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Peer Teaching: Empowering students towards creativity and action

This article discusses the concept of peer teaching, specifically in an academic library setting, and explores the benefits, establishment process, and training involved. It also highlights the personal and peer-to-peer levels of benefits and challenges faced in implementing peer teaching programs.

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Peer Teaching: Empowering students towards creativity and action

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  1. Peer Teaching: Empowering students towards creativity and action Frances Brady Marquez Wilson Christina Bailey-Murray Adler University

  2. Instruction Sessions – Adler University

  3. Scheduling: Hermione’s time turner https://www.flickr.com/photos/marla_rochester/11414174723/

  4. Peer Teaching: the Idea Dolinger, E. & Farkas, M. (2015, March). Leaving the one shot behind: transitioning from status quo to sustainable integration. Presented at Association of Colleges and Research Libraries Conference, Portland, OR.

  5. Peer Teacher vs. Tutor? • “(Students providing) peer-to-peer teaching are not teachers and are not expected to teach and present new material” (Stigmar, 2016). • “Peer tutors in academic libraries are not a substitute for the professionally credentialed librarians and qualified staff.” (O’Kelly, Garrison, Merry, & Torreano, 2015).

  6. Benefits of Peer Teaching • Examples of students teaching “individually, with no librarian hovering nearby” are rare. However, “these few precedents in allowing undergraduates to teach outright are uniform in expressing satisfaction with the results”. • “According to this model (peer teaching), the role of the librarian is not to lead every instruction session or answer every question, but, rather, to provide the training and tools so that peer providers can serve as optimal vehicles for student learning.” Bodemer, 2014

  7. Establishing Peer Teaching at Adler • Federal Work Study position • Student selection • Library help desk student workers • Reference appointments • Faculty recommendations • Schedule coordination

  8. Peer Teacher Training • LibGuide: http://library.adler.edu/PeerTeachers • Password: chocolate2017 • Workshop • Reasons for creating • Expectations • Teaching/learning theory • Session outline & learning objectives • Teaching tips (managing problems) • Practice!

  9. Peer Teaching Fall 2015 • Shadow each Peer Teacher once • Follow up: debrief & written observations • Assess

  10. Improving My Teaching • Peer teachers • Their strengths/weaknesses • Discussions pre and post instruction session • Students

  11. New MAT Lesson Plan • Biography assignment – first year Art Therapy students • Students struggle to find biographical information • Students are more familiar with finding peer-reviewed resources • My background • Personal experience with the assignment • 7 years of experience in libraries • Previous creative tasks for the library (Designed LibGuide) • Background in tutoring

  12. Benefits of Peer Teaching • Personal level • Research knowledge • Patience and insight into the research timeline • Confidence • Problem solving skills and flexibility • Peer-to-peer level • Leadership skills • Resource for classmates’ library and research questions • Work level • Greater familiarity with library resources • Greater flexibility and knowledge of alternative routes through databases

  13. What Works • The Workshops • Separate instruction and practice sessions • Trust and freedom to create • The work environment- close access to support • Immediate feedback on the lesson 

  14. Areas of Difficulty • Creating the LibGuide • Tackling technology within the classroom • Getting past creativity blocks • Managing time • Finding a comfortable balance between support and independence with my supervisor

  15. Discussion • Future directions • Assess survey/evaluation questions to collect better data • Improve community of practice • Update session lesson plans based on informal student & faculty feedback • Train peer teachers to do reference • Questions & feedback • If your library has peer teachers/tutors, how do you : • Provide training & support? • Schedule sessions? • Assess program? • What barriers exist to expand student teaching/tutoring? • Thank you!

  16. References • Bodemer, B.B. (2014) They CAN and they SHOULD: undergraduates providing peer reference and instruction. College & Research Libraries(75)2, 162-178. • Dolinger, E. & Farkas, M. (2015, March). Leaving the one shot behind: transitioning from status quo to sustainable integration. Presented at Association of Colleges and Research Libraries Conference, Portland, OR. • O’Kelly, M., Garrison, J., Merry, B., & Torreano, J. (2015). Building a peer-learning service for students in an academic library. Portal: Libraries and the Academy(15)1, 163-182. • Ronan, J. & Pappas, M. (2001) Library instruction is a two-way street: students receiving course credit for peer teaching. Education Libraries(25)1, 19-24. • Stigmar, M. (2016) Peer-to-peer teaching in higher education: a critical literature review. Mentoring & Tutoring: Partnership in Learning(24)2, 124-136. doi:10.1080/13611267.2016.1178963

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