Abstract

This paper reports on the development and implementation of a process of peer evaluation of teaching to assess librarian instruction in a high-enrollment online information literacy course for undergraduates. This paper also traces a shift within libraries from peer coaching to peer evaluation models. One common model for peer evaluation, using pre- and post-observation meetings between instructor and evaluator, as well as a formal summative report, has been adapted to focus attention on key aspects of online teaching. The paper also discusses the need for evaluating librarians’ online teaching performance, as distinct from online course design.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 471-483
Launched on MUSE
2017-07-11
Open Access
No
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