Implementing the critical friend method among teaching librarians in an academic setting – a case study.

Objective

The role of the academic librarian  has rapidly become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented to improve the teaching skills of these librarians as part of their professional development.

Methods

An extensive literature search was conducted on relevant topics. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or  seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend (the other member of the pair) and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire. 

Results

The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can  improve teaching; facilitating communication with colleagues; reducing the sense of “loneliness” in teaching. This conclusion is also supported by the findings of previous studies.

Conclusion

The critical friend method described in this study can easily be implemented and developed among teaching librarians, without  the  being influenced by the  constraints and conflicting interests of the organization. This will benefit the individual teaching librarian, as well as the organization at large, as long as the goals and visions of the library organization are clear and are approved by management.