I cannot present my teaching philosophy
without first commenting on my reference philosophy since I see information
literacy as an extension of reference services. The two lions in front of
the New York Public Library are called Patience and Fortitude. Among all
the philosophies that I have encountered regarding library and information
services, I have found those two words to be an ample summary of how I approach
my role as a librarian. Patience embodies the need to put aside any
presumptions one may have. It reminds me to quiet myself and listen to
the patron in front of me. Fortitude reminds me that there is a wealth of
information, and that I, like all librarians are keystones species as described
by Bonnie Nardi and we are here to connect the patron to the best information
efficiently.
I also believe that an ounce of prevention
is worth a pound of medicine. In library and information sciences,
this means getting involved and being a visible academic support role model,
identifiable by faculty staff and students as a that “person in the library who
can help me”. Becoming visible means that I make a conscience effort to step
out of from behind the reference desk and out of the office and getting into
the classrooms. At the beginning of each school year and semester, I make
strong efforts to reestablish my contacts with the instructors and
faculty. I want to get into the classroom meet the students and introduce
myself. This stems from my experience as a graduate student of French
literature. I was, admittedly, naive; I did not think that librarians
could help me. I based this assumption on the fact that since most of my
research, writing and reading was done in foreign language, and then
I could not take advantage of any of the other academic services, such as
the writing centers. Now, as a librarian who wants to work with students in
many different languages, I want to be sure that students do not make that same
mistake. I want to be sure that the students will realize that there is
help and support at a very advanced level.
They know where to go with
confidence, know it is ok to ask. I want to help them curtail the
ever prominent reluctance and intimidation felt by so many patrons. I see
myself as an ambassador of the library. I hope that my positive interactions
will ripple through and get more people in the academic community to realize
that friendly, professional and courteous help exists.
Now that I have gone to them, the academic
relationship starts and then when they come to me at the reference desk or
contact me by phone or mail, they know that they can expect someone who
will listen carefully, take their information needs seriously and provide them
with the best service possible. During the reference interview, I listen
and elicit more information. I want to be sure I understand exactly
what kind of information the patron is asking for and for what purpose they
need it. I take into consideration the time frame, the level of the
student’s class, and the resources available. I also take the opportunity
to teach search strategies while answering their question. I want to meet
the patron at his or her level and I want them to leave a little more
knowledgeable in research methods.
Home
Bio Resume Reference Philosophy Teaching Philosophy Collection
Development Policy