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Peer review of teaching: Best practices for a non-programmatic approach

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dc.creatorAlabi, Jaena
dc.creatorWeare, William H., Jr.
dc.description.abstractMany academic librarians who provide library instruction have never received formal training in educational theory and methods. In an effort to bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be feasible for every library to establish such a program. In an effort to aid those who are interested in peer review, but who may not be able to participate in a formal program, the authors identify the principles of peer review that can be applied on a non-programmatic basis. Six areas of best practice are described: establishing an environment of trust, respect, and confidentiality; selecting a suitable partner for the process; communicating with a peer reviewer; focusing on specific aspects of teaching where feedback is desired; making time for the process; and preparing oneself to accept criticism.en_US
dc.relation.ispartofCommunications in Information Literacyen_US
dc.subjectpeer review of teachingen_US
dc.subjectacademic librariansen_US
dc.subjectlibrary instructionen_US
dc.titlePeer review of teaching: Best practices for a non-programmatic approachen_US
dc.type.genreJournal Article, Professional Journalen_US

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