The Library Instructor as Learner: A Survey of Reflective Teaching Practices in US Academic Libraries
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| Title: | The Library Instructor as Learner: A Survey of Reflective Teaching Practices in US Academic Libraries |
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| Language: | English |
| Authors: | Alicia G. Vaandering, Amanda Crego-Emley |
| Source: | Communications in Information Literacy. 2025 19(2):220-241. |
| Availability: | Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Libraries, Educational Practices, Reflection, Library Instruction, Librarian Attitudes, Library Personnel, Barriers, Educational Strategies, Online Surveys |
| Abstract: | Reflective practice provides library workers with a critical opportunity to examine professional experiences, question assumptions and approaches, explore new perspectives, and develop innovative solutions to existing problems. When applied to instruction as reflective teaching, this practice better situates library instructors to meet the evolving needs of twenty-first-century library users. This research study explores how library workers engage with reflective teaching in academic libraries across the United States. A survey was distributed to academic library communities, and a total of 153 responses were collected. While 92% of respondents reported participating in reflective teaching practice in a variety of instructional contexts, results indicated that respondents have utilized a broad range of methods for reflection and experienced numerous benefits and barriers. These diverse experiences suggest that library instructors see value in reflective work and would benefit from greater training and opportunities to participate in this practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493675 |
| Database: | ERIC |
| Abstract: | Reflective practice provides library workers with a critical opportunity to examine professional experiences, question assumptions and approaches, explore new perspectives, and develop innovative solutions to existing problems. When applied to instruction as reflective teaching, this practice better situates library instructors to meet the evolving needs of twenty-first-century library users. This research study explores how library workers engage with reflective teaching in academic libraries across the United States. A survey was distributed to academic library communities, and a total of 153 responses were collected. While 92% of respondents reported participating in reflective teaching practice in a variety of instructional contexts, results indicated that respondents have utilized a broad range of methods for reflection and experienced numerous benefits and barriers. These diverse experiences suggest that library instructors see value in reflective work and would benefit from greater training and opportunities to participate in this practice. |
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