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首页> 外文期刊>Journal of information literacy >Are librarians teachers? Investigating academic librarians’ perceptions of their own teaching skills
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Are librarians teachers? Investigating academic librarians’ perceptions of their own teaching skills

机译：图书馆员是老师吗？调查大学图书馆员对自己的教学技能的看法

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Librarian roles in the education sector increasingly include teaching responsibilities, therefore librarians need to know more about teaching theory and techniques in order to provide high-quality information literacy (IL) teaching. There has been little published research into how librarians conceive of their teaching, their skills and themselves as teachers. This research, initially conducted for a Masters dissertation in the Information School at the University of Sheffield, investigates the variation in conceptions of their own teaching skills among academic librarians who teach IL in higher education (HE). It was investigated whether participants would describe themselves as teachers, whether they are influenced by teaching theories (and which ones), and whether they are actually teaching or training. Firstly the literature on pedagogy for IL, approaches to teaching IL in HE, and librarians as teachers, was reviewed before the research and its findings are discussed. A phenomenographic approach was used. A purposive sample of six librarians who teach IL in HE institutions in the north of England was chosen, selected to ensure maximum variation between participants and the resulting conceptions. Six interviews were conducted using phenomenographic techniques to encourage participants to talk about their conceptions, and the interviews were then transcribed and analysed. The data gives rise to four categories of description, each of which describes a conception that librarians hold of themselves and their teaching:: teacher-librarian; learning support; librarian who teaches; and trainer. The variation between categories is determined by interviewees’ conceptions of themselves, their teaching, IL, and other teachers. The results suggest that further support and training for librarians and library and information science (LIS) students would be beneficial and more in-depth and larger-scale research is recommended to test these conceptions and understand in greater detail the training experience and needs of librarians who teach. This article is based on a paper presented at LILAC 2015.
机译：图书馆员在教育领域的作用越来越包括教学责任，因此，图书馆员需要更多地了解教学理论和技术，才能提供高质量的信息素养（IL）教学。关于图书馆员如何看待他们的教学，他们的技能和自己作为教师的研究，几乎没有发表过的研究。这项研究最初是在谢菲尔德大学信息学院的硕士学位论文中进行的，旨在调查在高等教育（HE）中教授IL的学术馆员对自己的教学技能观念的变化。调查了参与者是否会形容自己为教师，是否受到教学理论（以及哪些理论）的影响，以及他们实际上是在教书还是在训练。首先，在讨论研究和发现之前，先回顾了有关IL教学法的文献，在HE中教授IL的方法以及图书馆员作为教师的文献。使用现象学方法。选择了六名在英格兰北部的高等教育机构中教授IL的图书馆员，以确保参与者与由此产生的观念之间的差异最大。使用现象学技术进行了六次访谈，以鼓励参与者谈论其观念，然后对访谈进行转录和分析。数据产生了四个类别的描述，每个类别都描述了图书馆员对自己及其教学的看法：学习支持;教书的馆员;和教练。类别之间的差异取决于受访者对自己，他们的教学，IL和其他老师的观念。结果表明，对图书馆员以及图书馆和信息科学（LIS）学生的进一步支持和培训将是有益的，并且建议进行更深入，更大规模的研究以检验这些概念并更详细地了解图书馆员的培训经验和需求谁教。本文基于在LILAC 2015上发表的一篇论文。

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