Adapting Evidence-Based Practices to Improve Library Instruction: Using customized tools to support peer mentoring and observation
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Date
2019
Authors
Oberlies, Mary K.
Buxton, Kristin
Zeidman-Karpinski, Annie
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis (Routledge)
Abstract
To improve the quality of our instruction, and to contribute to student success, we
designed an instructional development program using peer mentoring and observation
grounded in evidence-based practices. We identified three methods of peer observation and
mentoring to create an innovative progressively in-depth program that helps librarians
understand what is happening in the classroom, and works within a community of practice to
identify ways to improve the quality of our instruction. These tools, used in higher education,
were then customized to work for information literacy instruction: Teaching Squares, the
Teaching Practices Inventory - Information Literacy Instruction, and the Classroom Observation
Protocol for Information Literacy. These tools help librarians identify evidence-based practices,
understand what occurred in their classrooms, and lead to student-focused teaching. This article
discusses the development of these tools and initial findings
Description
36 pages
Keywords
library instruction, evidence based practices, Peer assisted learning, peer mentoring, peer tutoring
Citation
Mary K. Oberlies, Kristin Buxton & Annie Zeidman-Karpinski (2019): Adapting Evidence-Based Practices to Improve Library Instruction: Using customized tools to support peer mentoring and observation, New Review of Academic Librarianship, DOI: 10.1080/13614533.2019.1628078