Teacher, Librarian, or Both? A Quantitative Investigation of Instruction Librarians' Teacher Identity

Autor/in	Becksford, Lisa
Titel	Teacher, Librarian, or Both? A Quantitative Investigation of Instruction Librarians' Teacher Identity
Quelle	In: College & Research Libraries, 83 (2022) 3, S.372-392 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becksford, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2150-6701
Schlagwörter	Librarians; Professional Identity; Teaching Experience; Teacher Education; Correlation; Academic Libraries; College Faculty; Library Instruction; Teaching Methods; Professional Development; Undergraduate Study + Suchen Sie Ihr Suchwort? Librarian; Bibliothekar; Bibliothekarin; Lehrerausbildung; Lehrerbildung; Korrelation; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Fakultät; Bibliotheksverzeichnis; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium
Abstract	This study investigates instruction librarians' potential teacher identity and the factors that may contribute to it. Responses to a survey of instruction librarians in the United States suggest that respondents see themselves as teachers and devote a significant portion of their time to teaching, though they received little pedagogy training in library school. In addition, a relationship was found between pedagogy knowledge and teacher identity. However, respondents reported having insufficient time for pedagogy-related professional development although they actively seek such opportunities. This research underscores the importance of institutional support so that instruction librarians can engage in pedagogy-related professional development. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01