The Critical and Continuing Role of Library and Information Science Curriculum in the Teacher Training of Future Librarians

Document Type



Introduction. There is very little in the way of formal training on how to learn to teach within library and information science (library and information science) curriculum. In fact, most new librarians learn how to teach on the job and proactive librarians will seek out professional development opportunities to supplement their experiences.Formal instruction-related courses in library and information science schools are not new, but the need for prepared instruction librarians continues and training remains inconsistent.
Method. This case study was informed by two theories supporting the notion of praxis, where learning is best achieved by putting theory and pedagogy into action. Kolb's Experiential Learning theory and Reflective Practice provide an appropriate educational lens through which to examine the phenomena of preparing librarians to teach in the field.
Analysis. Observations were made in two different 8-week sessions of an information literacy independent study, in which graduate students in an library and information science programme participated in reflection exercises and conducted their own teaching sessions.
Conclusion. The authors present an evolving and collaborative model where a practicing librarian and a library and information science faculty member, both with instruction experience, will team-teach an advanced course that builds upon an existing introductory instruction course covering basicpedagogical strategies. This advanced course aims to provide a structure for students to receive hands-on experience within active library instruction classrooms.

APA Citation

Cooke, N.A., & Hensley, M.K. (2013). The critical and continuing role of library and information science curriculum in the teacher training of future librarians. Information Research, 18(3). Available at