Library Staff Learning to Support Learners Learning: Reflections from a Two-Year Professional Development Project

Abstract

In 2016 the National Forum for the Enhancement of Teaching and Learning in Higher Education funded three Irish academic libraries to review, implement and evaluate a new National Professional Development Framework for All Staff who Teach in Higher Education over two years. The Framework situates professional development as a process that starts with the ‘self’ in teaching and learning, but also emphasises communication and dialogue, and can be formal or informal. Its flexible, inclusive design encourages all staff who contribute to student learning to tailor it to their individual and group needs throughout their careers. The present study explains how project participants used reflective practice, action research, communities of practice, seminars and workshops to interrogate and apply the Framework, and reflects on what they learned from their experiences, and how it has influenced library practice in Ireland. Project outcomes include a website hosting reusable learning objects, an open access book evidencing reflection and scholarly communication skills, and insights into the identity of librarians as teachers and the role of personal, professional and organisational values and philosophy in professional development.

Keywords:

• professional development
• academic
• libraries
• National Forum for the Enhancement of Teaching and Learning in Higher Education in Ireland
• action research
• reflective practice

Acknowledgements

L2L provided a unique opportunity to explore our professional and personal development in the context of the wider academic environment. The authors acknowledge with thanks the National Forum for the Enhancement of Teaching and Learning in Higher Education for funding this opportunity to explore and enhance our practice (Grant Number 674). We must also acknowledge our three home institutions for their support and ongoing commitment to this project. In addition, the authors gratefully acknowledge the generous support of Sheila Corrall throughout the L2L project and especially with the production of this article.