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- Description
- Table of Contents
- About the author
Pedagogy impacts all parts of library work and culture. It changes the way we interact with learners regardless of setting and however we name or define the teaching moment, from research help to outreach to leading meetings. Pedagogy is a praxis of relation, and studying it can improve all aspects of our work and organizations.
In two volumes, Training Library Instructors collects examples of how we train our colleagues to teach, whether they’re student workers, non-librarian staff, new or experienced librarians, or something else entirely. Volume 1, A Guide to Training Graduate Students, focuses on teacher training for graduate students in LIS programs and in academic libraries. It presents existing literature and theories, approaches to teaching library school students to teach, and critical reflections from librarians about their varied experiences receiving teacher training.
A Guide to Training Graduate Students provides a useful introduction, detailed examples, and salient reflections to help us better train library instructors during their time as graduate students through coursework and work experience. You’ll discover ideas for designing courses, internships, and other programs and ways to mentor graduate students who are interested in becoming library instructors.
Acknowledgements
Volume 1: A Guide to Training Graduate Students
Introduction
Matthew Weirick Johnson
Part I. Teaching and Learning in the LIS Curriculum: Theory, Practice, and Need
Chapter 1
Practice Theory in Information Literacy
Logan Rath
Chapter 2
Library Instruction Training and the MLIS: A Review of the Literature
Matthew Weirick Johnson
Part II. Case Studies
Chapter 3
Using Teaching Demonstrations in LIS Instruction Courses
Melissa A. Wong
Chapter 4
Teaching Instruction Librarians by Design
Dominique Turnbow and Amanda Roth
Chapter 5
From Intern to Instructor: Training to Teach with Primary Sources
Rachel Makarowski and Maureen Maryanski
Chapter 6
Empowering Library Instructors: Reflections on the Information Literacy Scholars Program at Syracuse University Libraries
Kelly Delevan, Breeann Austin, Brie Baumert, Rebecca McCall, Lauren Quackenbush, Olivia Russo, Alayna L. Vander Veer, and B. Austin Waters
Chapter 7
Introducing Emerging Library Instructors to Information Literacy Instruction through Programmatic Instruction
Alicia G. Vaandering, Amanda Izenstark, Colin Braun, Erin Cunningham, Reina Kirkendall, and Laura Marasco
Part III. Reflections: LIS Instruction Training
Chapter 8
Creating My Own Experience: Navigating a Library Graduate Program to Become an Instruction Librarian
Kala Dunn
Chapter 9
The Impact of a Graduate Assistantship and Optional Courses on Becoming a Teaching Librarian
Chrissy O’Grady
Chapter 10
From Learner to Teacher: Preparing for the Library Instruction Classroom and Fostering Teacher Identity Through Information Literacy Coursework
Kaci Wilson
Chapter 11
From Library Science Student to Instruction Librarian: Using the Science and Art of Teaching to Grow as an Instruction Librarian
Mark W. Duncan
Part IV. Reflections: Non-LIS Instruction Training
Chapter 12
Benefits of an Elementary School Teaching Background
Amber Owrey
Chapter 13
Thoughts from a Teacher Librarian: Utilizing Training as a Teacher to Become an Instructional Librarian
Ella Gibson
Chapter 14
Adjusting Roles: Lessons Learned from Applying Non-LIS Teacher Training to Library Instruction
Jeremiah R. Mercurio
Conclusion: Advancing Teaching & Learning for LIS Graduate Students
Matthew Weirick Johnson
About the Authors
Acknowledgements
Volume 2: A Guide to Training Librarians
Introduction
Matthew Weirick Johnson
Part V. Case Studies: Continuing Training for Library Instructors
Chapter 15
Developing Library Instructors Together: A Case Study from the Hong Kong JULAC Consortium
Victoria F. Caplan, Christopher Chan, Lisa Janicke Hinchliffe, and Eunice S. P. Wong
Chapter 16
Increasing Inclusive Instruction: Building a Bespoke In-house Teacher Training Programme at the University of Cambridge
Kirstie Preest and Claire Sewell
Chapter 17
Communities of Support: Using the Community of Practice Model for Library Instructor Development
Melissa A. Wong and Laura Saunders
Part VI. Case Studies: Training New Librarians
Chapter 18
We’re All in This Together: Holistic Approaches to Training New Instruction Librarians
Randi Beem, Marc Bess, Ryan Harris, Abby Moore, Natalie Ornat Bitting, Catherine Tingelstad, and Angel Truesdale
Chapter 19
Learning What Works: The Impact of Change on Training New Library Instructors
Josette M. Kubicki, Tonya D. Dority, Thomas C. Weeks, and Emma Kate Morgan
Part VII. Case Studies: Training New and Experienced Librarians
Chapter 20
Planning for Instruction Training: Implementing an On-the-Job Training for Library Instructors
Livia Piotto
Chapter 21
Supporting Librarian Teachers: The Learning-Centered Librarian Instruction Program at the University of Victoria
Karen Munro, Cynthia Korpan, Matt Huculak, and Michael Lines
Chapter 22
Best of Both Worlds: Training for New and Experienced Library Instructors
David X. Lemmons, Ashley Blinstrub, Kayla M. Gourlay, Maoria J. Kirker, Janna Mattson, and Anna K. Murphy-Lang
Part VIII: Reflections
Chapter 23
The Introverted Instructor: Tackling Library Instruction When It’s Out of Your Comfort Zone
Ginelle Baskin
Chapter 24
(Eventually) Learning to Look Before I Leap: Discovering Instructional Design Mid-Career
Nicole Westerdahl
Chapter 25
Learning from Each Other: Peer Observation for On-the-Job Library Instructor Development
Alexandra Mitchell
Chapter 26
Peer Observation and its Discontents: Using Autotheory to Argue for Focused, Community-Centered Instruction Training
Russel Peterson
Chapter 27
It Takes a Village to Raise a Librarian: Reflection on an Unconference Teaching Workshop
Sam Mandani and Fannie Ouyang
Chapter 28
Go and Get What You Need!: Seeking Out Mentorship
Jamia Williams
Conclusion
Moving Instruction Training Forward in Academic Libraries
Matthew Weirick Johnson
About the Authors