Peer teachers taking the lead in classroom instruction: program creation and challenges faced-Reference-Cited by-同舟云学术

Peer teachers taking the lead in classroom instruction: program creation and challenges faced

Published:2023-03-03 Issue:2 Volume:51 Page:171-189
ISSN:0090-7324
Container-title:Reference Services Review
language:en
Short-container-title:RSR

Author:

Lowe M. Sara^ORCID,Stone Sean M.,Macy Katharine V.

Abstract

PurposeThis paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.Design/methodology/approachThe approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.FindingsWhile the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.Originality/valuePeer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

Publisher

Emerald

Subject

Library and Information Sciences

Reference53 articles.

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