskie, 2009;Sundin et al, 2008). (2010) found that instructional librarians' posts about the social web on ILI-L were informed by competing impulses.…”

Section: Literature Reviewmentioning

confidence: 60%

A Discourse Analysis of the Representation of Librarians and Formal Educators in the Professional Literature for Public, Academic, and School Librarians

2013

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Public, school, and academic librarians work with formal educators to support student literacy learning across the formal education spectrum. This paper analyzes representations of librarians and formal educators in the professional literature for all three types of librarians. We identify common patterns and relate these to more globalized discourses.Résumé: Les bibliothécaires en milieu public, scolaire et universitaire travaillent avec des enseignants professionnels à l'enseignement des compétences informationnelles dans le cadre du cheminement scolaire. Cette communication analyse les représentations des bibliothécaires et des enseignants professionnels dans la littérature professionnelle pour les trois types de bibliothécaires. Nous pouvons relever des modèles communs et les mettre en lien avec des discours plus internationaux.

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Section: Literature Reviewmentioning

confidence: 60%

A Discourse Analysis of the Representation of Librarians and Formal Educators in the Professional Literature for Public, Academic, and School Librarians

2013

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“…The interplay between professional identity and pedagogy for teaching librarians contributes to complex relationships with faculty vis-à-vis their own teaching (Austin & Bhandol, 2013;Julien, 2009). Comparing their work and skills to those of faculty, however, has given teaching librarians a renewed sense of the importance of their teaching mission, not just to the students, but also, increasingly, to the faculty (Marcum, 2012).…”

Section: The Challenge Of Teaching Librarians' Roles and Approaches Tmentioning

confidence: 99%

Realizing Partnership Potential: A Report on a Formal Collaboration Between a Teaching and Learning Centre and Libraries at the University of Toronto

Bolan

Bellamy

Rolheiser

et al. 2015

CELT

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In 2010, the University of Toronto’s Centre for Teaching Support & Innovation (CTSI) and University of Toronto Libraries (UTL) jointly launched Partnering for Academic Student Success (PASS), a partnership to foster new opportunities for collaboration between academic librarians and those involved in developing excellence in university teaching. This article describes the challenge of professional education in support of the teaching mission for librarians, and a partnership designed to address this need. The article reports on the genesis, goals, and key principles contributing to the partnership’s success, while discussing implications and recommendations for those seeking to develop similar programs of intentional collaboration that enable teaching/learning goals.

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“…Librarians use tutorials when teaching credit-bearing courses (Arif and Mahmood, 2012;Newby et al, 2014;Shupe and Pung, 2011) or when collaborating with online teaching faculty to create and design research assignments (Burns et al, 2014;Jumonville, 2014). Instructor-librarian collaborations emphasize the importance of student success in the online learning environment (Julien and Pecoskie, 2009;Massis, 2012).…”

Section: Introductionmentioning

confidence: 99%

Leveraging adult learning theory with online tutorials

Halpern

Tucker

2015

Reference Services Review

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2015),"Badge it!: A collaborative learning outcomes based approach to integrating information literacy badges within disciplinary curriculum", If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials. Design/methodology/approach -This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers' own experiences with designing online tutorials informed by adult learning theories. Findings -As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles' theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner. Practical implications -This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created. Originality/value -While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.

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Librarians' experiences of the teaching role: Grounded in campus relationships

Cited by 50 publications

References 19 publications

A Discourse Analysis of the Representation of Librarians and Formal Educators in the Professional Literature for Public, Academic, and School Librarians

A Discourse Analysis of the Representation of Librarians and Formal Educators in the Professional Literature for Public, Academic, and School Librarians

Realizing Partnership Potential: A Report on a Formal Collaboration Between a Teaching and Learning Centre and Libraries at the University of Toronto

Leveraging adult learning theory with online tutorials

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