Librarians' experiences of the teaching role: Grounded in campus relationships

Analyses of information literacy instruction practices have neglected, until now, in-depth exploration of librarians' experiences in their teaching roles. That gap was addressed by this study, which explored Canadian academic librarians' self-perceptions as teachers. Semistructured interviews with 48 participants revealed that they experience complex relationships with teaching faculty. Data are analyzed using symbolic interactionism, Erving Goffman's concepts of deference and ceremonial rules, and work on gifting and reciprocity. The relationships are discussed as unequal in terms of power, where power is ceded to the teaching faculty. Study participants discuss this unequal balance of power by referring to their own self-positioning and the institutional culture of their workplaces. These results suggest areas of challenge to full realization of instructional goals, which merit attention by managers and by those charged with preparing librarians for instructional work. Crown