Graduation Year
2025
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Language, Literacy, ED.D., Exceptional Education, and Physical Education
Major Professor
Bárbara C. Cruz, Ed.D.
Committee Member
Jolyn Blank, Ph.D.
Committee Member
Matthew Knight, Ph.D.
Committee Member
Veselina Lambrev, Ph.D.
Keywords
academic librarianship, practitioner research, case study method, professional identity, information literacy instruction, librarian teaching practice
Abstract
The purpose of this qualitative multiple case study was to explore how the educational experiences and professional identities of academic librarians shape their approach to information literacy instruction within the context of post-secondary research universities. Through deep engagement with three academic librarian-teacher participants, the study sought to understand how information literacy instruction is enacted, administered, and experienced by these individual academic librarians. The quintain, or binding concept, connecting all of these cases was the intersection of academic librarian professional identity and information literacy instructional practice at a large, R1 institution in the southeastern United States.
Multiple data collection methods were utilized to discover how professional identity was shaped, defined by, and ultimately manifested in the teaching practice of each librarian-teacher. Three unique terms were ascribed to the professional identities of the participants: teacher-implied librarian, librarian-learner, and teacher-librarian. Four themes present across all cases were examined in depth: positive early experiences in libraries; collaboration, connection, and the power of relationships; pivoting, changing direction, and innovating; and the spirit of inquiry and lifelong learning.
The findings of the study suggest that professional identity is intimately tied to professional practice for librarians who teach, and thus directly impacts outcomes on student information literacy learning. In light of these findings, implications and recommendations are shared as they relate to three professional realms: academic librarian preparation, academic librarians’ instructional practice, and academic library leadership.
Scholar Commons Citation
Szempruch, Jessica Nicole, "Librarian-as-Teacher: A Multiple Case Study of Academic Librarian Professional Identity and Teaching Practice" (2025). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11106
