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Published on October 29, 2007

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Growing Yourself and Growing Your Own: Fostering a Culture of Teaching in Academic Libraries Scott Walter University of Illinois at Urbana-Champaign Presented at the University Library Instructor College University of Michigan April 19, 2007:  Growing Yourself and Growing Your Own: Fostering a Culture of Teaching in Academic Libraries Scott Walter University of Illinois at Urbana-Champaign Presented at the University Library Instructor College University of Michigan April 19, 2007 Outline:  Outline What is a “teaching library”? What is a “culture of teaching”? Touchstones Recruitment Orientation Continuing Professional Education Evaluation The Teaching Library:  The Teaching Library What Does the Teaching Library Look Like?:  What Does the Teaching Library Look Like? Practical Matters An active instruction program Organizational Markers Commitment to teaching recognized in key documents Institutional Connections Close connection to broader instructional initiatives on campus Evidence of a “culture of teaching” across the library Individual commitment Recognition Reward Opportunities to grow Am I Working in a Teaching Library?:  Am I Working in a Teaching Library? Is This All I Need to Know? Classes/Students Taught at the University of Kansas (By Year) 697/9,540 (99-00) 759/10,918 (00-01) 712/11,820 (01-02) 751/13,161 (02-03) 878/16,556 (03-04) 1,155/19,436 (04-05) Source: University of Virginia. (2006). ARL statistics: Interactive edition. Retrieved April 10, 2007, from http://fisher.lib.virginia.edu/arl/index.html Am I Working in a Learning Library?:  Am I Working in a Learning Library? Learning organizations: Provide continuous learning opportunities Use learning to reach their goals Link individual performance with organizational performance Foster inquiry and dialogue, making it safe for people to share openly and take risks Embrace creative tension as a source of energy and renewal Are continuously aware of and interact with their environment Source: Kerka, S. (1995). The learning organization: Myths and realities. Columbus, OH: Center on Education and Training for Employment. Retrieved April 14, 2007, from http://www.cete.org/acve/docgen.asp?tbl=archive&ID=A028 The Culture of Teaching:  The Culture of Teaching What is “Culture”?:  What is “Culture”? “the collective, mutually shaping patterns of norms, values, practices, beliefs, and assumptions that guide the behavior of individuals and groups . . . [on campus] and provide a frame of reference within which to interpret the meaning of events and actions on and off campus.” Source: Kuh, G. D., & Whitt, E. J. (1988). The invisible tapestry: Culture in American colleges and universities. Washington, DC: Association for the Study of Higher Education. One Campus, Many Cultures:  One Campus, Many Cultures Institutional Culture Faculty Cultures Student Cultures Disciplinary Cultures Organizational Culture Mission, Vision, Values Recruitment, Socialization, Mentoring Recognition and Reward The “Four Cultures of the Academy”:  The “Four Cultures of the Academy” Collegial Managerial Developmental Negotiating Source: Bergquist, W. H. (1992). The four cultures of the academy: Insights and strategies for improving leadership in collegiate organizations. San Francisco: Jossey-Bass. Collegial or Developmental?:  Collegial or Developmental? “The collegial culture is one in which individuals find meaning primarily through their disciplines and through the original research that helps to further knowledge in that discipline. The developmental culture, by contrast, is one in which individuals find meaning primarily through their participation in teaching, learning, and professional development activities. More amenable to interdisciplinary approaches to both teaching and research, the developmental culture supports faculty development initiatives aimed at the improvement of instruction, as well as curricular initiatives such as General Education and Writing Across the Curriculum.” Source: Walter, S. (2007). Using cultural perspectives to foster information literacy instruction across the curriculum. In S. C. Curzon & L. Lampert (Eds.), Proven strategies for building a successful information literacy program. New York: Neal-Schuman. One Library, Many Cultures:  One Library, Many Cultures Professional Culture Librarians “Feral Professionals” Generational Cultures “Strategic” Cultures Culture of Assessment Culture of Diversity Culture of Mentoring Culture of Teaching Defining and Assessing the Health of Strategic Cultures:  Defining and Assessing the Health of Strategic Cultures “A Culture of Assessment is an organizational environment in which decisions are based on facts, research, and analysis, and where services are planned and delivered in ways that maximize positive outcomes and impacts for customers and stakeholders. A Culture of Assessment exists in organizations where staff care to know what results they produce and how those results relate to customer expectations. Organizational mission, values, structures, and systems support behavior that is performance and learning focused.” Source: Lakos, A., and Phipps, S. (2002). Defining a culture of assessment. Retrieved March 22, 2007, from http://personal.anderson.ucla.edu/amos.lakos/assessment/CulAssessToolkit/Assessdef3-new.pdf What is a “Culture of Teaching”?:  What is a “Culture of Teaching”? “How can institutions bring a new professionalism to teaching? First and foremost, they must create a campus climate that supports and rewards effective teaching and accord such teaching a status equal to that of scholarly research and publication.” Source: Seldin, P. , et al. (1990). How administrators can improve teaching: Moving from talk to action in higher education. San Francisco: Jossey-Bass. What is a “Culture of Teaching”?:  What is a “Culture of Teaching”? “The culture of teaching is shaped by what happens at the level of each individual instructor, by the climate in departments and colleges, and by the tone and leadership at the institutional level.” Source: The Regents of the University of California at Berkeley. (2003). Enhancing the culture of teaching. Retrieved March 22, 2007, from http://education.berkeley.edu/accreditation/ee_essays_3.html What Does a Culture of Teaching Look Like on Campus?:  What Does a Culture of Teaching Look Like on Campus? Commitment and support from high-level administrators Faculty involvement with, and sense of ownership of, instructional improvement programming Recognition of the “Scholarship of Teaching and Learning” Demonstration of teaching as part of the hiring process Frequent interaction and collaboration among faculty on teaching-related issues Support for a campus teaching center Supportive and effective department chairs Connection between evaluation of instructional performance and decisions about promotion and tenure Source: Paulsen, M. B., & Feldman, K.A. (1995). Taking teaching seriously: Meeting the challenge of instructional improvement. Washington, DC: George Washington University Graduate School of Education and Human Development). What Does Administrative Support for a Culture of Teaching Look Like?:  What Does Administrative Support for a Culture of Teaching Look Like? A supportive administrator will: Make teaching effectiveness a high priority for the unit Create a climate of trust where peer review is not threatening Require a teaching demonstration for all hires Talk about teaching at unit meetings Begin a teaching committee Develop a mentoring system focused on teaching Support faculty attendance at instructional improvement programs Source: Lucas, A. F. (Ed.). (1989). The department chairperson’s role in enhancing college teaching. San Francisco: Jossey-Bass. What Does a Culture of Teaching Look Like in the Library?:  What Does a Culture of Teaching Look Like in the Library? Teaching identified as a core library service in the context of the educational mission of the college or university Administrators demonstrating a commitment to supporting teaching and attention to instructional improvement Library instructors interacting frequently (formally and informally) to discuss issues related to teaching and learning Access to instructional development and support in the library, and to professional development materials Demonstration of effective teaching as a component of appointment, annual review, promotion and tenure, and merit allocation decisions Orientation and mentoring for teaching librarians Recognition programs for exemplary teachers Touchstones:  Touchstones Recruitment:  Recruitment Instructional program described alongside size of collection in descriptions of the environment for job-seekers Responsibility for teaching articulated as a core component of all open positions Required presentation as part of interview process Discussion of teaching responsibilities, resources for assistance, and modes of assessment and evaluation as part of interview process Orientation:  Orientation “My library school education did not really prepare me for the importance of instruction in the profession.” Source: Walter, S. (2008). Librarians as teachers: A qualitative inquiry into professional identity. College & Research Libraries, 61 (1). Continuing Professional Education:  Continuing Professional Education “Continuing professional education refers to the education of professional practitioners, regardless of their practice setting, that follows their preparatory curriculum and extends their learning, or assimilation of information and ideas that can contribute to the quality of their day-to-day performance, throughout their careers.” Source: Queeney, D. S. (1996). Continuing professional education. In R. L. Craig (Ed.), The ASTD training and development handbook: A guide to human resource development (4th ed.) (pp. 698-724). New York: McGraw-Hill. Evaluation:  Evaluation “A faculty evaluation system implemented without reference or connection to a faculty development program will generate a greater amount of anxiety and resistance among the faculty than if it is part of a larger faculty development effort. Likewise . . . faculty development programs, operated in isolation or without reference to a faculty evaluation program, tend to attract mainly those faculty who need their services the least.” Source: Aleamoni, L. M. (1997). Issues in linking instructional-improvement research to faculty development in higher education. Journal of Personnel Evaluation in Education, 11, 31-37. Questions:  Questions Selected References:  Selected References Walter, S. (2008). Librarians as teachers: A qualitative inquiry into professional identity. College & Research Libraries, 69 (1). Available through the UIUC IDEALS repository at http://hdl.handle.net/2142/149 Walter, S. (2007). Using cultural perspectives to foster information literacy instruction across the curriculum. In S. C. Curzon and L. Lampert (Eds.), Proven strategies for building a successful information literacy program. New York: Neal-Schuman. Walter, S. (2006). Instructional improvement: Building capacity for the professional development of librarians as teachers. Reference & User Services Quarterly, 45 (3), 213-218. Walter, S., & Hinchliffe, L. J. (2005). Instructional improvement programs [SPEC Kit No. 287]. Washington, DC: Association of Research Libraries. Walter, S. (2005). Improving instruction: What librarians can learn from the study of college teaching. In H. A. Thompson (Ed.), Currents and convergence: Navigating the rivers of change: Proceedings of the twelfth national conference of the Association of College and Research Libraries, April 7 - 10, 2005, Minneapolis, Minnesota (pp. 363-379). Chicago: Association of College & Research Libraries. Contact:  Contact Scott Walter E-mail: swalter@uiuc.edu URL: https://netfiles.uiuc.edu/swalter/www/

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