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Teaching is an increasingly important aspect of librarianship, both in terms of job requirements and as an integral part of our professional values. But many librarians do not feel prepared by their master’s programs for the level of teaching required in academic libraries (Julien & Genuis, 2011). While many of us turn to professional development and informal learning opportunities to help us develop our craft, on-the-job training must also play a role in filling this perceived gap. Just as we hope to train our students to be information literate – and understand that, without guidance, many of them will find it challenging to learn these skills on their own – many library administrators and information literacy coordinators hope to provide support and training for staff. This paper outlines our library’s approach to helping instruction librarians develop their teaching craft while simultaneously serving broader program needs. The goal of this project was to create a peer-mentorship training tool rooted in evidence-based practice that is able to measure our departmental goal of having trained, skilled instructors. It was important that this tool be flexible to suit the needs of individual librarians and the dynamic nature of university libraries but, most importantly, its development and implementation could not be too time-intensive. While we wanted to help our instruction librarians develop their teaching confidence we also wanted a tool that could be used in conjunction with our existing assessment projects.


This paper is a preprint.