Adapting Evidence-Based Practices to Improve Library Instruction: Using Customized Tools to Support Peer Mentoring and Observation

Abstract

Abstract To improve the quality of our instruction and to contribute to student success, we designed an instructional development program using peer mentoring and observation grounded in evidence-based practices. We identified three methods of peer observation and mentoring to create an innovative progressively in-depth program that helps librarians understand what is happening in the classroom, and works within a community of practice to identify ways to improve the quality of our instruction. These tools, used in higher education, were then customized to work for information literacy instruction: Teaching Squares, the Teaching Practices Inventory - Information Literacy Instruction, and the Classroom Observation Protocol for Information Literacy. The customized tools help librarians identify evidence-based practices, enable them to understand what occurred in their classrooms, and lead to student-focused teaching. This article discusses the development of these tools and initial findings.