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How instruction librarians continue learning new concepts and skills throughout their careers

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  • Instruction librarians are at the forefront of introducing learners to new concepts and skills such as evaluation strategies, searching techniques, and trends in scholarly communication. But how do instruction librarians themselves learn new concepts and skills? Especially if they have been a professional for a significant amount of time and have experienced multiple changes in the profession. We conducted a study to learn how mid-career and experienced instruction librarians seek out and learn new professional information, how they find curiosity sparks to keep them engaged in their work, and how they choose to incorporate new ideas or professional competencies into their instructional practice. Mid-career professional development has been characterized by stage-like models depicting growth, stability, and sometimes frustration (Maskit, 2011). These stages have been explored in K-12 teachers, and we wanted to determine how well these stages describe the experiences of mid-career and experienced instruction librarians. We were especially interested in these librarians because many workplaces have multiple generations of workers and must find ways to encourage growth in an age-diverse environment. However, much of the literature and professional development opportunities focus on supporting newer librarians (for example, Flatley and Weber, 2004). We enthusiastically agree that newer librarians should receive significant and thoughtful supports, but were curious to explore the unique challenges mid-career and experienced librarians face based on their accumulated experiences as well as how they sustain their engagement with new ideas. Presented at the European Conference on Information Literacy (ECIL) Krakow, Poland October 10, 2023
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  • Krakow, Poland
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Dichiarazione dei diritti
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file details ECIL-LibsLearning.pdf 2023-10-09 Pubblico Scaricare