Experiences of Nonteaching Academic Librarians with Information Literacy Instruction Methods in Florida

Autor/in	Williams, Deborah Michelle
Titel	Experiences of Nonteaching Academic Librarians with Information Literacy Instruction Methods in Florida
Quelle	(2022), (324 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-2725-6
Schlagwörter	Hochschulschrift; Dissertation; Academic Libraries; Librarians; Information Literacy; Teaching Methods; Librarian Attitudes; Beliefs; Library Role; Credentials; Transformative Learning; Professional Development; Role Perception; Attitude Change; Library Education; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Informationskompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Studienbuch; Pädagogische Transformation; Role conception; Rollenverständnis; Attitudinal change; Einstellungsänderung; Bibliothekarausbildung
Abstract	The MLIS curriculum gap and nonteaching academic librarian's teaching identity development comprise the problem under investigation. The purpose of this interpretive phenomenological analysis was to examine the meaning of nonteaching academic librarians' experiences in north and northcentral Florida with information literacy (IL) instruction, and beliefs about their instructional role given the lack of teaching preparation. An IPA methodology was used to examine the responses from semistructured interviews of five nonteaching academic librarians with MLIS credentials in north and northcentral Florida, including their shared instructional experiences about the role. An iterative data analysis method yielded four superordinate themes, including disorientation, induction, instruction, and librarian perceptions. The transformation of nonteaching academic librarians' meaning perspectives and habits of mind about preparing for instructional duties is examined using Mezirow's (1978b, 1998) transformative learning theoretical constructs: perspective transformation and critical self-reflection to focus the study. Findings indicated participants experienced feeling out of place or disoriented with IL instruction but credit their acquired instructional knowledge to peer interactions and professional development instead of the library science degree. Further, participants used informal teaching practices more frequently due to their perceptions about incorporating the framework for information literacy in higher education into instruction sessions. In critically self-reflecting about their instructional role, they transformed their perspectives about IL instruction from conflicting beliefs about formal methods and meeting the practical needs of students. This study illuminated the IL instruction methods nonteaching librarians use, their motivations based on shared perceptions, experiences, and beliefs, adding to the research literature about library instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01