Academic Librarians Develop Their Teaching Identities Differently Depending on Their Years of Instructional Experience

A Review of: Nichols Hess, A. (2020). Instructional experience and teaching identities: How academic librarians' years of in instruction impact their perceptions themselves as educators. Communications Information Literacy, 14(2), 153–180. https://doi.org/10.15760/comminfolit.2020.14.2.1 Abstract Objective – To examine how an librarian’s instructional impacts they think instructors. Design Survey questionnaire. Setting American library profession. Subjects 353 participants selected from 501 respondents. Methods Qualtrics survey was sent via email to members several Library Association discussion lists. The author a subset respondents for further analysis based on answered key questions the survey. Selected were those who believed had experienced perspective transformation around identities. used principal component confirmatory factor identify twelve transformative constructs across three sub-themes: relational, experiential, professional inputs. then labelled each construct its respective parts. One-way variance (ANOVA) tests conducted using SPSS. Main Results Statistically significant differences found between inexperienced librarians. Participants with more tend believe identities are influenced greater extent by these factors: Interpersonal relationships Feedback colleagues outside librarianship Self-directed learning opportunities less within Library-centric inputs such formal studies Conclusion Different types development will appeal different librarians level experience. Less librarian instructors may find mentoring informal collegial be beneficial. More prefer seek out develop