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DRAFT VERSION FOR LIBRARY FACULTY, Revised August 22, 2018

Promotion Guidelines: Library Faculty
Note: Librarians are hired in at the Assistant Professor level

Principles for Promotion - Professional Development

Rank Professional Development
To be hired at the rank of Terminal degree (Masters) from an ALA-accredited institution
Librarian Assistant in library and/or information studies
Professor
Librarian Assistant Attends relevant Faculty Academy sessions and Division
Professor to Librarian workshops; Active (current) member of a state, regional, or
Associate Professor national professional association (participation in sub-sections,
committees, or planning groups are preferred); Completes
observations of library instruction sessions taught by
colleagues twice annually and uses those evaluations to update
or improve their own teaching/SLOs.
Librarian Associate Faculty leader in matters across the College; Presents in some
Professor to Librarian fashion once every three years at a state, regional, or national
Professor conference; Completion of professional development which
enhances job performance

Principles for Promotion – Service

Rank Service to the College
Librarian Assistant Involvement in division and college level service. Examples:
Professor to Librarian department and division committees, college committees, and
Associate Professor assessment activities
Librarian Associate Growth in department, division, and college level service.
Professor to Librarian Examples: chairs committees, club advising, faculty senate,
Professor community outreach/involvement

Promotion Principles for Teaching

• These principles are not exhaustive or prescriptive.
• It is expected that a library faculty member would consistently demonstrate the
dimensions.
• It is expected that a library faculty member would demonstrate measurable growth in
these dimensions as the library faculty member moves from one academic rank to
another. There should be evidence of both breadth and depth in the library faculty
member’s performance.
• While there will be subjectivity in the process, there should be evidence to support an
attainment. The academic dean may use any source, whether it be evidence provided by
the library faculty member, from student reports, from committee assignments, from
collegiate meetings, from other faculty or staff, or some other person or document.
DRAFT VERSION FOR LIBRARY FACULTY, Revised August 22, 2018

• The role of a Library Faculty member is multifaceted and complex. Not every faculty
member teaches in a formal classroom setting. Their contributions are no less vital to
student success and persistence. All faculty librarians "profess" their subject expertise
and demonstrate their scholarship on a daily basis through interaction with students in
person and online. This is why the Principles for Teaching address ‘teaching as
information literacy instruction’ more broadly, including all forms of instruction such as
on-demand library instruction, consultation with students at the Reference Desk or
through scheduled office hours (face-to-face and virtually), outreach and presentations to
student groups about library research methods, assistance with the use of specialized
library resources, and selection/deselection of library materials.

Dimension for Assistant Professor to Associate Associate Professor to Professor
Teaching Professor
Descriptor Superior Outstanding
Engagement with Adaptive and responsive to student Participate in outreach to students
students needs with teaching methods, (in-person or online) in order to
student interactions in classes, guide and encourage students;
patron consultations (including Adaptive teaching in information
reference interactions), and co- literacy methods that reflect
curricular programing. These understanding of student needs
interactions can be conducted in- through both formal teaching and
person or online. reference interactions.
Content Exhibits understanding of the Develops deeper understanding of
knowledge discipline by researching and literature in the field through
utilizing current publications in the creative and innovative use of
library field. library instructional methods and
materials.
Self-improvement Utilizes feedback to enhance and Producing new approaches to
expand information literacy information literacy teaching and
instruction. Receptive to curriculum development
suggestions and will seek them out
(Examples: annual evaluation and
teaching observation
recommendations)
Interaction Evidence of communication about Mentor to an individual library
discipline-specific teaching faculty member; Serve as a
methods with other faculty faculty resource for information
members, especially related to literacy or provide guidance on
information literacy. in-class information literacy
activities.
Technology Incorporates technology into all Uses past experience with
information literacy interactions technology in information literacy
and adapts methodology based on interactions to improve
experience. implementation.
Advising Serve as a general resource for Serve as a general resource for
advising, offer programing for advising, offer programing for
DRAFT VERSION FOR LIBRARY FACULTY, Revised August 22, 2018

student success, or provide student success, provide
leadership in advising activities leadership in advising activities,
or use information from student
interactions to inform student
success initiatives.
Assessment Actively contribute to library Incorporate assessment activities
assessment team in library instruction sessions that
measure student competency
during session.