Volume 9 - Issue 1 - Pedagogy for Practical Library Instruction - 2015 Perspectives

Oct 15, 2026

Uploaded by awa

Pedagogy for Practical Library Instruction examines how librarians can become effective, engaging instructors despite limited formal training in educational theories. Drawing on personal experience teaching information literacy, the article explains why theoretical concepts and specialized jargon can feel inaccessible. It then outlines an approach to learning teaching theory selectively—focusing on “need to know” and practical applicability—so that librarians can apply adult education ideas to workshops and courses without losing motivation or clarity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Introduction

Diving Into Theory (Without Drowning)

Volume 9, Issue 1, 2015 [PERSPECTIVES] PEDAGOGY FOR PRACTICAL LIBRARY INSTRUCTION What do we really need to know? Molly Montgomery Idaho State University The majority of librarians who have taken on instruction responsibilities have had little to no formal training in educational theories or pedagogical practices. We do the best we can without a foundation for our teaching. This Perspectives column looks at how much theory we really need to know, and how can we gain this knowledge in order to become effective and engaging instructors. [PERSPECTIVES EDITED BY KIM LEEDER REED & SARAH E. NORTH] Montgomery, Pedagogy for Practical Library Instruction Communications in Information Literacy 9(1), 2015 INTRODUCTION First, a confession: It took me six attempts to make it through the new ACRL Framework for Information Literacy in Higher Education (ACRL, 2015) . I attribute this to my own general aversion to theoretical concepts, and to language that is written to sound more complex than is necessary. Second, a more embarrassing admission: I didn’t know how to pronounce the word "pedagogy" until about two years ago, almost ten years after I graduated with my MLS. It’s not that I hadn’t ever thought about teaching and critically evaluating how I taught. Mainly, it was because most of my early career was spent as a special librarian where teaching was a minimal part of my job. Educational theory was simply not on my radar until I accepted my current position at a university library and began teaching regularly. These days I’m spending a lot more time learning about the theories surrounding effective teaching. It has been a steep and, at times painful, learning curve. My MLS program did not offer classes on educational theory or pedagogy, so I felt I was entering the world of instruction blind. This raised the question in my mind of how much theory librarians need to know in order to be effective instructors, and how we can go about teaching ourselves to be good teachers. I know I’m not the only librarian who has had this fish-out-of-water experience. Few library science programs require or offer courses on learning theory or even on general instructional approaches (Booth, 2011) . If we’re lucky, the institutions we work for offer mentoring programs for new instruction librarians or provide financial support for us to gain additional training via classes or conferences. The disappointing truth is that our profession does not adequately prepare us to become informed educators. In this article, I will share my own experience and strategies to provide some guidance for how we can learn educational theory without falling asleep or bursting into tears. Next, I’ll list some ideas for how we, as individual librarians, can empower ourselves to learn and apply educational theories in order to engage our students, facilitating learning that is meaningful and even fun! DIVING INTO THEORY (WITHOUT DROWNING) I have been teaching a credit-based, online information literacy class for four semesters. I was dropped into this position with zero knowledge of either online learning or educational strategies and theories. In short, I had no idea what I was doing. So I did what any good librarian would do: I started researching how to teach information literacy. Much of what I found on library instruction and information literacy terrified me. I recognized that these books and papers were written in English, but they were filled with jargon and theoretical concepts that I could not grasp. It almost felt like the authors were creating a purposeful barrier to keep those of us without an educational background from fully engaging in the world of information literacy instruction. I wanted to learn more about educational theory and the art and science of pedagogy. I was sure that it would improve my teaching to have more of a theoretical [PERSPECTIVES] Montgomery, Pedagogy for Practical Library Instruction Communications in Informatio

FAQs

Why does the author say many librarians struggle with instruction responsibilities?

Most librarians have little or no formal training in educational theories or pedagogical practices, leaving them without a foundation for teaching.

What problem did the author face when first encountering theoretical frameworks?

She found the new concepts difficult to digest because they use complex language and jargon, making them feel like barriers to engagement.

What learning strategy does the article recommend for applying pedagogy effectively?

Learn selectively by focusing on what is “need to know from the nice to know,” and connect educational theory to real classroom challenges and practical workshop needs.

Oct 15, 2026

Uploaded by awa