Claire McGuinnessSchool of Information & Library Studies

UCD

Presentation Outline

Who are we? Conceptualising the “Teaching Librarian”

What is our key concern? – Defining information literacy

What do we do in practice? – “Teaching Librarian” work in Irish Higher Education

Where are we going and what do we need to know? – 10 concepts which are shaping the role and work of the “Teaching Librarian”

Who are we?MLIS/GDLIS (2009) students give their views

on the work of a “teaching librarian”.....

A learner: “Teaching librarian is someone who is also learning themselves as they go, and passes this on to others, not just students”

An investigator: “Having the ability to find out what the client needs to know – rather than just what you think they need. Asking the ‘right questions’”

A library guide: “The teaching role of the librarian should not go overboard, and is mainly concerned with helping the patrons to use the library and its resources”

Who are we?A coach: “Active and involved – learning and teaching

at the same time. Not standing in front of a class but helping people with their information needs in a more individual sense. Learning how to be a better librarian while passing on information skills we have already learned”

An expert (with passion!): “More than just tours and educating people on what kind of resources are available. Someone with a subject specialty or a real passionate interest should be encouraged to interact with patrons who are studying/researching that subject or interest. A “teaching librarian” should be able to advise on resources that wouldn’t immediately be apparent from OPAC searches, etc. They should be a deeply informed reader themselves”

What is our key concern?

“Information literacy is knowingwhen and why you needinformation, where to find it,

andhow to evaluate, use andcommunicate it in an ethicalmanner.

This definition implies severalskills. We believe that the skills

(orcompetencies) that are required

tobe information literate require

anunderstanding of:

a need for information the resources available how to find information the need to evaluate

results how to work with or exploit

results ethics and responsibility of

use how to communicate or

share your findings how to manage your

findings.”

CILIP definition, 2004 (endorsed by WGIL)

What do we do in Practice?Exploration of current “Teaching Librarian” work in Irish

Higher Education Institutions (publicly-funded)

Quantitative survey carried out late 2006-2007 – “Information Skills Training in Irish Third-Level Institutions”

154 academic librarians targeted, 77 responses (50% resp. rate)

Overview of work that teaching librarians are doing “on the ground”, as well as the structures that are in place to support the programmes

What do we do in Practice?Key findings of survey:

64% indicate that there is a person (or persons) responsible for IST in their institutions, but only 22% indicate that their institutions have an IL policy

70% have “heavy” or “some” involvement in provision of IS training

77% indicate that IST is a “very important” or “absolutely essential” part of their jobs

Most believe that “Developing awareness of range of information sources” & “Recognising and articulating information needs” are the most important elements of IL to teach.

What do we do in Practice?Use multiple teaching methods/activities – primarily library

tours, paper-based methods, “one-shot" sessions & hands-on computer lab classes

Carry out some evaluation & assessment – primarily informal feedback from students and lecturers (72%), and evaluation surveys (61%)

Use multiple channels to promote instruction – emails to academics, pamphlets, posters, website announcements, etc.

Believe they have a “fairly good” (46%) or “very good” (39%) working relationship with academics

But also perceive barriers to collaboration – lack of understanding of librarian’s role, lack of time, perception of library as storehouse, etc... (McGuinness, 2009)

10 concepts shaping our future1.“Teacher Identity” 2.Teacher Training for Librarians3.Knowledge of Pedagogy/Andragogy4.Reflective Practice5.Action Research6.Understanding our Students7.E-learning & E-research8.Information Literacy for Postgraduates &

Researchers9.Reinvigorated Strategies for Collaboration10.Advocacy

Developing a “Teacher Identity”“Professional identity” a key concern of academic

librarians for many years – how do we define what we do, and what is our role in Education?

Marginalised? - “the academic librarian’s failure to define clearly, defend intellectually, and articulate forcefully the role of the academic library in the intellectual enterprise of the college and university” (Owusu-Ansah, 2001, p.283).

Key factors affecting professional identity: 1) Technology & Education; 2) Massification (Antonesa, 2007).

Developing a Teacher Identity“Researchers’ Use of Academic Libraries and their

Services” (RIN & CURL, 2007)

Future core library functions (librarians’ perceptions*):Facilitator for e-learningManager of IRs and digital informationCustodian of archives and special collectionsAdministrationSubject-based expert in libraryTeacher of information literacy and related skills

(>80%)*307 librarians responded to survey

Developing a “Teacher Identity”“To what degree do academic librarians think of themselves

as teachers when they consider their place on campus, and to what degree is ‘teacher identity’ a recognized aspect of the broader professional identity of academic librarians?” (Walter, 2008, p.53).

Mastery of teaching skills?Exposure to various models of teacher identity

(apprenticeship)?Instruction received as part of overall professional training?Views of colleagues (e.g. academics) and other external

parties?

Walter’s Study on Teacher IdentityKey themes which emerged:

The centrality of teachingThe importance of collegial and

administrative supportThe stress of multiple demandsThe problems with professional educationStereotypes and misperceptions

(Walter, 2008, pp.61-63)

Developing a “Teacher Identity”Reflection in training (“Teaching Librarian” 2008-9)

Two reflective exercises, at start and midway of module

How would you describe the work of a “teaching librarian”?What are your personal feelings about the prospect of

teaching?How do you feel about your own information skills, bearing

in mind that you will be expected to facilitate your users’ information literacy development?

How would you describe good teaching?How would you describe a good learner?W hat do you think would make you feel that an

instructional session had not gone well?

Training for Teaching Librarians“While librarians are making progress on producing

their own knowledge base regarding teaching, there is a dearth of teaching information designed specifically with librarians in mind and directed towards the unique circumstances of information literacy instruction” (Liles, in Curzon & Lampert, 2007, p.114)

CPDLocal workshops and conferencesIndependent study“On-the-job” training

Irish teaching librarians

Training for Teaching LibrariansPossible formats:

(Compulsory?)“Teaching Librarian” module on professional Librarianship programmes

Postgraduate certificates/Diplomas in Third-Level Teaching and Learning – specific “stream” aimed at information professionals

Continuing Professional Development – remote and in-person training options

Intensive “immersion” programmes (similar to Institute of IL in the US)

Knowledge of PedagogyKey Pedagogical Concepts for Teaching Librarians

Knowledge of Andragogy“Adult learning is best facilitated when:learners are engaged as participants in the design of the learningthey are encouraged to be self-directedthe educator functions as a facilitator rather than a didactic

instructorthe individual learner’s needs and learning styles are taken into

accounta climate conducive to learning is establishedthe learner’s past experiences are utilised in the classroomLearning activities are deemed to have some direct relevance or

utility to the learner’s circumstances” (Currie, 2000, p.222)

Reflective Practice“If we are going to address the issues of

librarians’ roles within educational endeavours systematically, we, as a discipline, need to foster reflective, critical habits of mind regarding pedagogical praxis within ourselves, our libraries and our campuses” (Jacobs, 2008, p.256)

A “critical process in refining one's artistry or craft in a specific discipline” (Ferraro, 2000)

Reflective Practice

Evidence-Informed Practice – Andrew Pollard, 2008, p.10

“Reflective professionals should thus be able to draw on, or contribute to, many sources of evidence, and use them to inform their teaching practices” (Pollard, 2008, p.11)

Reflective PracticeActive concern with aims and consequences, means & technical

efficiencyApplied in a cyclical or spiralling process, where teachers

monitor, evaluate & revise their practice continuouslyRequires competence in methods of evidence-based classroom

enquiryRequires attitudes of open-mindedness, responsibility &

wholeheartedness Is based on teacher judgement, informed by evidence-based

inquiry Is enhanced through collaboration & dialogue with colleaguesEnables teachers to creatively mediate externally-developed

frameworks for teaching and learning (Pollard, 2008, p.14-15)

Teaching Portfolios

“A Teaching Portfolio is a comprehensive collection of evidence, reflections, documents and artefacts, which document aspects of your teaching and have been collected over a period of time” (UCD Centre for Teaching & Learning)

IntroductionTeaching PhilosophyDesign of TeachingEnactment of TeachingResults of TeachingOther professional

activities related to teaching

ReflectionAdditional Evidence

Action Research“Systematic observations or tests of methods

conducted by teachers or schools to improve teaching and learning for their learners” (Woolfolk et al, 2008, p.19)

Traditional research → recommendations for future action

Action research → immediate and ongoing action

Investigation → Action → Evaluation of action

Goal is improvement of practice

Action Research Cycle

1.Identifying problems2.Action planning3.Implementation4.Evaluation5.Reflection

(Pickard, 2007, pp.134-8)

Understanding our Students“Google Generation”; “Digital Natives”

Digital natives (DN’s) show a preference for visual information over text DN’s want a variety of learning experiences and expect to be entertained DN’s have moved completely to digital info., preferring typing to

handwriting DN’s are excellent multi-taskers DN’s are impatient and won’t tolerate delay DN’s turn to their peers for information rather than authority figures DN’s need to feel constantly connected to the Web and social networks DN’s learn by doing rather than knowing DN’s prefer quick information in easily-digested short chunks DN’s have a poor understanding and scant respect for intellectual

property, as exemplified by illegal downloading and plagiarism (Williams & Rowlands, 2008)

Understanding our StudentsInternational Students

Students who have gone to another country in order to enrol full

time in a university course

Potential challenges:Socio-Cultural AdjustmentLanguageLearning/Teaching difficulties due to cultural factors

(Biggs, 1999)

Cultural differences

High ContextInterdependencyCooperationTeacher as authority

figureAcceptance of material

without questionFocus on rote learningPerception of plagiarism

Low ContextCompetitionSelf-sufficiencyIndependenceChallenging authorityAsking questions a

sign of weakness

(Grassian & Kaplowitz, 2001)

Cultural sensitivity – high context versus low context

E-learning & E-Research“As an instructional medium, online technologies will not inthemselves improve or cause changes in learning. What improveslearning is well-designed instruction”(TAFE, 1998, cited in

Arenas etal, 2004).

Online TutorialsVirtual Learning Environments (VLE’s)/Learning Management

Systems – Blackboard, WebCT Internet Forums/Message BoardsChat/IMWeb 2.0Virtual Research Environments (VRE’s)

IL for Postgrads & ResearchersResearch information Network: Mind the Skills

Gap: Information-handling training for researchers (July 2008)

Effect of rapid changes in scholarly communication – digital information to the desktop

“While some higher education institutions are seeking to rationalise and coordinate training provision for researchers, there is relatively little evidence of strategic management of research information training at institutional level.” (Exec. Summary, p.3)

IL for Postgrads & ResearchersCONUL Research Support Survey (2005) found that:

66%* of the researchers surveyed felt that they did not need training in the use of information resources

78% had not attended any library training in preceding year, because they felt it was not needed, or they were unaware it existed

*3221 respondents in total

Avril Patterson (MLIS 2008) discovered significant discrepancy between incoming postgrads’ self-assessed IL skills, and results of actual diagnostic test – “students’ perception of their information literacy does not equate with competence” (Paper in press, 2009)

IL for Postgrads & ResearchersRecommendations (from RIN and Patterson)

Better coordinated information-handling training and development for researchers

Adopt a theory of adult learning, acknowledging a priori knowledge and experience, but do not assume knowledge or

skill Use the literature review as a framework for the programmes,

ensuring ownership of the programme becomes the student’s Ensuring libraries and central training units are well equipped

to train researchers in information handlingEnsuring higher education institutions have a strategic and

integrated vision for training provision

Strategies for CollaborationBarriers still exist....

Academics don't understand librarians' roleLack of time to devote to collaboration and innovationAcademics view library primarily as a "storehouse" of materialsAcademics don't use the library, as they have their own

scholarly communication networkAutonomy- academics are protective of their academic freedomLibrary outreach activities do not reach all targetsAcademics believe that librarians can't/shouldn't teachLibrary staff view own role as limited to teaching library

orientationLibrary has a low profile in the institution

Strategies for Collaboration

Librarians as members of “learning communities”Involvement in innovative teaching & learning

initiatives, e.g. Learning centresAcademic “outreach” seminars“Targeted” workshops on universal and topical

problems, such as plagiarismInclusion of “Information Literacy” as core

objective in institutional teaching and learning strategies – a “Top-Down” approach

AdvocacyImportant to continue to promote the IL agenda, bothlocally and nationally (and internationally!)

Librarians should be “equipped with effective communication, as well as persuasion and marketing competences, and also need to offer good teaching and facilitating strategies” (Stubbings & Franklin, 2006,p. 2).

Importance of research and publishing – librarians must continue to research and document their activities, especially the impact of IL instruction

Thank you!

Contact details:

Claire McGuinnessSchool of Information & Library Studies, UCD

7167054 claire.mcguinness@ucd.ie

References Antonesa, M. (2007). Challenging times: some thoughts on the

professional identity of the academic librarian. Sconul Focus, 40, p.9-11

Arenas, M., de Arenas, J.L. Gomez, J.A., Hegarty, N., Lynch, T., Quinlan, N., Rodriguez, J.V. (2004), “A portrait of OLAS as a young information literacy tutorial”, Library Review, Vol. 53 No. 9, pp. 442-450.

Biggs, J. Teaching for Quality Learning at University: What the Student Does. Buckingham: Society for Research into Higher Education & Open University Press, 1999

CONUL.(2005). Researchers, Information and Libraries: National Research Support Survey 2005. Retrieved 16th June 2009, from: http://www.conul.ie/news/documents/CONUL%20Digest%20(27.3.06)1.pdf

References Currie, C.L. (2000). ‘Facilitating adult learning: the role of the

academic librarian.’ Reference Librarian, (69/70), pp. 219-231.

Curzon, S.C. & Lampert, L.D. (Eds). Proven Strategies for Building an Information Literacy Program. New York: Neal-Schuman Publishers, 2007.

Ferraro, J.M. (2000). Reflective Practice and Professional Development. ERIC Digest, ED449120 . Retrieved 17th June 2009 from http://www.ericdigests.org/2001-3/reflective.htm

Grassian, E.S. & Kaplowitz, J.R. Information Literacy Instruction: Theory and Practice. New York, London: Neal Schuman, 2001

References Jacobs, H.L.M. (2008). Information literacy and reflective pedagogical

praxis. Journal of Academic Librarianship, 34(3), pp.256-262

McGuinness, C. (2009). Information skills training practices in Irish higher education. Aslib Proceedings, 61(3), pp.262-281

Owusu-Ansah, E.K. (2001). The academic library in the enterprise of colleges and universities: Toward a new paradigm. Journal of Academic Librarianship, 27(4), 282-294.

Pickard, A.J. Research Methods in Information. London: Facet, 2007

Pollard, A. Reflective Teaching: Evidence-Informed Professional Practice. (3rd Ed.). London: Continuum International Publ., 2008

References Research Information Network (RIN). (2008). Mind the skills gap:

Information‐handling training for researchers. Retrieved 16th June 2009, from: http://www.rin.ac.uk/files/Mind%20the%20skills%20gap%20REPORT%20July%2008.pdf

Research Information Network (RIN) & Consortium of Research Libraries . (2007). Researchers’ Use of Academic Libraries and their Services . Retrieved 16th June 2009, from: http://www.rin.ac.uk/files/libraries-report-2007.pdf

Stubbings, R. & Franklin, G. (2006). Does advocacy help to embed information literacy into your curriculum? Italics, 5(1). Retrieved 16th June 2009 from http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/stubbings-franklin-final.pdf

Walter, S. (2008). Librarians as teachers: A qualitative inquiry into professional identity. College & Research Libraries, vol.69(1), pp.51-71

References Williams, P. & Rowlands, I. (2008). The Literature on Young

People and their Information Behaviour (Work Package II). In University College London. Information Behaviour of the Researcher of the Future (CIBER Briefing paper). British Library/JISC. Retrieved 19th June 2009 from http://www.ucl.ac.uk/infostudies/research/ciber/downloads/GG%20Work%20Package%20II.pdf

Woolfolk. A., Hughes, M. & Walkup, V. Psychology in Education. Essex: Pearson Education Ltd, 2008