Academic Librarians’ Teacher Identity Development Through the Scholarship of Teaching and Learning: A Mixed Methods Study
Session Time and Location
Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians’ teacher identities the presenter conducted an explanatory sequential mixed methods study. Results from the quantitative survey demonstrated participation in SoTL did impact academic librarians’ teacher identities. The qualitative interviews added depth to the researcher's understanding of the impact of involvement in SoTL by explaining the quantitative data. The researcher used the theoretical framework Communities of Practice to discuss the results.