The power of peers: approaches from writing and libraries

Bronwen K. Maxson (UO Libraries, University of Oregon, Eugene, Oregon, USA)
Michelle E. Neely (Department of English, University of Colorado at Colorado Springs, Colorado Springs, Colorado, USA)
Lindsay M. Roberts (University Library, University of Colorado Boulder, Boulder, Colorado, USA)
Sean M. Stone (School of Dentistry Library, Indiana University School of Dentistry, Indianapolis, Indiana, USA)
M. Sara Lowe (University Library, IUPUI, Indianapolis, Indiana, USA)
Katharine V. Macy (University Library, IUPUI, Indianapolis, Indiana, USA)
Willie Miller (University Library, IUPUI, Indianapolis, Indiana, USA)

Reference Services Review

ISSN: 0090-7324

Publication date: 29 July 2019

Abstract

Purpose

The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices.

Design/methodology/approach

The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments.

Findings

In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies.

Practical implications

These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation.

Social implications

Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers.

Originality/value

While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

Keywords

Citation

Maxson, B., Neely, M., Roberts, L., Stone, S., Lowe, M., Macy, K. and Miller, W. (2019), "The power of peers: approaches from writing and libraries", Reference Services Review, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/RSR-03-2019-0020

Download as .RIS

Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.