Abstracts
Abstract
This article shares individual and collective experiences from five faculty ranked librarians with roles outside of formal instruction who are employed at an academic institution in the United States, and their approach to developing and embracing a teacher identity in the context of their professional trajectory. The article explores how the authors prepared to be evaluated against traditional classroom teaching for promotion by forming a cohort-based group to support “non-instructional” librarians to create a teaching portfolio, and how they approached teaching from liminal and, at times, tenuous positions and career stages. Authors conclude that the process challenged and expanded their perceptions of librarians and their own roles by revealing essential teaching functions performed regularly, regardless of their “non-teaching” title. Furthermore, developing a teaching portfolio has additional value in supporting the profession at large and demonstrating the essential role of the library at higher education institutions.
Keywords:
- academic librarianship,
- faculty evalutation,
- faculty status,
- teaching portfolios,
- tenure and promotion
Résumé
Cet article présente les expériences individuelles et collectives de cinq bibliothécaires de rang professoral ayant des rôles autres que l'enseignement formel et travaillant dans un établissement universitaire aux États-Unis, ainsi que leur approche du développement et de l'adoption d'une identité d'enseignant.e dans le contexte de leur trajectoire professionnelle. L'article explore la façon dont les auteures.eurs se sont préparé.e.s à être évalué.e.s par rapport à l'enseignement traditionnel en classe pour leur avancement professionnel en formant un groupe de cohorte pour aider les bibliothécaires « non enseignant.e.s » à créer un portfolio d'enseignement, et comment ielles ont abordé l'enseignement à partir de positions et d'étapes de carrière liminales et, parfois, précaires. Les auteures.eurs concluent que le processus a remis en question et élargi leur perception des bibliothécaires et de leur propre rôle en révélant les fonctions d'enseignement essentielles exercées régulièrement, indépendamment de leur titre de « non enseignant ». En outre, le développement d'un portfolio d'enseignement a une valeur supplémentaire en soutenant la profession dans son ensemble et en démontrant le rôle essentiel de la bibliothèque dans les établissements d'enseignement supérieur.
Mots-clés :
- bibliothéconomie universitaire,
- évaluation du corps professoral,
- portfolios d'enseignement,
- statut du corps professoral,
- titularisation et avancement professionnel
Appendices
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