Subjects
Instruction librarianship, faculty–librarian relationship, librarian perceptions
Document Type
Research Article
Abstract
This study investigates instruction librarians’ perceptions of their relationships with teaching faculty. Respondents to a survey of U.S. instruction librarians indicated that they tended to agree that their teaching was valued and they had autonomy in what they taught. However, the often one-time nature of library instruction limited their effectiveness as teachers, and respondents felt that faculty did not view librarians’ teaching as equivalent to their own. Respondents also reported a disconnect between their professional identities and others’ viewpoints, describing having their teaching role minimized or misunderstood by others, especially faculty. Additionally, a relationship was found between some aspects of librarians’ perceptions of the faculty–librarian relationship and three separate factors: formal, non-library teaching experience; length of time as an instruction librarian; and librarians’ amount of teaching. This research sheds light on the complexities of this important relationship and helps instruction librarians understand how others’ views impact their professional identities.
DOI
10.15760/comminfolit.2022.16.2.3
Persistent Identifier
https://archives.pdx.edu/ds/psu/38981
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Becksford, L. (2022). Instruction Librarians’ Perceptions of the Faculty–Librarian Relationship. Communications in Information Literacy, 16 (2), 119–150. https://doi.org/10.15760/comminfolit.2022.16.2.3