Training Library Instructors: Volumes 1 and 2(Publications in Librarianship)

Pedagogy impacts all parts of library work and culture. It changes the way we interact with learners regardless of setting and however we name or define the teaching moment, from research help to outreach to leading meetings. Pedagogy is a praxis of relation, and studying it can improve all aspects of our work and organizations.   In two volumes, Training Library Instructors collects examples of how we train our colleagues to teach, whether they’re student workers, non-librarian staff, new or experienced librarians, or something else entirely. Volume 1, A Guide to Training Graduate Students, focuses on teacher training for graduate students in LIS programs and in academic libraries. It presents existing literature and theories, approaches to teaching library school students to teach, and critical reflections from librarians about their varied experiences receiving teacher training. In Volume 2, A Guide to Training Librarians, librarians share their knowledge about teaching, learning, and pedagogy through a variety of replicable activities: formal and informal workshops, courses, communities of practice, peer observation, and more.   Training Library Instructors provides detailed, easily implemented and modified plans for courses, internships, teach-the-teacher programs, and other instructional methods and opportunities for graduate students and library workers at all levels of teaching experience.

Table of Contents:
Acknowledgements Volume 1: A Guide to Training Graduate Students Introduction Matthew Weirick Johnson   Part I. Teaching and Learning in the LIS Curriculum: Theory, Practice, and Need Chapter 1 Practice Theory in Information Literacy Logan Rath   Chapter 2 Library Instruction Training and the MLIS: A Review of the Literature Matthew Weirick Johnson   Part II. Case Studies Chapter 3 Using Teaching Demonstrations in LIS Instruction Courses Melissa A. Wong   Chapter 4 Teaching Instruction Librarians by Design Dominique Turnbow and Amanda Roth   Chapter 5 From Intern to Instructor: Training to Teach with Primary Sources Rachel Makarowski and Maureen Maryanski   Chapter 6 Empowering Library Instructors: Reflections on the Information Literacy Scholars Program at Syracuse University Libraries Kelly Delevan, Breeann Austin, Brie Baumert, Rebecca McCall, Lauren Quackenbush, Olivia Russo, Alayna L. Vander Veer, and B. Austin Waters   Chapter 7 Introducing Emerging Library Instructors to Information Literacy Instruction through Programmatic Instruction Alicia G. Vaandering, Amanda Izenstark, Colin Braun, Erin Cunningham, Reina Kirkendall, and Laura Marasco   Part III. Reflections: LIS Instruction Training Chapter 8 Creating My Own Experience: Navigating a Library Graduate Program to Become an Instruction Librarian Kala Dunn   Chapter 9 The Impact of a Graduate Assistantship and Optional Courses on Becoming a Teaching Librarian Chrissy O’Grady   Chapter 10 From Learner to Teacher: Preparing for the Library Instruction Classroom and Fostering Teacher Identity Through Information Literacy Coursework Kaci Wilson   Chapter 11 From Library Science Student to Instruction Librarian: Using the Science and Art of Teaching to Grow as an Instruction Librarian Mark W. Duncan Part IV. Reflections: Non-LIS Instruction Training Chapter 12 Benefits of an Elementary School Teaching Background Amber Owrey   Chapter 13 Thoughts from a Teacher Librarian: Utilizing Training as a Teacher to Become an Instructional Librarian Ella Gibson   Chapter 14 Adjusting Roles: Lessons Learned from Applying Non-LIS Teacher Training to Library Instruction Jeremiah R. Mercurio   Conclusion: Advancing Teaching & Learning for LIS Graduate Students Matthew Weirick Johnson   About the Authors   Acknowledgements Volume 2: A Guide to Training Librarians Introduction Matthew Weirick Johnson   Part V. Case Studies: Continuing Training for Library Instructors Chapter 15 Developing Library Instructors Together: A Case Study from the Hong Kong JULAC Consortium Victoria F. Caplan, Christopher Chan, Lisa Janicke Hinchliffe, and Eunice S. P. Wong   Chapter 16 Increasing Inclusive Instruction: Building a Bespoke In-house Teacher Training Programme at the University of Cambridge Kirstie Preest and Claire Sewell   Chapter 17 Communities of Support: Using the Community of Practice Model for Library Instructor Development Melissa A. Wong and Laura Saunders   Part VI. Case Studies: Training New Librarians Chapter 18 We’re All in This Together: Holistic Approaches to Training New Instruction Librarians Randi Beem, Marc Bess, Ryan Harris, Abby Moore, Natalie Ornat Bitting, Catherine Tingelstad, and Angel Truesdale Chapter 19 Learning What Works: The Impact of Change on Training New Library Instructors Josette M. Kubicki, Tonya D. Dority, Thomas C. Weeks, and Emma Kate Morgan   Part VII. Case Studies: Training New and Experienced Librarians Chapter 20 Planning for Instruction Training: Implementing an On-the-Job Training for Library Instructors Livia Piotto   Chapter 21 Supporting Librarian Teachers: The Learning-Centered Librarian Instruction Program at the University of Victoria Karen Munro, Cynthia Korpan, Matt Huculak, and Michael Lines   Chapter 22 Best of Both Worlds: Training for New and Experienced Library Instructors David X. Lemmons, Ashley Blinstrub, Kayla M. Gourlay, Maoria J. Kirker, Janna Mattson, and Anna K. Murphy-Lang   Part VIII: Reflections Chapter 23 The Introverted Instructor: Tackling Library Instruction When It’s Out of Your Comfort Zone Ginelle Baskin   Chapter 24 (Eventually) Learning to Look Before I Leap: Discovering Instructional Design Mid-Career Nicole Westerdahl   Chapter 25 Learning from Each Other: Peer Observation for On-the-Job Library Instructor Development Alexandra Mitchell   Chapter 26 Peer Observation and its Discontents: Using Autotheory to Argue for Focused, Community-Centered Instruction Training Russel Peterson   Chapter 27 It Takes a Village to Raise a Librarian: Reflection on an Unconference Teaching Workshop Sam Mandani and Fannie Ouyang   Chapter 28 Go and Get What You Need!: Seeking Out Mentorship Jamia Williams Conclusion Moving Instruction Training Forward in Academic Libraries Matthew Weirick Johnson   About the Authors

About the Author :
Matthew Weirick Johnson is the director of Research & Instruction at the University of South Florida (USF) Libraries on the Tampa campus. Prior to joining USF, Johnson was the librarian for English, History & Comparative Literature and lead for Teaching & Learning at UCLA Library. As lead for Teaching & Learning, Johnson led the development and delivery of UCLA Library’s inaugural library instruction training for library student research assistants. Johnson serves on the editorial boards of College & Research Libraries, Public Services Quarterly, and ACRL’s CHOICE, and has published in The Journal of Academic Librarianship, College & Research Libraries, Journal of Library Administration, Library Trends, Reference Services Review and others on various topics including academic librarian burnout, library instruction, and information literacy.