Academic librarians at community colleges, four-year institutions, research universities, and every kind of college or university in between engage in teaching and instruction. Many of us enter these roles with limited experience or education, sometimes figuring out how to engage students in learning from our own observations, trial-and-error, or professional learning opportunities. As our instructional responsibilities grow, shift, emerge, or change, we need to find more consistent, evidence-based ways for us to develop sound pedagogical practices and hone our instructional identities at the individual, programmatic, institutional, and profession-wide levels.
Do you have an authentic case study or experience to share that can help your colleagues explore how instruction-centric perspective transformation can happen?
Are you in a unique environment, working with students or faculty with specific instructional needs?
Did integrating the Framework into instruction shift your institution’s teaching culture?
Have you reframed your own instructional identity as you integrate technology into your teaching, or as you grappled with pandemic-centric learning conditions in 2020?
How have critical pedagogy, antiracist practices, and social justice initiatives refocused your own sense of yourself as a library educator?
This edited volume will expand upon existing conversations that focus on individual activities, programmatic priorities, institutional initiatives, and professional perspectives to delve into the ways that libraries and librarians can meaningfully shape information literacy instruction for 21st century learners and their needs.