Could I just add to your list of readings?



1. David Gosling's work on peer review as opposed to peer observation - see http://www.davidgosling.net/default.asp?iId=KEMFL. The 2009 report for SEDA is excellent.



2. Although rather old, it is still very valid, the account provided by Linda Norbury of the introduction of peer observation at Aston (and adopted at Birmingham too): 

Linda Norbury (2001) Peer observation of teaching: A method for improving teaching quality, New Review of Academic Librarianship 7 (1), pp. 87-99



There is a chapter in Webb and Powis (2004) 'Teaching information skills' on peer observation and other methods of enhancement and development. There is further mention in Blanchett, Powis and Webb (2011) which refers to peer review as well as observation.



Jo



Jo Webb

Director of Library and Learning Services

National Teaching Fellow



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Subject: LIS-INFOLITERACY Digest - 17 Jul 2013 to 19 Jul 2013 (#2013-110)



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Topics of the day:



  1. Peer observation - a summary of findings



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Date:    Fri, 19 Jul 2013 13:46:30 +0100

From:    Emma Woods <[log in to unmask]>

Subject: Peer observation - a summary of findings



Dear all,



Thank you to everyone who replied to my email about peer observation. I was delighted to receive so many replies! Here's a summary based on the questions I asked:



*When you set up the group?*

Whilst some groups have been running for several years, almost half had been set up in 2011 or 2012. A couple of these had been started by librarians who, like me, were inspired by the PG Cert.



*What guidelines and forms are used?*

Most use the University's own guidelines. However, a few were using their own, or something based on a scheme from another institution.

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*How many librarians participate?*

This varied of course, depending on the institution size and whether it is made compulsory. The largest was 39 and this was from the institution with the longest established peer observation scheme. Half of respondents said that their schemes are compulsory. However, some are run quite informally (e.g. individuals asking a colleague to sit in on a session).

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*Any issues you've encountered*

The main issues, unsurprisingly, were time (not seen as a priority), lack of engagement and worries that the observation might be linked to performance review. The latter issue was sometimes addressed by reassuring staff that the process was intended to be a chance for reflection on their own teaching practice and that they weren't being judged. One scheme rebranded itself as "teaching buddies" to help reinforce this. Another obstacle raised was that travel, for example for staff working at remote sites. Also, whilst using University guidelines on peer observation is good for aligning our work with that of academic colleagues, the fact that they are designed for academics can mean that some aspects are irrelevant for the type of teaching librarians engage in (e.g. one-off sessions). If people are paired up, complications can arise if somebody goes on/returns from extended leave or changes teams but these can be easily resolved.

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*If you've monitored impact*

Those who had done some sort of evaluation found that peer observation (both being observed and observing) was having a positive effect on teaching practice.



*Other points and ideas*

Some institutions had expanded or were considering expanding their scheme to include IT trainers, academic skills centre staff and academics. A couple also mentioned cross-institutional observation, which could be particularly useful if staff turnover is low. Observation of online teaching could provide further scope for the scheme if enough people are engaging in this.



A couple of useful articles:

Brewerton, “How I Joined the Triads: The. Launch of a Peer Observation and Review. Scheme at Oxford Brookes University Library,”. SCONUL Newsletter 31 http://www.docstoc.com/docs/121626179/How-I-joined-the-Triads-the-launch-of-a-peer-observation-and



Fielden, N., & Foster Sr., M. (2010). Crossing the Rubricon: Evaluating the Information Literacy Instructor. Journal of Information Literacy, 4(2), 78-90. http://dx.doi.org/10.11645/4.2.1511



*My next step*

I started organising "pedagogical cafe" informal meet-ups at the start of this year, where interested Academic Liaison colleagues can attend and share innovative teaching practice ideas that they've tried or heard about.

Our next cafe takes place on Tuesday and I am going to start a discussion around peer observation, with the view to trialling in the coming academic year. I have invited a colleague from our leadership and development department to part of the cafe to offer her advice.



I hope you find the above to be helpful.



Best wishes,



Emma Woods

Academic Liaison Librarian

University of Westminster

[log in to unmask]

@woodsemma



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End of LIS-INFOLITERACY Digest - 17 Jul 2013 to 19 Jul 2013 (#2013-110)

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