Librarians as TeachersSheila Corrall, Professor of Librarianship, University of Sheffield

Laura Cox, Librarian - Serials & Interlending, University of Technology Sydney

Department of Information Studies

Centre for Information Literacy Research

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The pedagogical knowledge and development needs of subject librarians

• Background and objectives of the study• Methodology and characteristics of the sample• Results:

– teaching activities, development undertaken– knowledge gained and its application to practice– views on knowledge levels and development methods

• Summary of key findings and consequences

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Background• Employer demand for skilled graduates

• Expanded and diversified student population

• Resource-based and independent learning

• Development of library role in learner support

• Advances in ICT, e-resources and e-learning

• Development of subject librarians as teachers of information literacy and learning facilitators

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Aims• Investigate educational skills and knowledge of

subject librarians and views on their importance

• Examine nature and extent of knowledge and skills needed for their information literacy roles

• Provide a broad picture of the approach to pedagogical knowledge in the UK HE sector

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Objectives

The research aimed to discover and examine the

• extent of time spent teaching information literacy

• level of pedagogical knowledge possessed and any formal development undertaken to acquire it

• use of this knowledge to inform teaching practice

• adequacy of their knowledge/skills for their roles, their potential CPD needs and opportunities

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Methodology• Mixed methods – primarily quantitative approach

• Web survey tool with 35 mainly closed questions

• Design informed by literature and 2 e-interviews

• Sample drawn systematically from all UK HEIs

• Responses from 82 out of 137 librarians (60%)

• Analysis used statistical software, simple tests, open coding and thematic categorisation

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Questionnaire content• About you – job title, subject area, career stage, institution type,

employment contract

• Your teaching role – working hours, teaching-related hours, teaching tasks, assessment role, assessment activities

• Knowledge and skills – teacher training, learning methods, courses attended, qualifications, training providers, future plans, learning gained, practices developed, competence self-assessment

• Opinions on knowledge and skills – overall importance, confidence self-assessment, priority areas

• Opinions on development approaches – preferred method, educational options, opportunities available, other comments

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Questionnaire design• Question types: mainly multiple-choice tick-box

– selected, specified, ranked and scaled questions

• Qualitative element: comment boxes provided space for both factual content and opinions– teaching tasks, assessment approaches, learning

methods used, qualifications planned or considered, most valued learning, knowledge development needs, preferences for development methods, preferences for educational options, any other comments

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Sample characteristics• 82 respondents

• 71 (86%) working full-time

• 49 (60%) 8> years in role, 15 (18%) <3 years in role

• 48 (59%) pre-1992 unis

• Varied job titles and focus– generic, subject,

information, liaison, learning or tutoring

• Spread of disciplines– 16 (20%) cross-discipline

– 26 (32%) arts/humanities

– 21 (26%) social sciences

– 12 (15%) engineering and/or physical sciences

– 7 (9%) life sciences

• Average time on teaching 7 hours pw (range 0–25)

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Teaching-related activities• Four-fifths involved in teaching small and large groups,

delivering pre-arranged one-to-one instruction, providing on-the-spot support and writing guides/learning materials

• One-third involved in assessment for various purposes– 15% formative feedback, 11% diagnostic, 9% formal summative

(NB technical design error limited responses to just one purpose)

• Variety of assessment methods used, including– pre-training audit or quiz– post-training questionnaires– formal and practise assignments

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Pedagogical development• More than half had attended short courses and

one-third had undertaken extended programmes– significant number (15=18%) cited in-house courses– a similar number (15=18%) had obtained PG/other

qualifications and almost half showed interest in this*

• Four-fifths recognised on-the-job development• Other sources were past teaching experience,

peer support/working groups, conferences, learning from colleagues and personal reading

* Responses to ‘Are you considering…qualifications?’ (11% Yes, 35% Maybe)

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Most valuable learning from education or training undertaken* 1. Awareness of different learning styles/abilities

2. Different methods of delivery

3. Preparation

4. Embedding in curriculum/timeliness of delivery

5. Importance of communication

6. Making it interesting and varied

7. Importance of feedback/evaluation* 53 respondents answered Q.24 asking for the 3 most valuable things learnt

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Practices developed from knowledge of teaching/learning theories*

1. Flexibility/variety of sessions

2. Application of learning styles/matching needs

3. Using different media in different ways

4. Clarifying purpose and using formal objectives

5. Practical teaching tips

6. Reflective, paced learning

* 39 respondents answered Q.25 on practices drawn from knowledge of theory

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Importance, sufficiency and confidence in teaching knowledge• Almost all respondents said teaching knowledge

was ‘important’ or ‘very important’ for their role• Almost three-quarters of respondents (72%) felt

that they had sufficient knowledge for their role• A similar number (72%) felt ‘confident’ about

delivering teaching/training sessions and a significant number (22%) felt ‘very confident’– newer staff especially said a course would help here

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Knowledge of particular areas• A majority of respondents (at least 75%) claimed

reasonable or extensive knowledge of coaching skills, delivering sessions and writing materials

• They were less knowledgeable about designing learning activities and teaching/learning theories

• Statistical tests showed course attendance had a significant impact on knowledge of latter areas

• Respondents ranked delivery of sessions and information literacy as the most important areas

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Preferred method for developing teaching knowledge and skills

Formal education programme*On-the-job developmentShort courseOther

42%30%23%6%

* Formal education was preferred by larger numbers of respondents from post-1992 institutions and respondents with less experience

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Preferred methods of delivery via formal education programmes

Core module within LIS programDesignated pathway in LIS programSpecialist LIS programme in this areaElective module within LIS programOther*

16 (38%)11 (26%) 9 (21%) 3 (7%) 3 (7%)

* Included courses aimed at university teaching staff and special CPD course with practical workplace experience built into program

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Review of key findings• Teaching confirmed as a substantial part of the role, but

currently limited involvement in (formal) assessment• Reported levels of pedagogical knowledge are

impressively high, though weaker in theoretical areas• Levels of (self-assessed) competence and confidence

are much higher than generally assumed in the literature • Amount of development activity undertaken is extensive,

with significant numbers obtaining formal qualifications• Evidence that learning gained is informing practice• Support for improved coverage in professional education

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Contrasting views

‘Teaching is a core part of [the] role. We ignore this at our peril’

‘[I] still feel that we are primarily librarians who have trained as librarians. I did not choose to be a teacher and deliberately did not follow that path.’

‘Everyone who has face to face contact with staff or students teaches in a library. It may just be one to one about particular resources or in a classroom environment. But we all teach.’

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Concluding comments

‘Time to bite the bullet and make a qualification compulsory if teaching forms a substantial part of a post’

‘I have lots of teaching experience, but a certificate from a CPD course would demonstrate that I’d kept my qualifications in this area up to date’

‘If there was a qualification offered in very small nuggets… this would be more possible’

‘A specific course aimed at information professionals and dealing with information literacy would be ideal…’

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And finallyWe are proud to announce the University of Sheffield

PGCert/PGDip/MA in Information LiteracyCore modules: Education for Information Literacy (30 credits)Information Resources and Information Literacy (15 credits)Information Retrieval: Search Engines & Digital Libraries (15 credits)Educational Informatics (15 credits)Information Literacy Research (15 credits)Research Methods (15 credits)Dissertation (45 credits)

Programme Coordinator: Sheila Webberhttp://www.shef.ac.uk/is/prospectivepg/courses/il