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Academic librarians’ teaching identities and work experiences: Exploring relationships to support perspective transformation in information literacy instruction

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Nichols Hess, Amanda

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Description


Academic library leaders have a vested interest in quality library instruction, but strategies to ensure this happens can vary across environments. In this study, the author analyzed data collected using King’s Learning Activities Survey to consider how work demographics impacted instruction librarians’ teaching identity development. Through one-way analyses of variance and cross-tabulation analyses, she found several statistically-significant relationships between how academic librarians’ institution types and times at their institution differently inform their teaching identity development. These relationships offer opportunities for library leaders to offer intentional, data-driven support for academic librarians in developing teaching identities while offering high-quality instruction for learners.

Citation


Nichols Hess, A. (2020). Academic librarians’ teaching identities and work experiences: Exploring relationships to support perspective transformation in information literacy instruction/ Journal of Library Administration. doi:10.1080/01930826.2020.1721939

Date


2020-01

Subject


Academic librarians
Information literacy instruction
Professional development
Teacher identity

URI


http://hdl.handle.net/10323/6890

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  • OU Libraries Faculty Scholarship

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