Training peer teachers to teach first year graduate level information literacy sessions

Abstract

This case study describes the creation, implementation, and assessment of training upper-level graduate students (Peer Teachers) to teach information literacy sessions to first year graduate students at a graduate university located in a large metropolitan area in the Midwest with a social justice mission. According to student evaluation forms distributed at the end of instruction sessions, learners responded positively and effectively learned basic skills whether taught by a librarian or a peer. Further, mentoring students into teaching roles increased the library's capacity for teaching information literacy sessions. The Peer Teacher program also built space for collaboration and enhanced creativity among information literacy instructors.