The power of peers: approaches from writing and libraries
ISSN: 0090-7324
Article publication date: 15 August 2019
Issue publication date: 20 November 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
Acknowledgements
This paper forms part of a special section “Library Instruction West, Part 1”, guest edited by Sarah Barbara Watstein.
The peer teaching curriculum developed at IUPUI (formerly Indiana University Purdue University Indianapolis) was developed using a curriculum enhancement grant (CEG) from the Center for Teaching and Learning. The first author would also like to acknowledge Alison Hicks (Lecturer, Department of Information Studies, University College, London), for shaping her thinking around sociocultural practices.
Citation
Maxson, B.K., Neely, M.E., Roberts, L.M., Stone, S.M., Lowe, M.S., Macy, K.V. and Miller, W. (2019), "The power of peers: approaches from writing and libraries", Reference Services Review, Vol. 47 No. 3, pp. 314-330. https://doi.org/10.1108/RSR-03-2019-0020
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited