Affective dimensions of academic librarians’ experiences during the Covid-19 pandemic: experiences and lessons learned for information literacy

Abstract

Purpose

This article explores the affective dimensions of academic librarians’ experiences during the forced pivot to emergency remote teaching because of the Covid-19 pandemic.

Design/methodology/approach

Through semi-structured interviews with librarians at 18 university libraries in Ontario, Canada, the researcher prompted study participants to reflect on how their work and that of other librarians in their organization changed during the period of focus, including the main challenges and opportunities experienced for information literacy instruction.

Findings

This study finds evidence of stress and anxiety among academic librarians teaching during the Covid-19 pandemic, including lack of confidence and skills with eLearning and work-life balance challenges. At the same time, the data show strengths and successes fueled by resilience, collaboration and a growing culture of care, which in many cases, resulted in strong expressions of pride by interviewees on what was achieved during this global health crisis.

Originality/value

This study is one of few adopting a qualitative research methodology to explore the affective dimensions of academic librarians’ experience of information literacy instruction during the Covid-19 pandemic. Its implications are instructive for future pedagogical approaches and workplace culture among information literacy teams, including communication, collaboration, flexibility and leadership support.

Citation

Bury, S. (2024), "Affective dimensions of academic librarians’ experiences during the Covid-19 pandemic: experiences and lessons learned for information literacy", Reference Services Review, Vol. 52 No. 2, pp. 278-295. https://doi.org/10.1108/RSR-12-2023-0082