(revised and approved by team 3/1/2004 )

Instruction librarians (library faculty involved in information literacy instruction), are evaluated on the following criteria:

I.    KNOWLEDGE OF ROLE:

        A.         Subject Knowledge and Teaching Ability

Instruction librarians must know the terminology, the major online systems and services, primary reference works, research practice and applications that they will teach. Instruction librarians must know how to teach effectively and how to encourage students to learn. They are expected to share their expertise with their colleagues. Instruction librarians are expected to continually update their skills in new library information technologies, new teaching approaches, technologies and assessment.

        B.         Instruction Theory and Practice

Instruction librarians are expected to have, or to acquire, an understanding of current instruction issues, theories, technologies, methods and practices appropriate for information literacy instruction in an academic library, and for their level of involvement in the Information Literacy Program. Instruction librarians are expected to develop, organize, deliver and assess effective information literacy instruction; including establishing student learning objectives and/or intended learning outcomes for every scheduled teaching situation. To prepare Web and print research guides, handouts, exercises, slide presentations and assessment tools, instruction librarians must possess excellent written communication skills, adequate technical skills and understand the basic principles of graphic design and layout. They will regularly assess student learning and their teaching to improve quality. Instruction librarians are expected to engage students in active learning environments which expose them to a variety of learning activities and teaching methods.

Instruction librarians are expected to share exemplary teaching materials and/or activities with other library faculty and the Instruction Services Librarian.

        C.         Role as a Librarian and Member of the Faculty:

To function effectively as a member of the WSU faculty, Instruction librarians must understand the rights and responsibilities of their faculty status, as described in the University's Policies and Procedures Manual and Faculty Handbook. They are expected to fulfill. the responsibilities of their positions in an ethical, professional manner.

        D.         Role as a Member of the Information Literacy Team in Support of  an Effective Information Literacy Program

To fulfill their role as academic librarians responsible for developing, presenting and assessing information literacy instruction, instruction librarians must be aware of, participate in the development, and follow the guidelines contained in the Information Literacy Team Performance Expectations, Policies and Procedures, and Information Literacy Program Assessment Plans. They will demonstrate their commitment to and participation in the Information Literacy Program by:

- Completing their instruction goals/expectations and consistently providing high quality instruction in for credit and course integrated instruction

- Attending training sessions and taking advantage of continuing education to learn new technologies, improve teaching skills, and share their knowledge and experiences with others

- Scheduling and/or recording each instruction session so accurate data is collected according to current data collection methods of the information literacy team

- Being collegial, consultative and supportive of other information literacy team members

I.    PLANNING, PROGRAM IMPROVEMENT AND PROBLEM SOLVING:

To improve and further develop information literacy programs, instruction librarians are expected to:

- Continually improve teaching and student learning through ongoing assessment of student learning in formal teaching, English 2010/FYE and other course integrated and general instruction

- Be actively engaged in improving the information literacy program

- Report equipment failures or needs and make recommendations for improving the library classroom and other teaching situations

- Demonstrate a positive work ethic and employ excellent planning and time management skills

III.    INTERPERSONAL RELATIONS/COMMUNICATION SKILLS:

        A.         With Faculty and Students:

Instruction librarians will demonstrate excellent and effective communication with faculty and students before, during and after instruction.

        B.         With Colleagues and the Instruction Services Librarian:

To work effectively with library colleagues, which includes library faculty, staff, student assistants, and the Instruction Services Librarian, instruction librarians will practice good interpersonal and communication skills and approach issues in a collegial, problem-solving manner.

NOTE: Specific details relating to the above expectations are detailed in the Instruction Service Performance Expectations document.

METHOD OF EVALUATION

Criteria lA and lB are evaluated by the Instruction Services Librarian by examining the Faculty Activities Report, Student End of Course Evaluations, input from English 2010/FYE faculty, and through direct observation of teaching and/or teaching materials. Observation of teaching will occur annually for untenured instruction librarians, and on request, for tenured instruction librarians. The Classroom Observation Form will be used to record observations. All instruction librarians will provide examples/evidence of excellent teaching materials and/or activities each year within their FAR, or as needed to support their Supplemental File/Teaching Portfolio for Tenure and/or Promotion review at any or all levels.

Criteria IC is evaluated by the University Librarian, with input from the Instruction Services Librarian, as appropriate.

Criteria ID and II are evaluated by the Instruction Services Librarian by examining course syllabi, Faculty Activities Report, and through direct observation of information literacy team involvement and activities.

Criteria III is evaluated by the Instruction Services Librarian from Student End of Course Evaluations, and when requested by the Univesity Librarian, on input solicited from colleagues within the Library, especially members of the information literacy team, and from direct observation.The Library Office Specialist maintains a file including copies (or summaries before 2000) of Student End of Course Evaluations for the University Librarian, the Instruction Services Librarian to review as needed. Individual faculty are provided with copies of their student end of coure evaluations and it is their responsibility to keep these copies for use as needed in their professional files for tenure and promotion. The Instruction Services Librarian may collect additional  notes on input received from faculty, students and colleagues, and data on direct observations. S/he meets with instruction librarians to discuss these inputs and observations, as needed.

The Instruction Services Librarian summarizes the results of the evaluation of these criteria in an annual review submitted to the University Librarian with input from the Instruction Librarian being reviewed.