Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians
<b>Objective</b> – The role of the academic librarian has become increasingly educative innature. In this study, the critical friend method was introduced among teachinglibrarians in an academic setting of medicine and health sciences to ascertainwhether this approach could be implemente...
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| Format: | Article |
| Language: | English |
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University of Alberta
2012-12-01
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| Series: | Evidence Based Library and Information Practice |
| Subjects: | |
| Online Access: | http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16600/14525 |
| _version_ | 1828833900863946752 |
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| author | Yvonne Hultman Özek Gudrun Edgren Katarina Jandér |
| author_facet | Yvonne Hultman Özek Gudrun Edgren Katarina Jandér |
| author_sort | Yvonne Hultman Özek |
| collection | DOAJ |
| description | <b>Objective</b> – The role of the academic librarian has become increasingly educative innature. In this study, the critical friend method was introduced among teachinglibrarians in an academic setting of medicine and health sciences to ascertainwhether this approach could be implemented for feedback on teaching of theselibrarians as part of their professional development.<br><b>Methods</b> – We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire.<br><b>Results</b> – The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of “loneliness” in teaching. This conclusion is also supported by the findings of previous studies.<br><b>Conclusion</b> – The critical friend method described in this study can easily be implemented and developed among teaching librarians, provided that there is support from the organization. This will benefit the individual teaching librarian, as well as the organization at large. |
| first_indexed | 2024-12-12T17:28:08Z |
| format | Article |
| id | doaj.art-7445ca1faa90406586dd53ca25c452da |
| institution | Directory Open Access Journal |
| issn | 1715-720X |
| language | English |
| last_indexed | 2024-12-12T17:28:08Z |
| publishDate | 2012-12-01 |
| publisher | University of Alberta |
| record_format | Article |
| series | Evidence Based Library and Information Practice |
| spelling | doaj.art-7445ca1faa90406586dd53ca25c452da2022-12-22T00:17:27ZengUniversity of AlbertaEvidence Based Library and Information Practice1715-720X2012-12-01746881Implementing the Critical Friend Method for Peer Feedback among Teaching LibrariansYvonne Hultman ÖzekGudrun EdgrenKatarina Jandér<b>Objective</b> – The role of the academic librarian has become increasingly educative innature. In this study, the critical friend method was introduced among teachinglibrarians in an academic setting of medicine and health sciences to ascertainwhether this approach could be implemented for feedback on teaching of theselibrarians as part of their professional development.<br><b>Methods</b> – We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire.<br><b>Results</b> – The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of “loneliness” in teaching. This conclusion is also supported by the findings of previous studies.<br><b>Conclusion</b> – The critical friend method described in this study can easily be implemented and developed among teaching librarians, provided that there is support from the organization. This will benefit the individual teaching librarian, as well as the organization at large.http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16600/14525academic librariansteaching librarianscritical friendpeer observationstructured feedbackconstructive criticismprofessional development |
| spellingShingle | Yvonne Hultman Özek Gudrun Edgren Katarina Jandér Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians Evidence Based Library and Information Practice academic librarians teaching librarians critical friend peer observation structured feedback constructive criticism professional development |
| title | Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians |
| title_full | Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians |
| title_fullStr | Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians |
| title_full_unstemmed | Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians |
| title_short | Implementing the Critical Friend Method for Peer Feedback among Teaching Librarians |
| title_sort | implementing the critical friend method for peer feedback among teaching librarians |
| topic | academic librarians teaching librarians critical friend peer observation structured feedback constructive criticism professional development |
| url | http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16600/14525 |
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