Jennifer Nardine and Lesley Moyo Virginia Tech USA Learning Community as a Model for Cultivating Teaching Proficiencies Among Library Instructors – A Case Study Jennifer Nardine and Lesley Moyo Virginia Tech USA April 19, 2019

Changing Library Instruction Landscape University-level curriculum changes created greater demand for instruction Internal library focus on new strategic direction redeployed current instructors to new areas of responsibility

Result A need to develop greater instructional capacity without an increase in staffing

Two Pronged Approach Aggressive agenda to increase available online instruction tools and resources Cultivation of new instructors from within the libraries – the “New Instructor Cohort” (NIC)

NIC Rationale Teaching skills not typically part of librarian curriculum Teaching proficiency often developed independent of formal education Experience in instruction and public speaking essential to career

NIC Goals Development of instruction proficiencies based on professional standards Development of teacher identities in new instructors

Learning Community Teacher as colleague Community of practice offers opportunity for bonding Shared experiences and discussions help individuals develop teacher identities Immersion in study creates well-rounded graduates

Curriculum – Phase 1 & 2 Phase 1 Phase 2 Initial 12 week training Reading, homework, journaling Bi-weekly discussion meetings Practice instruction sessions Phase 2 Class observation, evaluation Discussion meetings, journaling

Curriculum – Phase 3 Phase 3 Observation Co-teaching Journaling Participation in Library-wide instruction community activity Participation in regional Library Exchange Observation group

Preliminary Outcomes Greater capacity for supporting instruction Sense of community Professional growth Program development Transition from paraprofessional to professional positions

Challenges Participant availability and permissions Workload Disparate professional backgrounds Shifting responsibilities Attrition

Cohort Feedback Unanimously noted increased confidence in public speaking and teaching Significant interest in further education Interest in research in instruction and learning

Recommendations Keep the curriculum flexible Seize impromptu learning opportunities Document instructor and participant experiences as you go Document the program to assess long-term impact

Conclusions Library-wide buy-in is necessary for success Collaboration enhances the development of teacher persona One size does not fit all Curriculum flexibility is key Ongoing mentoring important