Exploring Professional Identities in Libraries: The Impact of Credit-Bearing Courses Beyond Student Learning

In this essay, we argue in support of library-led information literacy (IL) credit courses, emphasizing the impact that developing, teaching, and managing these courses can have on the professional identity of library faculty and staff. Existing research has indicated that librarians who teach credi...

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Bibliographic Details
Published inCommunications in information literacy Vol. 18; no. 1; pp. 107 - 125
Main Author Hammons, Jane
Format Journal Article
LanguageEnglish
Published Tulsa Communications in Information Literacy 01.06.2024
Subjects
Academic libraries
credit-bearing courses
Design
Information literacy
Learning
Librarians
Library staff
Online tutorials
Professional identity
Students
Success
Teachers
Teaching
Workforce planning
United States > US
Ohio
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Summary:In this essay, we argue in support of library-led information literacy (IL) credit courses, emphasizing the impact that developing, teaching, and managing these courses can have on the professional identity of library faculty and staff. Existing research has indicated that librarians who teach credit courses may more strongly identify as teachers than those who teach only course-integrated sessions. We expand on this research by sharing the perspective of four individuals who are involved in the design, instruction, and coordination of credit-bearing IL courses, including two faculty librarians and two staff members. By providing these differing voices, we give a unique perspective on a critical question in the field: Should libraries offer credit-bearing IL courses?
ISSN:1933-5954
1933-5954
DOI:10.15760/comminfolit.2024.18.1.7