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(2022) . Instruction Librarians’ Perceptions of the Faculty–Librarian Relationship. Communications in Information Literacy, 16 (2), 119–150 . [https://doi.org/10.15760/](https://doi.org/10.15760/)[ ](https://doi.org/10.15760/)[comminfolit.2022.16.2.3](comminfolit.2022.16.2.3)  \nThis open access Research Article is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nInstruction Librarians’ Perceptions of the Faculty–Librarian Relationship  \nLisa Becksford, Virginia Tech  \nAbstract  \nThis study investigates instruction librarians’perceptions oftheir relationships with teaching faculty. Respondents to a survey of U.S. instruction librarians indicated that they tended to agree that their teaching was valued and they had autonomy in what they taught. However, the often one-time nature of library instruction limited their effectiveness as teachers, and respondents felt that faculty did not view librarians’ teaching as equivalent to their own. Respondents also reported a disconnect between their professional identities and others’ viewpoints, describing having their teaching role minimized or misunderstood by others, especially faculty. Additionally, a relationship was found between some aspects of librarians’perceptions ofthe faculty–librarian relationship and three separate factors:  \nformal, non-library teaching experience; length of time as an instruction librarian; and librarians’ amount of teaching. This research sheds light on the complexities of this important relationship and helps instruction librarians understand how others’ views impact their professional identities.  \nKeywords: instruction librarianship, faculty–librarian relationship, librarian perceptions  \nBecksford, L. (2022). Instruction librarians’perceptions ofthe faculty–librarian relationship. Communications in Information Literacy, 16(2), 119–150.  \nInstruction Librarians’ Perceptions of the Faculty–Librarian Relationship  \nAcademic instruction librarians’ relationship with teaching faculty is, in many ways, one of the most important campus relationships that these librarians have. Instruction librarians’expertise in information literacy (IL) makes them well suited to teaching IL to students, and as instruction librarians’ experience attests, library instruction is most effective when connected to class assignments. Thus, faculty usually collaborate with librarians to integrate IL into their classes, and instruction librarians in turn often rely on faculty in order to reach students and do their jobs effectively (Carlson & Miller, 1984; Meulemans & Carr, 2013) . Because this key relationship can affect so many aspects of an instruction librarian’s job, it’s important to understand instruction librarians’perceptions oftheir relationships with teaching faculty. This article, which presents the results of an online survey of U.S. instruction librarians, explores the relationship between instruction librarians and teaching faculty by learning about instruction librarians’perceptions ofthe faculty–librarian relationship and identifying potential factors contributing to these perceptions. It addresses the following research questions:  \n• RQ1: How do instruction librarians perceive the relationshi","cbCaikw37fuFT1IJ","https://ap.wps.com/l/cbCaikw37fuFT1IJ","pdf",332642,33,"English","# Abstract\n# Introduction\n## Research Questions\n# Literature Review\n## Faculty Perceptions and Misconceptions of Librarians","[{\"question\":\"What relationships does the study focus on?\",\"answer\":\"The study examines instruction librarians’ perceptions of their relationships with teaching faculty, including how each group views the librarians’ instructional role.\"},{\"question\":\"What factors are linked to librarians’ perceptions of the faculty–librarian relationship?\",\"answer\":\"The article reports relationships between perceptions and three factors: formal non-library teaching experience, length of time as an instruction librarian, and the amount of teaching.\"},{\"question\":\"How do librarians describe the impact of one-time instruction on effectiveness?\",\"answer\":\"Respondents indicate that the often one-time nature of library instruction limits librarians’ effectiveness as teachers.\"}]","Instruction Librarians’ Perceptions of the Faculty–Librarian Relationship | PDF",1792088712,83]