• We teach to GCC’s campus information literacy student learning outcomes.
  • We will update this living document periodically, with input from faculty and other stakeholders, to reflect changes in the information environment, and our teaching will change with it.
• Our teaching emerges from our relationships with faculty members.
  • We seek to cultivate meaningful, collaborative teaching partnerships with GCC faculty.
  • We adapt our teaching to the needs of an individual assignment, course, program, or department.
• We have high expectations of students.
  • We view students as both knowledge creators and members of a scholarly community.
  • We validate students’ prior knowledge and lived experiences, and use these as a foundation to co-construct new understandings.
• We believe that the social and emotional aspects of the research process cannot be ignored.
  • We recognize the diversity of identities, background experiences, and challenges that students bring to the classroom, and strive to make all students feel welcome and included.
  • We purposely link our teaching to things that are relevant in our students’ lives, both inside and outside of GCC.
• We ground every teaching interaction in information literacy concepts, as these are vital to students’ success in the workforce and in future academic coursework.
  • We teach the culture of scholarship, as well as content.
  • We scaffold outcomes and expectations across developmental, 100-level, and 200-level classes.
  • We aim to make our teaching as participatory as possible, utilizing active learning techniques.
  • We make explicit the issues of power, access, and social justice inherent in information creation and retrieval.
  • We will not only teach tools or “where to click.”
• Our teaching is medium neutral.
  • We offer the same concepts, access, and quality of instruction for students in online, face-to-face, hybrid, and off-site classes.
  • We use technology only when it supports our pedagogy, not for its own sake.
• We constantly seek to improve our teaching.
  • We test new pedagogical practices and are willing to take risks in the classroom.
  • We participate in regular peer review of our teaching practices within our department and with partners from outside the library.
  • We regularly assess our information literacy program, using findings to adjust curriculum and pedagogy.
  • We participate in the broader community of teaching librarians, both engaging with new ideas in the field and sharing our own practices with others.
• We limit our teaching workloads in order to be the best teachers we can be.
  • Each instruction librarian will have no more than 2 preps per week.
  • Each full-time librarian will spend no more than 7.5 hours per week in the classroom (pro-rated for part-time librarians).

Finalized spring 2018