"Am I a Teacher Because I Teach?": A Qualitative Study of Librarians' Perceptions of Their Role as Teachers

IF 0.8 4区 管理学 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE Portal-Libraries and the Academy Pub Date : 2022-04-01 DOI:10.1353/pla.2022.0020
Maoria J. Kirker
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引用次数: 1

Abstract

abstract:Over the past few decades, the demand for academic librarians who can teach information literacy skills to college students has steadily increased. This interview study explores how academic librarians in a mid-Atlantic metro area define the roles of librarians and teachers, value their teaching role as librarians, and view their teacher-librarian identity. While all librarians interviewed highly valued teaching, the sample split between those who identified themselves as teacher-librarians and those who saw themselves as librarians who teach, with one librarian not associating with the teacher role. Discussion includes implications for librarians, librarian educators, and library administrators.
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“因为我教书,所以我是老师吗?”图书馆馆员对教师角色认知的质性研究
摘要:在过去的几十年里,对能够向大学生传授信息素养技能的学术图书馆员的需求稳步增长。本访谈研究探讨了大西洋中部大都市地区的学术图书馆员如何定义图书馆员和教师的角色,重视他们作为图书馆员的教学角色,以及如何看待他们的教师图书馆员身份。虽然所有受访的图书馆员都高度重视教学,但样本分为两组,一组认为自己是教师图书馆员,另一组认为自己是教书的图书馆员,其中一名图书馆员不认为自己是教师角色。讨论包括对图书馆员、图书馆员教育者和图书馆管理者的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Portal-Libraries and the Academy
Portal-Libraries and the Academy INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
1.80
自引率
8.30%
发文量
53
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