If the Rubric Fits: Library Instruction, Teaching Efficacy, and the Practice of Collective Reflection

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Date
2019
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Abstract

As teaching becomes more and more important within the field of librarianship, it is imperative that librarians find ways to develop confidence in their classroom practices. Librarians frequently articulate a desire to improve their skills as teachers and to make their instructional efforts more effective. So how do librarians build personal and collective efficacy in teaching? What methods are available to librarians within the classroom context that allow them to reflect on teaching and learning effectiveness? And how do librarians cultivate a local community of practice where they can receive peer feedback and develop norms? Albert Bandura’s Social Cognitive Theory correlates belief in ability and effectiveness in praxis; when people believe in their ability, they will be more effective. This translates well to librarian teachers. When librarians believe in their ability to teach, they become more effective teachers. This efficacy can be developed by critically reflecting on one’s teaching practice through the examination of student work.

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Keywords
Library Instruction, Social Cognitive Theory
Citation
Whitver, S. M. (2019): If the Rubric Fits: Library Instruction, Teaching Efficacy, and the Practice of Collective Reflection. The Grounded Instruction Librarian: Participating in the Scholarship of Teaching and Learning, Association of College & Research Libraries, pp. 217-231.