Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review
INTRODUCTION This study is the first to consider how academic librarians’ understanding of and participation in the peer review process influences their information literacy pedagogy and practice. METHODS This mixed-methods study uses a modified sequential explanatory design, beginning with a survey...
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| Format: | Article |
| Language: | English |
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Iowa State University Digital Press
2021-03-01
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| Series: | Journal of Librarianship and Scholarly Communication |
| Subjects: | |
| Online Access: | https://www.iastatedigitalpress.com/jlsc/article/id/12891/ |
| _version_ | 1797222093845168128 |
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| author | Gr Keer Lana Mariko Wood |
| author_facet | Gr Keer Lana Mariko Wood |
| author_sort | Gr Keer |
| collection | DOAJ |
| description | INTRODUCTION This study is the first to consider how academic librarians’ understanding of and participation in the peer review process influences their information literacy pedagogy and practice. METHODS This mixed-methods study uses a modified sequential explanatory design, beginning with a survey of academic librarians in the United States and Canada, followed by interviews with interested study participants. RESULTS & DISCUSSION The researchers find that academic librarians frequently teach about peer review, but approaches vary widely, and though some have adapted the Framework to fit their instruction about peer review, there are no best practices. Instructor demands, the length of instructional sessions, and student level influence whether and how academic librarians contextualize the peer review process. While some academic librarians draw from their personal experience in the peer review process as authors, reviewers, and/or editors in their teaching, academic librarians do not consistently report their personal experience as an influence on their teaching of the peer review process to students. CONCLUSION This article argues that academic librarians should consider the place of peer review in information literacy instruction, including interrogating how scaffolding instruction about peer review may provide a disservice to students from an equity perspective. The authors urge academic librarians who have it to draw on personal experience to contextualize their instruction about peer review. |
| first_indexed | 2024-04-24T13:15:51Z |
| format | Article |
| id | doaj.art-429ebda928d146e2a110549bddc2d9c7 |
| institution | Directory Open Access Journal |
| issn | 2162-3309 |
| language | English |
| last_indexed | 2024-04-24T13:15:51Z |
| publishDate | 2021-03-01 |
| publisher | Iowa State University Digital Press |
| record_format | Article |
| series | Journal of Librarianship and Scholarly Communication |
| spelling | doaj.art-429ebda928d146e2a110549bddc2d9c72024-04-04T17:34:23ZengIowa State University Digital PressJournal of Librarianship and Scholarly Communication2162-33092021-03-019110.7710/2162-3309.2399Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer ReviewGr Keer0https://orcid.org/0000-0002-9408-0341Lana Mariko Wood1Information Studies, Cal State East Bay INTRODUCTION This study is the first to consider how academic librarians’ understanding of and participation in the peer review process influences their information literacy pedagogy and practice. METHODS This mixed-methods study uses a modified sequential explanatory design, beginning with a survey of academic librarians in the United States and Canada, followed by interviews with interested study participants. RESULTS & DISCUSSION The researchers find that academic librarians frequently teach about peer review, but approaches vary widely, and though some have adapted the Framework to fit their instruction about peer review, there are no best practices. Instructor demands, the length of instructional sessions, and student level influence whether and how academic librarians contextualize the peer review process. While some academic librarians draw from their personal experience in the peer review process as authors, reviewers, and/or editors in their teaching, academic librarians do not consistently report their personal experience as an influence on their teaching of the peer review process to students. CONCLUSION This article argues that academic librarians should consider the place of peer review in information literacy instruction, including interrogating how scaffolding instruction about peer review may provide a disservice to students from an equity perspective. The authors urge academic librarians who have it to draw on personal experience to contextualize their instruction about peer review.https://www.iastatedigitalpress.com/jlsc/article/id/12891/Academic librarianspeer reviewinformation literacy instructioncritical librarianship |
| spellingShingle | Gr Keer Lana Mariko Wood Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review Journal of Librarianship and Scholarly Communication Academic librarians peer review information literacy instruction critical librarianship |
| title | Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review |
| title_full | Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review |
| title_fullStr | Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review |
| title_full_unstemmed | Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review |
| title_short | Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review |
| title_sort | problematizing peer review academic librarians pedagogical approaches to peer review |
| topic | Academic librarians peer review information literacy instruction critical librarianship |
| url | https://www.iastatedigitalpress.com/jlsc/article/id/12891/ |
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