Academic Librarians’ Teacher Identity Development Through the Scholarship of Teaching and Learning: A Mixed Methods Study

Session Time and Location

Thu, 7 Jun 2018
11:15am to 12:45pm
Room: Room:
Maplewood A
Session Track
Session Format


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. 


  • Session References +

    Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243–260.

    Freedman, S. (2014). Faculty status, tenure, and professional identity: A pilot study of academic librarians in New England. Portal: Libraries and the Academy, 14(4), 533-565. 

    Hagman, J. (2015). Teaching beyond the stacks: Examining the organizational identification of academic librarians (Master’s Thesis). Retrieved from

    Shulman, L. (2006). Forward. In T. Hatch, Into the classroom: Developing the Scholarship of Teaching and Learning (pp. vii–x). San Francisco, CA: Jossey-Bass.

    Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.

    Westbrock, T., & Fabian, S. (2010). Proficiencies for instruction librarians: Is there still a disconnect between professional education and professional responsibilities? College & Research Libraries, 71(6), 569-590.