While the important role of information literacy instruction as a central service in academic libraries is well observed in scholarly literature, there has been little examination of the impact of the rapid increase of instructional duties on practicing librarians, whose traditional instruction duties have expanded or whose positions have not traditionally required leading a classroom. The study in this chapter explores librarians’ perceptions of the impact that increased instruction tasks have had on their day-to-day and long-term goals, perceptions of the support they receive in performing their instructional duties, and what types of instruction training they have received throughout their career. The ways in which the addition of instruction duties for librarians have been perceived by the librarians themselves as they strive to increase support for instructional services without impacting the library’s ability to continue to perform traditional public and technical services functions is discussed as a marker of the future needs of the field and the necessity of recognizing professional strain.
Brennan, D. and Davidson, M.E. (2018), "“Other Duties as Assigned”: Academic Librarians’ Perceptions of the Impact of Instructional Tasks", Challenging the “Jacks of All Trades but Masters of None” Librarian Syndrome (Advances in Library Administration and Organization, Vol. 39), Emerald Publishing Limited, Bingley, pp. 133-184. https://doi.org/10.1108/S0732-067120180000039010
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