NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1151852
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0748-5786
Participation as Pedagogy: Student and Librarian Experiences of an Open Access Publishing Assignment
Hicks, Alison
Journal of Education for Library and Information Science, v58 n3 p160-175 Sum 2017
Education for Instruction Librarians has traditionally centered upon the acquisition of practical classroom skills. While this approach has merit, from a sociocultural perspective of learning, student development emerges more completely through engagement with the communal activities and values that constitute professional practices rather than through the achievement of individual competencies. Drawing upon these understandings, this paper reports on the experiences of an Open Access writing assignment that was librarian-reviewed. The assignment was designed to build student participation within Instruction Librarian practices and communities. Focused upon the 19 student and 19 librarian-reviewer experiences (38 total) of the assignment, the survey-based methodology that is used in this study reveals a lack of communication between student and practitioner Instruction Librarians as well as the importance of the assignment to both student and librarian learning. These findings demonstrate that developing student access to professional practices and communities can be beneficial for students as well as for Instruction Librarians.
Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: 206-209-5267; Fax: 206-367-8777; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado (Denver)
Grant or Contract Numbers: N/A