An academic library’s instruction program reflects and communicates its vision for teaching and learning within the context of its institution, and the instruction coordinator plays an essential role in shaping and advancing this vision. Instruction coordinators and directors in academic libraries may have a variety of titles and wear an entire wardrobe’s worth of hats, but they face many of the same challenges in developing, promoting, and evaluating their instruction programs. This book approaches using the instruction program as the catalyst to further the library’s agenda for teaching and learning and gives instruction program directors a set of resources that will help them map out, enact, and assess the impact of this agenda. This book is ideal for librarians and administrators who direct, coordinate, or lead an academic library’s teaching and learning program and is particularly useful for new instruction program coordinators—either those new to their position or new to their institution.
Table of Contents
List of Textboxes, Tables, and Figures
Chapter 1: The Intentional Instruction Coordinator
Chapter 2: Taking Stock of an Instruction Program
Chapter 3: Creating a Culture of Teaching & Learning in the Library
Chapter 4: To Frame or Not to Frame?
Chapter 5: Writing an Instruction Program Statement
Chapter 6: Advocating for an Instruction Program
Chapter 7: Assessing an Instruction Program
Chapter 8: When an Instruction Program Goes Astray
Chapter 9: Growing as an Instruction Coordinator
Appendix A: An Instruction Coordinator’s Bookshelf
About the Author
This book is intended for library instruction coordinators and librarians who make decisions about shaping library instruction programs. The volume focuses on identifying leadership strategies and approaches for instruction coordinators at academic libraries who are developing the pedagogical skills for teaching librarians, assessing instruction programs, and achieving success in integrating those programs into libraries and on their campuses. The text stresses that library instruction is contextualized by differences in institutions and organizational cultures. Chapters include discussions about the role of the instructional coordinator, how to assess one’s instructional program, how to develop a culture of teaching and learning, how to understand the impact of the ACRL Framework for Information Literacy for Higher Education, how to create an instructional program identity and advocate for a library instruction program, and how to identify where programs can fail. Along with references, the work includes an appendix of readings specifically for instructional coordinators and a list of professional organizations that offer support and growth. . . this title updates instructional improvement practices in light of the ACRL Framework. Summing Up: Recommended. Professionals.
Coordinating a library instruction program is a complex enterprise requiring a librarian to demonstrate expertise in areas such as leadership, mentorship, assessment, collaboration, promotion, and strategic planning. Mallon (director, teaching and learning, Vanderbilt Univ. Libs.) draws upon extensive background to provide a solid framework. Readers will come away with an understanding the role of instruction coordinators, the value of assessing a library’s current instruction program, and the importance of identifying pertinent institutional partners. Mallon introduces readers to standards from the Association of College and Research Libraries, and offers guidance on whether it makes sense for individual institutions to embrace these standards. In addition, she explains how to create a formal program statement, and how to advocate for and promote a program. She stresses the importance of evaluating instruction programs, correcting deficiencies, and even discontinuing any program component that is no longer viable. The book also covers avenues for continued development, such as personal learning networks, conferences, and workshops. Mallon lays out a solid foundation and offers sage advice that instruction coordinators will find useful.
Partners in Teaching and Learning is the eighth title to be published in the Beta Phi Mu Scholars Series, which publishes titles that contribute significantly to library and information sciences. The book is written in a way that offers practical resources and strategies for a multitude of instruction programs. . . . The reference list is extensive, and the index is useful. Overall, this book is highly recommended for current and future library instruction coordinators and other library staff members charged with library instruction responsibilities