Abstract:
In 2014, the Standards for Proficiencies for Instruction Librarians and Coordinators
Revision Task Force was charged “to update and revise the Standards for Proficiencies
for Instruction Librarians and Coordinators document in accordance with the
recommendations published in the report of the Standards for Proficiencies for
Instruction Librarians and Coordinator Review Task Force.” The Review Task Force
recommended that the new document adopt a contextual, holistic approach and wider
vision which encompasses the roles and responsibilities of the instruction librarian
within the academy, bridge the broader context and potential practical applications, and
simplify the document. This new Roles and Strengths of Teaching Librarians in Higher
Education document represents major change in this revision. Major changes in the
revision include language changes such as the shift from “proficiencies” to “roles” and
from “instruction librarian” to “teaching librarian,” a structural change from a list to a
conceptual model, and an altered focus in the document from skills to strengths needed
to thrive in each of the roles. This document uses the phrase “teaching librarian,”
defined as a librarian who teaches in various contexts, and for whom teaching may be
all or part of their professional responsibilities. This phrase is used because it is deemed
broader and more participatory than “instruction,” which is indicative of the importance
of teaching and the broader educational goals held by librarians.
