Teacher, Librarian, or Both? A Quantitative Investigation of Instruction Librarians’ Teacher Identity

This study investigates instruction librarians’ potential teacher identity and the factors that may contribute to it. Responses a survey of librarians in United States suggest respondents see themselves as teachers devote significant portion their time teaching, though they received little pedagogy training library school. In addition, relationship was found between knowledge identity. However, reported having insufficient for pedagogy-related professional development although actively seek such opportunities. research underscores importance institutional support so can engage development.