Developing Librarians’ Teaching Practice: A Case Study of Learning Advisors Sharing Their Knowledge

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aut.relation.issue27
aut.relation.journalJournal of Learning Development in Higher Education
dc.contributor.authorHarding, Rachael
dc.contributor.authorMcWilliams, Robyn
dc.contributor.authorBingham, Tricia
dc.date.accessioned2023-05-09T00:32:21Z
dc.date.available2023-05-09T00:32:21Z
dc.date.issued2023-04-27
dc.description.abstractIncreasingly, tertiary librarians are required to teach as part of their role. There is recognition that ongoing professional development (PD) is required in teaching and learning as this is not generally provided as part of formal library qualifications. Using an education design-based research approach, this collaboration aimed to enhance the teaching practice of liaison librarians to enable more consistent review, planning, and design of information literacy workshops. As part of a wider PD programme for liaison librarians at Auckland University of Technology (AUT), learning advisors developed and taught three workshops. The learning advisors were chosen by the library leadership due to their teaching expertise and adaptability. They provide embedded, academic literacy support for students tailored to specific assessment guidelines and marking criteria. The aim was to share examples of learner advisor practice underpinned by relevant theory and applied directly to an information literacy context. Liaison librarians were exposed to workshop strategies to develop appropriate learning outcomes, content, and pedagogical approaches for planning ongoing teaching. They had opportunities to assess and evaluate their current knowledge and skills and consider new approaches. These sessions enabled the team to go forward with shared knowledge to guide their workshop design to create more consistent, sustainable, and measurable content. Another outcome was the co-development of workshop design principles which have been applied to the redevelopment of workshops. As this process is replicable, the value of sharing knowledge and expertise between teams such as learning advisors and liaison librarians is worth exploring further.
dc.identifier.citationJournal of Learning Development in Higher Education, ISSN: 1759-667X (Print); 1759-667X (Online), Association for Learning Development in Higher Education, (27). doi: 10.47408/jldhe.vi27.1007
dc.identifier.doi10.47408/jldhe.vi27.1007
dc.identifier.issn1759-667X
dc.identifier.issn1759-667X
dc.identifier.urihttps://hdl.handle.net/10292/16108
dc.publisherAssociation for Learning Development in Higher Education
dc.relation.urihttps://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1007
dc.rights.accessrightsOpenAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject3901 Curriculum and Pedagogy
dc.subject46 Information and Computing Sciences
dc.subject39 Education
dc.subject4610 Library and Information Studies
dc.subjectinformation literacy; professional development; learning advisors; academic libraries; liasion librarians; teaching practice
dc.titleDeveloping Librarians’ Teaching Practice: A Case Study of Learning Advisors Sharing Their Knowledge
dc.typeJournal Article
pubs.elements-id505442
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