Positioning undergraduate teaching and learning assistants as instructional partners

Undergraduate teaching and learning assistants (UTLAs) can help to implement student-centered learning and collaborate with faculty as instructional partners. Researchers have documented the benefits of student-faculty instructional partnerships, but additional research is necessary to better understand how UTLA-faculty partnerships are established and sustained. In this study, I explored how UTLAs are positioned in interactions with faculty for two undergraduate courses at a large, public research institution over the Fall 2018 semester. This in-depth examination revealed UTLAs may be positioned as students, informants, consultants, co-instructors, or co-creators. Positioning of UTLAs changed moment-by-moment, and the different positions were not always mutually exclusive. Thus, UTLA-faculty partnerships are complex and dynamic; even when ranking or characterizing partnerships broadly, considering variety and fluidity in positioning may help uncover the nuances behind different partnerships. This research provides insight into the interactions of collaborative UTLA-faculty instructional partnerships and the factors that may affect those interactions.

Incorporating Information Literacy into Instructional Design within Pre-Service Teacher Programs

As information and technology increase, the need for help in accessing, evaluating, and using information efficiently rises. Preservice teachers need information literacy for their own study, instructional practice, and as a set of skills to teach PK-12 students. Librarians are uniquely trained and experienced in this arena, so their instructional role has the potential to serve as a central function in teacher preparation. In reality, educator librarians collaborate on several levels; ideally, they are instructional partners with teacher educators. As information and technology increase, the need for help in accessing, evaluating, and using information efficiently rises. Preservice teachers need information literacy for their own study, instructional practice, and as a set of skills to teach PK-12 students. Librarians are uniquely trained and experienced in this arena, so their instructional role has the potential to serve as a central function in teacher preparation. In reality, educator librarians collaborate on several levels; ideally, they are instructional partners with teacher educators.