Academic librarians are major players in the emerging knowledge economy. Increasingly, we are being asked to have a command of disparate wings of the knowledge continuum: open access, new modes of communication and publishing, digital resource discovery (and efficient organization), description and analysis of digital documents – and, information retrieval. And that’s just the start!
Our mastery of information trends in academe coincides with a pressure to teach; and, to be information literacy experts. I repeat the mantra to all SLAIS students: it’s important you strive to be teachers. Good ones. Why is Dr. Mary Sue Stephenson such an effective teacher? Can you be an effective reference librarian, but not know how to teach?
In my career, I’ve listened to dreadful presentations, lectures and search workshops (and even given a few). Between our work in delivering information and managing people, there is instruction. With the dumbing down (the “googlization”) of reference services in our libraries, there’s been a concomitant demand for teaching; librarians need to learn how to be good at it.
By deepening our understanding of pedagogies, studying how user groups learn and are motivated to learn, especially in online environments, we can make a start. As a health librarian, I feel I am insufficiently informed about my teaching, and I need more training. In fact, health librarianship needs to engage in more critical dialogue around teaching. Being a librarian will one day be synonymous with being a teacher – but, for now, this is our new double professionalism. For now, we need to be both.