ror.org/021a7pw18
Résumés
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
Parties annexes
Bibliography
- Becher, Melissa. 2018. “Academic Librarian Status.” Academic-Librarian-Status. March 22, 2018. https://academiclibrarianstatus.wordpress.com/.
- Becher, Melissa. 2019. “Understanding the Experience of Full-Time Nontenure-Track Library Faculty: Numbers, Treatment, and Job Satisfaction.” The Journal of Academic Librarianship 45 (3): 213–19. https://doi.org/10.1016/j.acalib.2019.02.015.
- Centra, John A. 2002. “Faculty Teaching, Assessment of.” In Encyclopedia of Education, 2nd ed., edited by James W. Guthrie, 798-802. Vol. 3. New York, NY: Macmillan Reference USA.
- Cerbin, William. 1994. "The Course Portfolio as a Tool for Continuous Improvement of Teaching and Learning." Journal on Excellence in College Teaching 5, no. 1: 95-105.
- Chapman, John. W. 2007. “The Roles of the Metadata Librarian in a Research Library.” Library Resources & Technical Services, 51(4): 279–285. https://doi.org/10.5860/lrts.51n4.279.
- Cramer, Steve, and Kate Hill. 2021. “Challenging Promotion and Tenure Traditions in Academic Libraries.” In Emerging Human Resource Trends in Academic Libraries, edited by M.A. Crumpton and N.J. Bird, 43–55. Lanham, MD: Rowman & Littlefield.
- Edgerton, Russell, Patricia Hutchings and Kathleen M. Quinlan. 1991. The Teaching Portfolio: Capturing the Scholarship in Teaching. Sterling, VA: Stylus Publishing.
- Fast, Margaret, and Jeanne Armstrong. 2003. “The Course Portfolio in a Library Setting.” Research Strategies 19 (1): 46–56. https://doi.org/10.1016/j.resstr.2003.09.004.
- Hutchings, Pat. 1998. The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning. Washington, DC: American Association for Higher Education.
- Julien, Heidi, and Jen (J.L.) Pecoskie. 2009. “Librarians’ Experiences of the Teaching Role: Grounded in Campus Relationships.” Library & Information Science Research 31 (3): 149-154. https://doi.org/10.1016/j.lisr.2009.03.005.
- Knapper, Christopher K. 1995. “The origins of teaching portfolios.” Journal on Excellence in College Teaching 6, no. 1: 45-56.
- Knapper, Christopher, and W. Alan Wright. 2001. “Using Portfolios to Document Good Teaching: Premises, Purposes, Practices.” New Directions for Teaching and Learning, 88: 19-29.
- Lally, Ann, and Ninfa Trejo. 1998. “Creating the Developmental Teaching Portfolio: A Great Tool for Self-Assessment.” College & Research Libraries News. https://doi.org/10.5860/crln.59.10.776.
- Manuel, Kate, Susan E. Beck, and Molly Molloy. 2005. “An Ethnographic Study of Attitudes Influencing Faculty Collaboration in Library Instruction.” Reference Librarian 43 (89/90): 139-161. https://doi.org/10.1300/J120v43n89_10.
- McCallon, Mark L. 2006. “The Teaching Portfolio: Explaining What We Do So Well.” In An Introduction to Reference Services in Academic Libraries, edited by Elizabeth Connor. Haworth Series in Introductory Information Science Textbooks. New York, NY: Haworth Information Press.
- Meulemans, Yvonne Nalani, and Allison Carr. 2013. “Not at Your Service: Building Genuine Faculty-Librarian Partnerships.” Reference Services Review 41(1): 80–90. https://doi.org/10.1108/00907321311300893.
- Mills, Chloe. 2015. “The Librarianship Portfolio: A Case Study of Innovation in Faculty Evaluation at Robert Morris University.” New Library World 116 (9/10): 527–39. https://doi.org/10.1108/NLW-04-2015-0026.
- Parker, Linda L., and Nora Hillyer. 2008. “E-Portfolios for Librarians: MyMAPP—Mapping Academic Performance through e-Portfolios.” Technical Services Quarterly 26 (1): 13–20. https://doi.org/10.1080/07317130802225076.
- Polger, Mark Aaron, and Karen Okamoto. 2010. “‘Can’t Anyone Be a Teacher Anyway?’: Student Perceptions of Academic Librarians as Teachers.” Publications and Research, March. https://academicworks.cuny.edu/jj_pubs/4.
- Robinson, Shannon Marie. 2017. “Socratic Questioning: A Teaching Philosophy for the Student Research Consultation.” In the Library with the Lead Pipe. https://www.inthelibrarywiththeleadpipe.org/2017/socratic-questioning/
- Seldin, Peter, ed.1997. A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Bolton, Mass: Anker Publishing.
- Sterling, Brittani, Halle Burns, Mayra Corn, Jennifer Culley, Stephanie Fell, Sarah Jones, Christina Miskey, Ruby Nugent, Rebecca Orozco, and Aidy Weeks. 2022. “Working Towards Tenure Together: Creating an Intersectional Peer Supported Cohort Model.” In the Library with the Lead Pipe. https://www.inthelibrarywiththeleadpipe.org/2022/tenured-together/.
- “Teaching Portfolio Resources - Faculty Commons.” 2014. CityTech Faculty Commons. Last updated December 8, 2014. https://facultycommons.citytech.cuny.edu/parse/parse-teaching-portfolio/.
- Valentine, Barbara, and Beth West. 2016. “Improving Primo Usability and Teachability with Help from the Users.” Journal of Web Librarianship, 10 (3):176-196.
- vanDuinkerken, Wyoma, Catherine Coker, and Margaret Anderson. 2010. “Looking Like Everyone Else: Academic Portfolios for Librarians.” The Journal of Academic Librarianship 36 (2): 166–72. https://doi.org/10.1016/j.acalib.2010.01.008.
- Wenger, Etienne C., and William M. Snyder. 2000. “Communities of Practice: The Organizational Frontier.” Harvard Business Review (online), January-February 2000. https://hbr.org/2000/01/communities-of-practice-the-organizational-frontier.
- Werrell, Emily L., and Laura A. Sullivan. 1987. “Faculty Status for Academic Librarians: A Review of the Literature.” College and Research Libraries 48 (2): 95–103. https://doi.org/10.5860/crl_48_02_95.
- Woodard, Beth S. 2005. “One-on-one Instruction: from the Reference Desk to Online Chat.” Reference & User Services Quarterly, 203: 44(3).
- Zubizarreta, John. 1995. “Using Teaching Portfolio Strategies to Improve Course Instruction.” In Improving college teaching, edited by P. Seldin, 167-179. Bolton, MA: Anker.
- Zubizarreta, John. 1997. “Improving teaching through portfolio revisions.” In The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, edited by Peter Seldin. Bolton, MA.: Anker.