Education Training for Instruction Librarians

Volume 8, Issue 1, 2014

INVITED COLUMN [PERSPECTIVES]

EDUCATION TRAINING FOR INSTRUCTION LIBRARIANS

A shared perspective

Dani Brecher The Claremont Colleges Library

Kevin Michael Klipfel California State University, Chico

ABSTRACT

This article provides an overview of recent literature illustrating a troubling disconnect between (a) the importance of teaching and information literacy instruction for the future of libraries and (b) the apparent lack of education training many librarians receive during library school. We argue that it is essential for the future success of academic libraries that library schools pay greater attention to instructional pedagogy for training library leaders of the future. We then outline several practical strategies drawn from our own experience that library school students and currently practicing professionals can adopt to expand their understanding of instructional pedagogy as a way to improve their practice as teaching librarians.

43 Brecher and Klipfel, Education Training Communications in Information Literacy 8(1), 2014

INTRODUCTION: LIBRARIANS AS received responses from 79 supervisors who placed ads for new librarians on the ALA EDUCATORS JobLIST website in 2009. These jobs all In a recent issue of CIL, Davies-Hoffman et involved some level of instructional al. draw attention to “the contradiction responsibilities which, as Davies-Hoffman between the growing importance of et al. note, “is now a standard responsibility information literacy instruction to the of most public service librarians,” even if Library’s core mission and the lack of instruction is not a central aspect of their job pedagogical training for new (p. 10). Hall reports that “the vast majority” librarians” (2013, p. 9). This lack of of respondents to the survey (87%) reported preparation is problematic for several that instruction is “very important” to their reasons. First, as the authors note, libraries. Seventy-two percent responded incorporating information literacy that instruction was very important to the instruction into the university curriculum is position advertised, even if it was not the primary responsibility of the position (p. now one of the primary responsibilities for many reference and instructional librarians 28). These results, and others like them (see in academic libraries (cf. Hall 2013, p. 24), Hall pp. 25–26 for an overview) highlight yet many of these librarians lack the the need for pedagogical training for educational training necessary to excel in librarians, especially those fresh out of these positions. For example, Scott Walter library school (Davies-Hoffman et al., p. writes that “[t]he rise of interdisciplinary 13). instructional initiatives such as General Education, First-Year Experience, and Finally, pedagogical preparation is Writing Across the Curriculum…have not important for the simple and more only provided increasing instructional fundamental reason that it is difficult to help students learn without a basic grounding in opportunities for academic librarians, but have all but required academic libraries to the theory and psychology of how students focus on teaching as a core service” (Walter, learn. Teachers without such preparation 2008, p. 65). A background in pedagogy is are, to borrow an example from Aristotle, particularly important for these librarians, like archers without a target to aim at: who are increasingly expected to collaborate destined to be less successful than if they on equal terms with faculty in teaching had a clear appreciation of their goal information literacy and critical thinking (Aristotle, N.E., I.3). Effective teaching skills. A background in the theory and requires us to understand how our students psychology of learning can situate the learn and then to tailor our instruction librarian as an equal in relationships with accordingly. To truly become “student- other faculty and can allow the librarian to centered” educators, librarians need be a major contributor in that relationship. adequate training that is up-to-date on current best practices in educational theory Second, due to the importance of and its application to the classroom context. information literacy instruction to the For these reasons, the lack of pedagogical current mission of libraries, employers of training that librarians receive in library new librarians place a high value on school is deeply troubling for the profession teaching, seeking job candidates with (Walter, 2006, p. 10). Research shows that instructional experience and education most ALA-accredited library schools do not training (Hall 2013). A recent study by Hall require students to take courses in 44 Brecher and Klipfel, Education Training Communications in Information Literacy 8(1), 2014 instructional pedagogy or user education. If such classes are offered, they tend to be Unfortunately, when future instruction offered as electives (see Davies-Hoffman et. librarians do seek out pedagogical training al, p. 11, for specific details). Compare this in their MLS program, it is often outdated to the requirement of most leading library and inadequate (Davis-et al., p. 13; Walter schools that students take a basic class in 2008, p. 62). This is unsurprising since reference librarianship. Most librarians many such courses will, inevitably, be would find it strange if a colleague, no taught by librarians who may lack formal matter her area of pedagogical training expertise, had never themselves and rely taken a basic TO SUCCEED AS AN heavily on their own reference course INSTRUCTION LIBRARIAN, OR AS experience. This is (Walter, 2008). The ANY LIBRARIAN WITH AN not to downplay the analogy illustrates importance of the incongruity INSTRUCTIONAL ASPECT TO HIS learning from more between the OR HER POSITION IN THE 21ST- seasoned library importance placed instructors. Indeed, on instruction by the CENTURY LIBRARY, AN many of the most 21st-century library UNDERSTANDING OF HOW valuable learning (Davis-Hoffman et. STUDENTS LEARN IS CRITICAL. experiences the al, 10) and the level authors had during of instruction library school came training most librarians receive as part of from working with experienced instruction their library education (Walter, 2008, p. 62). librarians at UNC’s R. B. House Undergraduate Library. It does, however, This lack of curricular attention leads many further highlight the need for quality students to believe incorrectly that pedagogical training for librarians, in order instruction, in the words of one library to best prepare new librarians for the school student, “must not be a significant profession they are entering, and the actual priority in the profession right now.” Unlike demands that will be placed on them. For, as the “oodles of classes on different kinds of Scott Walter rightly notes, “librarianship is reference focuses,” there was only “one a profession in transition,” where academic class specifically on this issue of” library librarians roles have “increasingly been cast instruction (Walter, 2008, p. 62). This lack within the context of the librarian's role as of focus on pedagogical training in library teacher” (2008, pp. 51–53). school not only leaves many students ill- prepared to enter the profession, but also Given these considerations, we believe leaves them with a skewed view of their Davies-Hoffman et al. have accurately professional futures. Increasingly, today’s diagnosed a fundamental problem within employers are seeking librarians with library education. The future of library expertise in instruction, not traditional education must recognize these realities, and subject expertise in reference (Hall, 2013). provide adequate preparation for teacher- Librarians considering a future in reference librarians entering the profession. MLS and instruction will want to take this programs must prepare librarians to be account when planning their coursework effective leaders in their fields, which will and practicums during library school. require these programs to make current

45 Brecher and Klipfel, Education Training Communications in Information Literacy 8(1), 2014 educational theory and practice a central we structure library instruction sessions. In priority. Traditional training of librarians in every job interview, we were questioned areas such as reference, cataloguing, and extensively about our teaching methods and collection development is, of course, still the philosophies underlying them; training important and necessary, but it is no longer in and exposure to the education literature sufficient. The library leaders of the future informed our responses and led to in-depth must have knowledge of how students learn conversations about the purpose and value and adequate training in how to organize of library instruction. It is important to note information literacy instruction around that that our pedagogies were influenced and aim. They must have knowledge of more conversations were initiated by taking just than just libraries. one or two classes in education. Imagine the difference if, say, a quarter of the library EDUCATION TRAINING: A SHARED school course load for instruction librarians was education-focused. Without a broader PERSPECTIVE exposure to ideas outside the traditional

Despite the situation that currently exists library school curriculum, we likely would within library schools, options do exist for not have had the opportunity or the current MLS students to deepen their knowledge to engage with important, big- understanding of instructional pedagogy. picture conversations about instruction One route we took as MLS students was to librarianship and to take on leadership roles pursue doctoral work at UNC-Chapel Hill’s straight out of library school. School of Education concurrent with our studies at UNC’s School of Information and Taking coursework outside of the library Library Science. This coursework, in school, and advocating for the value of addition to the excellent on-the-job doing so, has opened the door for other library school students at UNC-Chapel Hill instructional training we received as graduate assistants at UNC’s Undergraduate to follow a similar path. Several of our peers Library, introduced us to the contemporary at the Undergraduate Library have taken psychology of learning and helped us to courses in the School of Education this past develop pedagogies incorporating this semester. This is a welcome trend; the more knowledge into information literacy MLS students explore this option, the better instruction. prepared they will be not just for their first instruction position, but to become leaders Even a small amount of education in the future direction of information coursework proved to be invaluable. The literacy instruction. We therefore information in these courses was recommend that current MLS students immediately applicable to our instructional explore such opportunities, if available, as work with undergraduates. Rooting our an adjunct to their standard library school lesson plans in the current literature on curriculum. learning made our library sessions tighter, more engaging, and outcome-oriented. NEXT STEPS When it came time to go on the job market as instruction librarians, our education For those of us who have already left library coursework differentiated us from other school, what are we to do? Historically, the candidates, and allowed us to speak answer has been to get another master’s articulately about the rationale behind how degree in a teaching-related area: Education, 46 Brecher and Klipfel, Education Training Communications in Information Literacy 8(1), 2014 instructional technology, instructional ideas about educational theory and its design. For many full-time new application to librarianship, we have made a professionals, however, this is not a concerted effort to link to work from other reasonable expectation; in many cases, it’s educators whose research we think may be not fiscally feasible, a part-time degree will relevant, in order to create a greater take years to complete, and we need these awareness of these materials within the skills and knowledge yesterday. But there instructional librarian community. It is our are certainly avenues that currently hope that our blog will become one of the practicing librarians can explore to learn places where instruction librarians can hash about and engage with the field of out ideas; to this end, we plan to invite guest education, outside of the more traditional, posts from instruction librarians across the classroom-based routes. country, especially those without their own robust blog presence. We also invite One low barrier-to-entry way to engage is interested librarians to contact us if they are through the vibrant community of practice interested in making their own contributions surrounding issues of library instruction and to this ongoing conversation. education on the blogosphere. Blogs by instruction librarians such as Char Booth’s Education blogs themselves are also useful Info-mational (http:// resources for librarians. One excellent infomational.wordpress.com/) and Nicole example is University of Virginia Professor Pagowsky’s Pumped Librarian (http:// Daniel Willingham’s Science and Education pumpedlibrarian.blogspot.com/) frequently blog. Willingham’s stated goal is to discuss issues related to instructional “provide pointers to scientific findings that pedagogy. We think it a welcome trend that are applicable to education.” Willingham their views are typically grounded in combines his own insights into education instructional theory. Additionally, an with links to news articles about important feature of these sites is that lively instructional pedagogy and the cognitive conversations are held and new ideas are science of learning. Most of the materials on traded in the comments sections. The library this site are explicitly pitched at a level that instruction blog community therefore the lay reader can understand; indeed, provides a constant forum for learning and Willingham even includes a “Learning discussion. And, in many cases, this online Styles FAQ” link where he provides an community of practice extends to real-world overview of the reasons why there is no interactions at conferences, collaborations scientific basis for learning styles – a across institutions, and the cross-pollination conclusion we suspect might come as a of ideas. surprise to many library educators!

We recently tossed our hats into the ring and One way to bring the type of started a blog titled Rule Number One interdisciplinary thinking that is happening (http://www.rulenumberoneblog.com/), the online into the broader professional context title inspired by a quote about librarians would be for professional journals and from the author Neil Gaiman. Our blog conferences to privilege work that focuses on library instruction and incorporates research from outside of applications of educational psychology librarianship, such as education, principles to the teaching of information psychology, and developmental science. By literacy. In addition to sharing our own rewarding the integration of work based on

47 Brecher and Klipfel, Education Training Communications in Information Literacy 8(1), 2014 disciplines traditionally somewhat divorced research on learning and cognition by a well from librarianship, teaching librarians could -respected educational psychologist; the become better informed about diverse and book is rigorous in its adherence to potentially disruptive ideas in familiar scientific principle, yet easy enough for the professional contexts. On an individual lay reader to comprehend. As such, the book level, publishing and presenting librarians serves as a model for the kind of book that can make an effort to expand their literature will be useful for library instructors to seek reviews to include library-adjacent research. out in order to incorporate its lessons into There are also a number of library-focused their practice. MOOCs, such as the Metaliteracy MOOC from the University of Albany and Empire Similar books focus on motivational and State College, which spend significant affective components related to student course time on educational theory. learning. For example, motivational However, librarians need not limit researcher Edward Deci’s Why We Do What themselves to continuing education that is We Do provides an excellent introduction to specifically for libraries (Davies-Hoffman et issues related to human motivation in and al). There are also many free online classes out of the classroom; understanding these and seminars for educators (both K-12 and issues has tremendous implications for in higher education) that could be explored. library education and practice. More recent For example, Coursera is currently offering work by Carol Dweck in her book Mindset, over 60 education-related courses, led by and Paul Tough’s How Children Succeed, faculty members from a variety of provide further guidance for educators on prestigious education programs. issues such as beliefs about intelligence, persistence, and the importance of effort for Finally, a large number of “popular” students’ success. These books provide education and educational psychology current understanding of issues related to books have been published for the exact both cognitive and motivational aspects of purpose of introducing practitioners to new student learning. An interest in, and pedagogical themes, and many of them even knowledge of such issues, will be provide suggestions for how (and, imperative if library instruction is to remain importantly, why) one might introduce them relevant in the future. in a classroom. Even though these books are not specifically targeted at librarians, we CONCLUSION can learn as much as any educator from them. For example, we have both found In today’s academic landscape, librarians compelling ideas to incorporate into our are educators. While library schools should teaching in Daniel Willingham’s Why Don’t certainly recognize this and offer avenues Students Like School? Though the book is for students to build education coursework targeted at K-12 teachers, the lessons about into their curriculum, there are possibilities how people learn are applicable across for continuing (or beginning) that work post education. The book was used as a primer in -MLS. To succeed as an instruction the first two weeks of our educational librarian, or as any librarian with an psychology seminar as a way to introduce instructional aspect to his or her position in students to the field and the scholarly the 21st-century library, an understanding of literature that would follow. It provided a how students learn is critical. This paper is useful overview of the contemporary a call for us to professionalize ourselves as 48 Brecher and Klipfel, Education Training Communications in Information Literacy 8(1), 2014 teachers, formally through library school Mullins, J. L. (2012). Are MLS Graduates curricula, and through our own concerted Being Prepared for the Changing and efforts. We hope that this is just the Emerging Roles that Librarians Must Now beginning of this conversation. Assume Within Research Libraries? Journal of Library Administration, 51(1), REFERENCES 124–132.

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