Abstract
The author engages readers from the start of the book by focusing on empowering the librarian who educates. Early on the author clarifies their meaning of ‘teaching’ as undertaken by the academic librarian as well as collaborator with, and equal to, faculty/academics. Reale emphasizes the need for librarians who teach to approach the role by viewing it through an educational lens rather than a service lens. While service is touched upon, as is the stereotypical librarian, the clear message is librarians as equals to faculty not in servitude to them. Best summed up by the chapter headed, ‘Service does not mean servile!’.
Teaching is the central theme with a focus on classroom teaching; however, if there were a second theme, it would be stressing the importance of reference work and of the reference librarian and valuing and capitalizing upon teachable moments both at the reference desk and during consultations with faculty and students. The author emphasizes that every meeting with students or with staff holds the possibility of being a teachable moment. Reale provides academic librarians with a third and just as important theme: the imperative of fostering collaborative relationships with faculty to facilitate deliberate scaffolding of information literacy into the syllabus. Furthermore, it is made clear that relationship building with faculty is equally as important as the academic librarian establishing rapport with students and establishing the library as a ‘safe space’.
Within each chapter the author establishes their message utilizing both literature and real examples to evidence premises. The end of each chapter concludes with ‘Final thoughts’, a concise and useful synthesis of discussed ideas and ‘Practical strategies’, which as stated, offers realistic and practical strategies for librarians to action. As a liaison librarian myself I found this section of value and would recommend it to those starting out. While I myself have employed some of Reale’s suggestions, some were new to me.
While the primary target audience is clearly academic librarians, the author writes as if faculty may also be targeted. Faculty who can at times, undervalue the teaching undertaken by librarians. Reale refers heavily to the literature which is well selected, integrated and well used to justify or back up their position with evidence. However, with or without the literature the text’s themes are valid and well-articulated.
The author has a clear and engaging writing style. This is not a heavy tome but rather a light yet intelligent short text providing realistic guidance which would prove useful both to new academic librarians and as a refresher to those more seasoned. The chapters and subheadings are well arranged and follow a logical sequence.
Chapter 1, ‘Librarians in academia: A place at the table’ establishes the necessity for librarians to both view themselves, and make others view them, as having equal worth at the teaching and educating table. Chapter 2, ‘Teaching at the reference desk’, emphasizes the importance of the reference librarian and reference work and the need to consider every meeting as an opportunity for a teachable moment. In Chapter 3, ‘Teaching and learning as conversation’, Reale puts forward the idea of the conversational approach to information literacy instruction in the classroom: the need to move away from the click here, click there instructional and instead begin building trust with students early on in their academic careers by drawing out their ideas and emphasizing a student-centred approach. Librarians are encouraged to use a constructive method to start conversations between both faculty and the students. Chapter 4, ‘Promoting the spirit of enquiry in the classroom’ suggests that teaching enquiry and promoting research curiosity are more pedagogically beneficial that just showing students how to use databases. Methods for prompting enquiry are explored, including by questioning. Chapter 5, ‘Collaborating with faculty’, first discusses the struggle for librarians to gain faculty recognition of their value, then moves on to discuss the facets of possible collaboration including course design, subject liaison and opportunities for embedment. Reale has also authored Becoming an Embedded Librarian: Making Connections in the Classroom (2015).
Chapter 6, ‘Critical librarians and critical pedagogy in the classroom’ explains with case studies how to enact these concepts in the classroom. Chapter 7, ‘Creating a welcoming sense of place in the academic library’, discusses the idea of the academic library as a social enterprise and elements associated with the library as place. Chapter 8, ‘The librarian and reflection’, outlines the benefits of reflection as well as providing practical advice and various methodologies. It’s worth noting that the author has another book entitled, Becoming a Reflective Librarian and Teacher: Strategies for Mindful Academic Practice (2017).
Chapter 9, ‘Librarians as leaders,’ reminds the reader that you do not have to be at the top or even have power to lead. Leadership can be enacted from the middle or the peripheral. Reale goes on to discuss the characteristics of a good leader. Chapter 10, ‘On being indispensable’ took a different tack than expected. I expected advice on becoming indispensable but instead got an acknowledgement of the indispensability of the academic librarian which I really appreciated as I am an academic librarian myself. The remainder of the chapter then focuses on practical suggestions around nipping stress in the bud and reminders to take assigned breaks (not work through), goal setting and building and utilizing support networks. A clever and practical final chapter.
Would I recommend this book? Yes, most definitely! Reale clearly understands the role of academic librarian and suggestions provided herein are both practical and realistic.