Roles and strengths of teaching librarians

Abstract

In 2014, the Standards for Proficiencies for Instruction Librarians and Coordinators Revision Task Force was charged “to update and revise the ‘Standards for Proficiencies for Instruction Librarians and Coordinators’ document in accordance with the recommendations published in the report of the ‘Standards for Proficiencies for Instruction Librarians and Coordinator Review Task Force.’” The Review Task Force recommended that the new document adopt a contextual, holistic approach and wider vision which encompasses the roles and responsibilities of the instruction librarian within the academy, bridge the broader context and potential practical applications, and simplify the document. This new “Roles and Strengths of Teaching Librarians” document represents major change in this revision. Major changes in the revision include language changes such as the shift from “proficiencies” to “roles” and from “instruction librarian” to “teaching librarian,” a structural change from a list to a conceptual model, and an altered focus in the document from skills to strengths needed to thrive in each of the roles. This document uses the phrase “teaching librarian,” defined as a librarian who teaches in various contexts, and for whom teaching may be all or part of their professional responsibilities. This phrase is used because it is deemed broader and more participatory than “instruction,” which is indicative of the importance of teaching and the broader educational goals held by librarians.

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