Résumés
Abstract
Drawing inspiration from our own experiences, we find that intentional development of teaching identity through a Community of Practice (CoP) may provide opportunities for librarians’ growth as teachers. The way academic librarians think about teaching identity significantly impacts their effectiveness in the classroom, and the formation of a CoP can yield especially impactful supportive relationships, self-reflective practices, and pedagogical discussions. Through a social learning approach, we recognize the positive impact learning in community can yield; additionally, because of the role of context in teaching, we identify possibilities to address barriers to development of teaching identities. Our focus is on practical application for librarians at any professional stage to use elements of a CoP to cultivate their teaching identity and evolve classroom techniques.
Keywords:
- academic librarians,
- community of practice,
- teaching and learning,
- teacher identity
Résumé
En nous inspirant de nos propres expériences, nous constatons que le développement intentionnel de l'identité d'enseignement par le biais d'une Communauté de pratique (CoP, de l'anglais « Community of Practice ») peut offrir aux bibliothécaires des opportunités d'épanouissement professionnel en tant qu'enseignant.e.s. La façon dont les bibliothécaires universitaires envisagent l'enseignement de l'identité a un impact significatif sur leur efficacité en classe, et la formation d'un CoP peut donner lieu à des relations de soutien, à des pratiques d'autoréflexion et à des discussions pédagogiques particulièrement enrichissantes. Grâce à une approche d'apprentissage social, nous reconnaissons l'impact positif que peut avoir l'apprentissage en communauté ; de plus, en raison du rôle du contexte dans l'enseignement, nous identifions les possibilités d'éliminer les obstacles au développement des identités de l’enseignant.e. Nous nous concentrons sur l'application pratique pour que les bibliothécaires à n'importe quel stade professionnel puissent utiliser des éléments d'un CoP pour cultiver leur identité d'enseignement et faire évoluer les techniques de classe.
Mots-clés :
- bibliothécaires universitaires,
- communauté de pratique,
- enseignement etapprentissage,
- identité de l'enseignant.e
Parties annexes
Bibliography
- Accardi, Maria T. 2013. Feminist Pedagogy for Library Instruction. Sacramento, CA: Library Juice Press.
- Erlinger, Allison. 2018. “Outcomes Assessment in Undergraduate Information Literacy Instruction: A Systematic Review.” College & Research Libraries 79 (4): 442–79. https://doi.org/10.5860/crl.79.4.442.
- Evans, Lorraine, and Karen Sobel. 2021. “Emotional Labor of Instruction Librarians: Causes, Impact, and Management.” In The Emotional Self at Work in Higher Education, edited by Ingrid Ruffin and Charissa Powell, 104-19. Hershey, PA: IGI Global.
- Hays, Lauren, and Bethani Studebaker. 2019. “Academic Instruction Librarians’ Teacher Identity Development Through Participation in the Scholarship of Teaching and Learning.” International Journal for the Scholarship of Teaching and Learning 13 (2): 1–7. https://doi.org/10.20429/ijsotl.2019.130204.
- Houtman, Eveline. 2021. “What Shapes Academic Librarians’ Teaching Practices? A Holistic Study of Individual Librarians, their Contexts, and their Professional Learning Activities.” PhD thesis, University of Toronto. https://hdl.handle.net/1807/104868.
- Julien, Heidi, and Shelagh K. Genuis. 2009. “Emotional Labour in Librarians’ Instructional Work.” Journal of Documentation 65 (6): 926–37. https://doi.org/10.1108/00220410910998924.
- Kendrick, Kaetrena Davis. 2017. “The Low Morale Experience of Academic Librarians: A Phenomenological Study.” Journal of Library Administration 57 (8): 846–78. https://doi.org/10.1080/01930826.2017.1368325.
- Kirker, Maoria J. 2019. “Cultivating Teacher-Librarians through a Community of Practice.” In The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning, edited by Melissa N. Mallon, Lauren Hays, Cara Bradley, Rhonda Huisman, and Jackie Belanger, 311–19. Chicago: Association of College & Research Libraries.
- Laverty, Corinne, and Nasser Saleh. 2019. “Cultivating a Librarians’ Community of Practice: A Reflective Case Study.” In The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning, edited by Melissa N. Mallon, Lauren Hays, Cara Bradley, Rhonda Huisman, and Jackie Belanger, 321–31. Chicago: Association of College & Research Libraries.
- Lloyd, Anne. 2005. “No Man (or Woman) is an Island: Information Literacy, Affordances and Communities of Practice.” The Australian Library Journal 54 (3): 230–37. https://doi.org/10.1080/00049670.2005.10721760.
- 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.
- Nichols Hess, Amanda. 2020. “Academic Librarians’ Teaching Identities and Work Experiences: Exploring Relationships to Support Perspective Transformation in Information Literacy Instruction.” Journal of Library Administration 60 (4): 331–53. https://doi.org/10.1080/01930826.2020.1721939.
- van Lankveld, Thea, Judith Schoonenboom, Monique Volman, Gerda Croiset, and Jos Beishuizen. 2017. “Developing a Teacher Identity in the University Context: A Systematic Review of the Literature.” Higher Education Research & Development 36 (2): 325–42. https://doi.org/10.1080/07294360.2016.1208154.