Narratives of Academic Librarians: Introduction

In the beginning…

Every librarian has a story, but for instructional design and technology librarians in academia, the narratives they live are about something deeper: the overlapping realms of people, technology, information, and learning.  As navigators in the shifting landscape of instructional technology and academic libraries, these librarians are often pioneers for their institutions in virtual and physical spaces where knowledge is not only shared but also constructed. In many ways, their job is invisible while making resources available, the learning process smoother, and colleagues more knowledgeable. Instructional design and technology librarians ensure that the tools their libraries provide serve the needs of the institution while also supporting the larger mission of teaching and learning. Throughout their careers, these librarians are defining themselves (and as any good instructional designer, often redesigning on the fly) through their experiences and their interactions throughout their work lives.

The work of an instructional design and technology librarian is not always understood by those outside the library world, or even within the library world. In the digital era, the traditional perception of all academic librarians has expanded beyond archivists and catalogers to include the role of educators with some knowledge of technology to operate in the modern college or university setting. 

However, in the past two decades, instructional design and technology librarians have evolved to directly serve as a “blend” of technologists and instructors. As such, they were something in between—translators, mentors, and innovators—bridging the gap between faculty, students, and the complex array of technologies that support a modern academic education.

We live in a world where the digital and the physical have become inseparable. In lecture halls, hybrid classrooms, and online classrooms, technology is woven into the fabric of instruction, and has become a strong determinant factor in the future of all aspects of education. The field of instructional technology and design is the adhesive which merges technology with education. If interested in further reading on the instructional technology/design side in depth, an excellent resource is Clark and Meyer’s acclaimed textbook, E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, first published in 2003 (Clark & Meyer 2023). 

Whether online or in the physical world, the library has and will continue to be a center for all disciplines under the academic umbrella and therefore the epicenter of learning for institutions. In this way libraries are the adhesive combining disciplines under the umbrella of education. One anecdote I thought was unique from my first year working as a young academic librarian: a business major came to me at the reference desk looking for literature books to read for pleasure and ended up changing his major to English Literature. He came back at the end of the year to express his gratitude for the library as a space for those disciplines to interface.

After relating that story a few times, I stopped sharing it because I quickly discovered it was not unique. While students in college have many avenues for exploring their future academic paths, the library is often the least “siloed” of academic departments. 

Back to the point of the matter: as instructional technology is the adhesive that ties technology to education, academic libraries are the adhesive tying academic disciplines together in an institute of higher education. In this way, I have found the field of instructional technology/design librarians as one inherently bridging two areas and those individuals working in the field often building and maintaining bridges as a central job duty in their work lives. 

For the modern library, interactive online assignments, digital textbooks, learning management systems, virtual labs, and cloud-based library resources are the scaffolding for today’s educational experiences tied to libraries. Behind those digital tools, guiding the development, integration, and evaluation of each new application, is the instructional technology librarian. Whether leading or working quietly in the background, they can be found crafting strategies and shaping environments where learning can thrive.

Yet, beyond the technical complexity of the tools librarians work with, as supported through these narratives, the real work is about people—teaching students how to engage with these tools, guiding faculty on how to incorporate them into their courses, and opening and sustaining dialogues with administrators regarding issues in digital pedagogy such as equity, access, and inclusivity in modern learning spaces- especially online learning environments. The technology is the framework; the people- whether the student patrons, coworkers, or administrators- are the heart of work.

The Path

For many, the path to becoming an instructional technology librarian wasn’t a direct route. They might have started as librarians in traditional areas of librarianship, or classroom educators with a background in pedagogy and their careers and interests moved towards instructional technology. Perhaps they were technology support specialists or worked in media production and their careers moved towards librarianship. 20 years ago, Steven Bell and John Shank began writing about these paths and this phenomenon as they explored a “blueprint” for a “blended librarian” with the skills and responsibilities of both an instructional designer and a librarian. (Bell & Shank 2004) (Shank, Bell & Zabel 2011). I owe the job title of my first academic position in South Florida as a “blended librarian” to these scholars and their focus on this new type of library career.

Those who become librarians involved in instructional technology and instructional design often find themselves exploring a new frontier of librarianship, discovering and defining the boundaries of what’s possible with libraries, and pursuing a vision of education where students and patrons can thrive. It’s a field that demands both creativity and technical expertise and the ability to balance pedagogical ideals with practical application. Instructional design and technology librarians also help faculty and patrons adapt to the constant flow of new digital tools, ensuring that technology exceeds any novelty and enhances pedagogy.

The tools these librarians work with and the people they work with are only two parts of a greater whole and end goal. This end goal is the facilitation and the transformation of the learning experience itself through the interaction of instructional tools and people. By understanding that simply introducing technology (to faculty or student patrons) isn’t enough, these librarians foster engagement, collaboration, critical thinking, and deeper learning. It’s not about adding tech for tech’s sake but instead fostering a learning ecosystem where technology becomes a seamless scaffold for the educational process within the scope of the library or the institution.

The Roles 

A central role of the instructional design and technology librarian is often one of many “hats” or roles. In my career as an instructional technology librarian, I engaged in the roles that an academic reference librarian would take, as well as technology support roles and administrative roles involving budgetary decisions regarding library spaces and technology. As these narratives support, there are many common elements and themes, and there is no typical career of an instructional technology librarian- no single script to follow.

On a day-to-day basis, these librarians may troubleshoot problems and help faculty, including other librarians, with software issues. They may also support students in navigating digital assignments, and act as the “go-between” when things go wrong with the technology. These librarians might teach workshops on everything from designing engaging online courses to effective use of digital tools for active learning whether online or in live instruction. They may lead faculty through best practices for integrating technology into their pedagogy, explain the changing interfaces of research databases or learning management systems (LMS), select digital media, assessment tools, online library resources, etc.

            Many academic librarians, especially those at the university level, have a researcher component in their job description. Librarians involved in instructional design and technology may research new technologies, evaluate their efficacy, and recommend learning and management solutions based on the individual needs of their library or institution’s goals. They often engage with emerging trends in educational technology or technology trends as a whole. These librarians can be found researching topics from artificial intelligence (AI) to gamification and other innovative user interactions with technology. Administrators may task these librarians to examine and provide insights as to how technology trends and developments might shape the future of libraries and institutions of higher education.

Regarding trends and updates, these librarians can be advocates for technology infrastructure updates to serve the needs of patrons, pursue inclusive design in all spaces- virtual or physical, and also push for accessibility standards in educational platforms. Instructional design/technology librarians are by virtue of their knowledge base and active work experiences, often are leaders and advocates for the best use of technology in higher education.

The Future of Learning and the Librarian 

As we look at the present and future of higher education, the role of instructional technology and librarians has only becoming more critical. The landscape of learning has already shifting toward more hybrid, flexible, and student-centered models, driven by technological advances. In this modern age where learning is no longer confined to the walls of the classroom, and where the possibilities for digital instruction are endless, the tools of instructional technology and the personnel of librarians are often at the heart of this. The challenge, of course, is keeping pace with rapid change, understanding the broader pedagogical implications of instructional technology, and ensuring that those who are tasked with these tools are best positioned to serve the mission of education: to create engaged, critical, and capable learners. The librarians should be confident in their work identities to be able to both contribute and be leaders in the area of instructional technology at their respective institutions.

This book is a journey through the stories of librarians involved in instructional technology—their experiences, their challenges, their triumphs, and their ongoing work to contribute to the future of their libraries, their institutions, and librarianship. In the narratives that follow, the librarians relate the moments when they felt the weight of their career, the times when they sought guidance in constructing their self-identity through patrons and colleagues, and the times when they faced change and found the courage. All the ways these have discovered themselves and reinvented themselves at work. They explain how creative solutions we’re developed, share lessons learned, and the ways in which they continue to evolve as librarians.

References

Bell, S., & Shank, J. D. (2004). The blended librarian: A blueprint for redefining the teaching and learning role of academic librarians. Temple University Libraries.

Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley & sons.

Shank, J. D., Bell, S., & Zabel, D. (2011). Blended librarianship: [Re] envisioning the role of librarian as educator in the digital information age. Reference and User Services Quarterly, 51(2), 105-110.