Narratives of Academic Librarians: Summary and Analysis

Summary and Analysis

The narrative details the instructional technology design librarian’s work at an academic library and their self-identity constructed through themes revolving around the use of specific instructional tools. The librarian provides an in-depth account of their professional experiences over the past several years, focusing on these various tools and technologies used for creating instructional content. The narrative covers four chapters: 1) Using the first authoring tool for interactive tutorials and a virtual library tour, 2) Utilizing the second tool for workshop materials and class instruction, 3) Employing a third tool for video-based tutorials and accessibility considerations, and 4) Adopting a fourth tool for more advanced interactive tutorials. Throughout the conversation, the librarian reflects on challenges faced, lessons learned, and the need for intentional planning, assessment, and adherence to instructional design principles. In addition to describing the process of self-constructing the work identity of a librarian, the narrative offers insights into the practical application of instructional design methodologies in an academic library setting.

In the initial phase of their career, the librarian collaborated with a colleague to create interactive tutorials using a free, open-source authoring tool. These tutorials aimed to support first-year experience students and covered topics like using the library catalog, citation styles, and distinguishing between scholarly and trade articles. A notable project was a virtual library tour, which proved time-consuming due to the need for manual image stitching. Despite some challenges, this allowed for the rapid development of engaging, interactive content during a period of remote learning. The librarian describes a central process of career uncertainty, turning towards other coworkers within groups and identifying and focusing on instructional tools to scaffold their self-construction for their work-identity.

The librarian utilized a second instructional technology/design tool for creating and hosting workshop materials and class instruction resources. This involved learning markdown programming language and following a structured workflow for pre-production, production, and post-production phases. This second tool allowed for the creation of multi-modal learning experiences, with content accessible via web pages, video recordings, and step-by-step guides. The platform facilitated collaboration with colleagues and enabled remote access for students unable to attend in-person sessions. This combination of focusing on improving their technology skills, building workplace relationships with coworkers and content experts and incorporating educational pedagogy could be seen as a structure by which the librarian constructed their work-identity. These three knowledge areas are a theme in this narrative and can resemble a TPACK theme. TPACK or technology knowledge, pedagogy knowledge and content knowledge is the theory that these three knowledge areas combine to create the ideal teaching knowledge for educators. (Koehler and Mishra 2009) TPACK is described in reference to educators, or in this case as a theme the librarian engaged in through self-education and learning their identity.

The third tool was the primary tool used for creating screencast-based tutorials and video instructions. The librarian followed a video production guideline to ensure clear roles and responsibilities when working in a team. This was employed for projects requiring camera-recorded footage, such as video trailers and library tours. While captions were provided for shorter videos, accessibility considerations like transcripts and alternative representations were often overlooked for longer videos, an area identified for improvement. The librarian also reflected on the need for more intentional planning and assessment to justify the continued use of these tools. The theme of accessibility within the narrative identifies another vector through which the librarian builds their identity through specific focus in their work tasks. Accessibility is an instructional design/technology focus, the presence of which and in addition to the TPACK theme show the librarian’s reliance on the foundations of their instructional technology background as a consistent area to refer to in creating their self-identity.

The fourth tool was adopted to create more advanced interactive tutorials, particularly for a workshop series. The librarian worked closely with other librarians, who provided storyboards and lesson plans, to develop engaging, self-paced tutorials with quizzes and activities. While this tool offered robust functionality, its annual licensing cost prompted discussions around gathering student feedback and assessment data to justify the ongoing investment. The librarian emphasized the importance of intentional planning, clear objectives, and again considering accessibility and alternative formats. In this final chapter and throughout the narrative, the librarian expressed concern with costs associated with tools utilized in their position. The librarian described wanting to leave a positive impression with administrators responsible for these financial costs, or at least concerned with making the right financial decision. The librarian compares personal costs and institutional costs for the same instructional tools, in addition to mentioning the difference in an annual subscription and a one-time purchase. This theme of financial considerations in the workplace and the librarian’s desire to express knowledge or attention to these considerations is a recurring factor in the librarian’s self-identity. Having this financial knowledge is likely important to the librarian’s self-definition. 

References

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.