id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
crl-15912	Walter, Scott	Librarians as Teachers: A Qualitative Inquiry into Professional Identity	2008	21	.pdf	application/pdf	12592	380	32	Drawing both on the idea of teacher identity from the literature of teacher education and on existing studies of professional stereotypes and professional identity development among academic librarians, this study explores the degree to which academic librarians think of themselves as teachers, the ways in which teaching has become a feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity” as part of their personal understandings of their role on campus. Students Taught ∆ 1994–1995 661 * 13,244 * 1995–1996 626 –5.3% 12,003 –9.4% 1996–1997 736 +17.6% 13,951 +16.2% 1997–1998 723 –1.8% 12,629 –9.5% 1998–1999 759 +5% 12,711 +.6% 1999–2000 855 +12.6% 15,767 +24% 2000–2001 968 +13.2% 18,836 +19.5% 2001–2002 1,008 +4.1% 21,075 +11.9% 2002–2003 1,166 +15.7% 19,172 –9% 2003–2004 1,090 –6.5% 21,980 +14.6% 1994–2004 +64.9% +66% are increasingly responsible for a variety of activities directly related to teaching and learning, and that the scope of those responsibilities has expanded in recent years to encompass instruction delivered in the library, across the campus, and in online learning environments.2 Academic librarians have been respon- sible for direct instruction of students for well over a century, but changes to the academic cur- riculum, the demographics of the college student body, and the place of information tech- nology (especially the World Wide Web) in higher educa- tion have all contributed to an increasing focus on the role of the librarian as teacher over the past 30 years.3 Consider as representative examples from the research library en- vironment the recent growth of the library instruction pro- grams at the University of Maryland, the University of Kansas, and Washington State University:4 Admi edly, these numbers are crude and tell us nothing about the complexity of the instructional work required of librarians in this environment (e.g., the difference between preparing for a class that consists of a library tour ver- sus one that involves the de- velopment of an assignment measuring student ability to apply critical thinking to the selection of information re- sources that will be included in the final course grade), but they demonstrate that, at the most basic level, the amount of professional time and effort dedicated to teaching in aca- demic libraries has increased significantly over the past decade.	cache/crl-15912.pdf	txt/crl-15912.txt