Learning Instructional Methods and Practices: An Early Career Health Sciences Librarian Perspective

Area of Science:

• Library and Information Science
• Higher Education Pedagogy

Background:

• Formal pedagogical training is often absent in library education and onboarding.
• Academic librarian roles frequently require teaching qualifications, creating a skills gap.
• Early-career librarians face challenges in acquiring effective teaching strategies independently.

Purpose of the Study:

• To discuss the pedagogical development of an early-career academic librarian.
• To highlight the unique teaching needs within a new academic discipline.
• To identify barriers to pedagogical skill acquisition, including imposter syndrome.

Main Methods:

• Qualitative reflection on personal experience.
• Analysis of challenges in learning and applying pedagogical practices.
• Consideration of unmet needs and desired support.

Main Results:

• Early-career librarians often lack structured pedagogical training.
• Self-directed learning of teaching strategies is common but challenging.
• Imposter syndrome can impede professional development in pedagogy.

Conclusions:

• There is a critical need for improved pedagogical training in library science programs and professional development.
• Support systems and mentorship are crucial for early-career librarians developing teaching roles.
• Addressing psychological barriers like imposter syndrome is vital for effective pedagogical practice.