Abstract
This article reports the findings of a small-scale study in a UK university. The research investigated how academic librarians experienced the processes of becoming a teacher. As more librarians are drawn into a teaching role, understanding these developments becomes crucial. A narrative approach revealed the challenges faced as they participated in a program of teacher education. Institutional agendas and a diverse student population complicated these processes. This produced a complex interplay between identity and pedagogy, resulting in a lack of legitimacy in the teacher role. This has implications for the way in which academic librarians are supported in such transitions.
Notes
The staff survey conducted in 2007–08 had described an high dependency culture among under- and postgraduates.