From Hostile to Inclusive: Strategies for Improving the Racial Climate of Academic Libraries

Despite the presence of programs such as ALA’s Spectrum Scholarship and the ARL Initiative to Recruit a Diverse Workforce, library and information science (LIS) has not been successful in increasing the number of racial/ethnic minorities in the profession, especially in academic libraries. Though the LIS literature addresses recruitment and retention of people of color, very few articles acknowledge that some individuals from underrepresented populations may experience the profession as chilly or even hostile due to racism, especially as it is manifested in the form of racial microaggressions. Although often delivered unconsciously, these seemingly benign exchanges convey to the recipient negative and denigrating messages about that person’s race or ethnicity. The burden of work relating to diversity and inclusion in the profession has typically been placed on people of color, but those of us who are White also have a responsibility to engage in these endeavors. This article will identify steps that White academic librarians can take to prevent and address racial microaggressions in order to become better allies to our colleagues of color

Criticism is not a four-letter word: Best practices for constructive feedback in the peer review of teaching.

In recent years, peer review of teaching (PROT) has become an increasingly important tool for evaluating library instruction. Most PROT programs consist of three components: a pre-observation meeting, the observation of teaching, and a post-observation session. The post-observation feedback session can be especially challenging—for both the observer and the observed. Drawing upon literature addressing the peer review of teaching, the authors recommend a set of best practices for providing constructive criticism to fellow instruction librarians

The Power of Observation: How Librarians can Benefit from the Peer Review of Teaching Even Without a Formal PROT Program

See presentation description

Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

Many academic librarians who provide library instruction have never received formal training in educational theory and methods. In an effort to bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be feasible for every library to establish such a program. In an effort to aid those who are interested in peer review, but who may not be able to participate in a formal program, the authors identify the principles of peer review that can be applied on a non-programmatic basis. Six areas of best practice are described: establishing an environment of trust, respect, and confidentiality; selecting a suitable partner for the process; communicating with a peer reviewer; focusing on specific aspects of teaching where feedback is desired; making time for the process; and preparing oneself to accept criticism

By and for Us: The Development of a Program for Peer Review of Teaching by and for Pre-Tenure Librarians

Seven pre-tenure librarians at the University Library at Indiana University-Purdue University Indianapolis (IUPUI) created a peer review of teaching (PROT) group. This article provides an overview of the library literature on PROT and identifies the commonalities and variations found in PROT programs. The development, implementation, and benefits of the PROT program at IUPUI are discussed as well as outcomes pertaining to benefits for the observed, the observer, and for the PROT group as a whole. The authors also found that the implementation of a PROT program can enhance the sense of community among colleagues