Job Posting: Instructional Design Librarian at UND Library of the Health Sciences


Great job opportunity for a blended librarian:

Librarian for Instructional Design, Education and Research
The University of North Dakota Library of the Health Sciences, Grand Forks (, is seeking an innovative educator and librarian to provide leadership to the School of Medicine and Health Sciences (SMHS) in the design and implementation of technology-based instructional programming. This person will work collaboratively with faculty and librarians to promote and develop new educational methodologies in the curricula of the medical and allied health programs of the school. The successful candidate will also lead the library in its educational programs and will guide the library in expanding partnerships with SMHS researchers.
The UND School of Medicine and Health Sciences is a community-based medical school in Grand Forks with regional campuses in Bismarck, Fargo and Minot. In addition to the M.D. program, professional degrees are offered in physical therapy, occupational therapy, medical laboratory science, athletic training and physician assistant. The library also supports the programs of the College of Nursing, which offers undergraduate and graduate degrees in nursing, nutrition and dietetics, and social work.
Salary and qualifications
Hiring salary:  $60,000 – $65,000
Applications will be accepted until the position is filled. Preference will be given to applications received by April 15, 2014.
Be sure to submit a cover letter, a resume, and names, addresses, telephone numbers and email addresses of three professional references.
Full job description, qualifications, and directions for application are at

Finding Your Teacher Identity


Public. Academic. School. Special. All librarians are teachers.

Do you think of yourself as a teacher or a librarian? Or do you see yourself as a librarian who also teaches? What do your non-librarian colleagues think? How do they perceive your role as a teacher vs. your role as a librarian?

Self-identifying as a teacher is an important part of taking on the teaching role.The concept of teacher identity is derived from work by Lave and Wenger on identity in learning. They have suggested that identity in learning comes from gaining new knowledge and skills, as well as participation within a community of practice. In this sense, learning to become a teacher (and self-identifying as a teacher) comes not only from learning how to teach – whether formally or informally – but also how you practice that teaching within an organization, and how others perceive you as a teacher.

For librarians, teacher identity can be a tough thing to develop. First of all, librarians do not often benefit from formal training in teaching (with the exception of school librarians). Secondly, librarians can face additional barriers in developing teacher identity if the organizational culture they practice in does not recognize or understand the importance of their teaching role. Thirdly, students also need to perceive the librarians as teachers (they usually don’t).

So what do you do? How do you develop a teacher identity as a librarian when faced with so many barriers? I’ll tell you what worked for me:

  • Formal training. Taking classes in educational theory and pedagogy helped me to reflect on my own teaching practices. I learned what I was doing right, and I learned what I was doing wrong. I also learned to speak the language of teaching, which changed others’ perceptions about my knowledge as a teacher, resulting in an improvement of my own self-image as a teacher.
  • Community of practice. For me, the development of teacher identity grew as I became more involved in the ed tech community. In other words, I had to step out of the librarian community of practice in order to really gain a teacher identity.

Now that I self-identify as a teacher (and for the first time I can truly say that), I have stepped back into the librarian community as part of the blended librarian community. As I bring my own teacher identity into the blended librarian community, my hope is to mentor and inspire current and future librarians to grab hold of their own teacher identity. This blog is part of that process.

Developing a teacher identity as a librarian is not easy, especially because of the external perceptions (and sometimes negative stereotypes) that librarians face. Teacher identity is more than just describing yourself as a teacher. It’s both genuinely seeing yourself as a teacher and being seen as a teacher by others. Someday I hope that pre-service librarian training takes into account teacher identity, just as pre-service teacher training does today. It will, if I have anything to do with it!