Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators

As academic librarians’ instructional responsibilities evolve, it is useful to consider what factors influence how they consider their teacher identities. In this research, the author used a survey instrument grounded in transformative learning theory to explore whether librarians with varying years...

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Main Author:	Amanda Nichols Hess
Format:	Article
Language:	English
Published:	Communications in Information Literacy 2020-01-01
Series:	Communications in Information Literacy
Subjects:	academic librarians information literacy instruction perspective transformation teacher identity years of experience time in librarianship
Online Access:	https://archives.pdx.edu/ds/psu/34478

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spelling	doaj-d65d871d0c104b8c9284ee63eb80c5662020-12-22T20:47:17ZengCommunications in Information LiteracyCommunications in Information Literacy1933-59542020-01-0114210.15760/comminfolit.2020.14.2.1Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as EducatorsAmanda Nichols Hess0Oakland UniversityAs academic librarians’ instructional responsibilities evolve, it is useful to consider what factors influence how they consider their teacher identities. In this research, the author used a survey instrument grounded in transformative learning theory to explore whether librarians with varying years of experience in instruction held different beliefs about how their teaching identities had developed. She found that individuals' years of teaching experience impacted whether fellow librarians or those outside of librarianship influenced how they thought of themselves as educators. Moreover, academic librarians who had more experience indicated that changes in their job responsibilities impacted their instructional identities at greater rates than their less experienced counterparts. Understanding these influences can help library leaders to design, provide, and facilitate meaningful learning opportunities for instruction librarians.https://archives.pdx.edu/ds/psu/34478academic librariansinformation literacy instructionperspective transformationteacher identityyears of experiencetime in librarianship
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Amanda Nichols Hess
spellingShingle	Amanda Nichols Hess Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators Communications in Information Literacy academic librarians information literacy instruction perspective transformation teacher identity years of experience time in librarianship
author_facet	Amanda Nichols Hess
author_sort	Amanda Nichols Hess
title	Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators
title_short	Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators
title_full	Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators
title_fullStr	Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators
title_full_unstemmed	Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators
title_sort	instructional experience and teaching identities: how academic librarians’ years of experience in instruction impact their perceptions of themselves as educators
publisher	Communications in Information Literacy
series	Communications in Information Literacy
issn	1933-5954
publishDate	2020-01-01
description	As academic librarians’ instructional responsibilities evolve, it is useful to consider what factors influence how they consider their teacher identities. In this research, the author used a survey instrument grounded in transformative learning theory to explore whether librarians with varying years of experience in instruction held different beliefs about how their teaching identities had developed. She found that individuals' years of teaching experience impacted whether fellow librarians or those outside of librarianship influenced how they thought of themselves as educators. Moreover, academic librarians who had more experience indicated that changes in their job responsibilities impacted their instructional identities at greater rates than their less experienced counterparts. Understanding these influences can help library leaders to design, provide, and facilitate meaningful learning opportunities for instruction librarians.
topic	academic librarians information literacy instruction perspective transformation teacher identity years of experience time in librarianship
url	https://archives.pdx.edu/ds/psu/34478
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Instructional Experience and Teaching Identities: How Academic Librarians’ Years of Experience in Instruction Impact their Perceptions of Themselves as Educators

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