[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598732-105":59,"doc-detail-598732-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","realizing-partnership-potential-2015-celt-vol-viii","Realizing Partnership Potential - 2015 CELT Vol. VIII","","The report examines how the University of Toronto’s teaching and learning support structures and library services jointly launched PASS (Partnering for Academic Student Success) to strengthen librarian capability in instruction. It outlines the partnership’s origins, goals, workflow, and guiding principles, and addresses the professional-education gap faced by teaching librarians. The narrative also discusses implications and recommendations for building intentional, sustainable collaboration between teaching centers, librarians, and faculty to achieve shared teaching and learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/realizing-partnership-potential-2015-celt-vol-viii/598732/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/realizing-partnership-potential-2015-celt-vol-viii/598732.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What collaboration does PASS describe in this report?","Question",{"text":112,"@type":113},"PASS is a partnership between the University of Toronto’s Centre for Teaching Support & Innovation and University of Toronto Libraries aimed at strengthening collaboration opportunities between academic librarians and teaching-focused staff.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem is discussed regarding professional education for teaching librarians?",{"text":117,"@type":113},"The report highlights that librarians’ teaching responsibilities have grown without a comparable increase in relevant professional education, with evidence of low and informal pre-service training and anxiety about teaching expertise.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key goals and success criteria for PASS?",{"text":121,"@type":113},"PASS focuses on building a strong CTSI–instructional librarian partnership, supporting and developing initiatives, identifying scalable best practices and challenges, and advancing learning outcomes through the integration of information literacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598732,1792160881,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Realizing Partnership Potential:   \n2015 CELT Vol. VIII  \nA Report on a Formal Collaboration ce.uwwwi.nsloer.ccaa  \nBetween a Teaching and Learning   \nCentre and Libraries at the University of Toronto  \nJohn Bolan, Patricia Bellamy, Carol Rolheiser, Joanna Szurmak, Rita Vine University of Toronto  \nIn 2010, the University of Toronto’s Centre for Teaching Support & Innovation (CTSI) and University of Toronto Libraries (UTL) jointly launched Partnering for Academic Student Success (PASS), a partnership to foster new opportunities for collaboration between academic librariansand those involved in developing excellence in university teaching. This article describes the challenge of professional education in support of the teaching mission for librarians, and a partnership designed to address this need. The article reports on the genesis, goals, and key principles contributing to the partnership’s success, while discussing implications and recommendations for those seeking to develop similar programs of intentional collaboration that enable teaching/learning goals.  \nPartnership Genesis: University of Toronto Libraries and the Centre for Teaching Support & Innovation  \ns Canada’s  \nAUniversity of  \nlargest academic library, the Toronto Libraries (UTL) is a  \ndecentralized system of 44 libraries spread across three campuses in the Greater Toronto Area. Of the 145 librarians employed at the University of Toronto (University of Toronto, 2013), approximately 60 are engaged in teaching and learning. The University’s Centre for Teaching Support & Innovation (CTSI) was created in 2009. It provides leadership in teaching and learning, as well as support for pedagogy  \nand pedagogy-driven instructional technology to over 12,500 faculty members and over 4,300 teaching assistants. UTL and CTSI came together with the goal of supporting librarians wishing to enhance their teaching expertise.  \nThe challenge of teaching librarians’roles and approaches to professional learning  \nAlthough instruction has long been part of academic librarianship (Hopkins, 1982), there has been a sharp upward trend in the amount of librarians’ time and effort dedicated to teaching (Walter, 2008), which is now seen as a core service (Sproles, Johnson, & Farison, 2008) . Librarians’ teaching responsibilities are expanding, as their work extends beyond  \nclassrooms and into online platforms (Walter, 2008) . Librarians increasingly develop and deploy information literacy instruction, often with faculty (O’Clair, 2012), and have been making inroads into instructional design and educational technology (Shank & Dewald, 2012) .  \nThis increase in responsibility has generally not been accompanied by a matching increase in relevant professional education. A national survey of Canadian librarians revealed low pre-service training for their teaching roles (Julien & Genuis, 2011) . The survey also found that teaching preparation by Canadian librarians tended to be self-generated and informal (Julien & Genuis, 2011) . Many librarians expressed anxiety, uncertainty, and insecurity about their teaching and pedagogical expertise (Julien & Genuis, 2011) .  \nThe interplay between professional identity and pedagogy for teaching librarians contributes to complex relationships with faculty vis- à-vis their own teaching (Austin & Bhandol, 2013; Julien, 2009) . Comparing their work and skills to those of faculty, however, has given teaching librarians a renewed sense of the importance of their teaching mission, not just to the students, but also, increasingly, to the faculty (Marcum, 2012) .  \nProvenance of the PASS initiative  \nEarly in her mandate the CTSI’s new director, a Professor of Education, advocated a collaborative model for building teaching capacity at the University. In alignment with her Centre’s teachingfocused mandate, the director collaborated with a chief librarian from one of the University’s campuses to propose an initiative that would integrate the work of librarians a","cbCaifDnkRvypoTG","https://ap.wps.com/l/cbCaifDnkRvypoTG","pdf",177328,"English","# Partnership Genesis\n## Provenance of the PASS initiative\n## Structuring the PASS workflow\n# The challenge of professional education and success criteria\n## The challenge of teaching librarians’ roles and approaches to professional learning","[{\"question\":\"What collaboration does PASS describe in this report?\",\"answer\":\"PASS is a partnership between the University of Toronto’s Centre for Teaching Support \\u0026 Innovation and University of Toronto Libraries aimed at strengthening collaboration opportunities between academic librarians and teaching-focused staff.\"},{\"question\":\"What problem is discussed regarding professional education for teaching librarians?\",\"answer\":\"The report highlights that librarians’ teaching responsibilities have grown without a comparable increase in relevant professional education, with evidence of low and informal pre-service training and anxiety about teaching expertise.\"},{\"question\":\"What are the key goals and success criteria for PASS?\",\"answer\":\"PASS focuses on building a strong CTSI–instructional librarian partnership, supporting and developing initiatives, identifying scalable best practices and challenges, and advancing learning outcomes through the integration of information literacy.\"}]","Realizing Partnership Potential - 2015 CELT Vol. VIII | PDF",1792087478,25]