Academic librarians’ experiences as faculty developers: A phenomenographic study

Abstract

Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.

Comments

Abstract pulled from Communications in Information Literacy.

Keywords

faculty development, phenomenography, teaching and learning

Date of this Version

2019

DOI

https://doi.org/ 10.15760/comminfolit.2019.13.2.4

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