Pam McKinney live blogging from #LILAC23, this session is led by Heather Lincoln and Tiffany Chiu from Imperial College, reporting the results from a Masters in higher education dissertation research project. The study focused on business students’ perceptions of the role of the librarian and how they support learning. Much of the literature focuses on librarians’ perceptions of their role so this is a useful addition to the research base, and could lead to service development. Librarians can suffer from imposter syndrome in relation to their teaching identity.
Heather conducted 6 focus groups with students studying a variety of programmes in the business school, and analysed the data thematically. Students thought that librarians were approachable, and helped them when they needed it. Students liked their IL teaching, and thought the librarian seemed ‘fun’ and enthusiastic, teaching sessions enabled students to ask questions, which was important to them. Students thought that librarians seemed knowledgeable, and saw their role linked to the library resources and providing access to them. Librarians have an enabling role linked to helping students achieve their learning outcomes.
Heather framed her research using Lave & Wenger’s theory of communities of practice, saying that librarians were not perceived as part of the students’ academic community of practice. Librarians are seen as “experts” and not part of the community they are mastering. Students were conscious that they could make the librarian feel uncomfortable if they ask about something that the librarian isn’t an expert in. If we look at knowledge as co-constructed, it is useful to think of students as partners in learning, not passive apprentices. In conclusion librarians need to make their areas of expertise obvious to students, and use an approach the co-constructs knowledge with students.
Photo: Pam McKinney
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