As a librarian, my teaching opportunities differ from those of typical faculty members. I rarely have the chance to build long-term relationships with students over the course of a semester. Instead, my teaching often takes place in more focused, high-impact moments, during one-shot or multiple-visit workshops, in online chats while answering reference questions, or through one-on-one research consultations. These varied and brief interactions require me to make the most of every teaching moment. I try to quickly establish trust, assess a learner’s needs, and provide meaningful, learner-centered support that empowers them to continue learning independently.
At the heart of my teaching philosophy is a belief that excellent teaching begins with humility. To me, humility means recognizing that teaching is not a one-way transfer of knowledge, but a shared, evolving process of discovery with one’s students. I approach every interaction as an opportunity to learn from my students. Their insights, questions, and perspectives continually challenge me to grow and adapt as an educator. As Michelangelo said late in life, “I am still learning.” This, to me, is a reminder that curiosity and reflection are lifelong pursuits that sustain both teaching and learning.
The “aha” moments my learners experience (when something difficult suddenly clicks, or when they realize yes, I can do this) are some of the most meaningful parts of teaching for me. They matter deeply because they were missing from much of my own education. As an undiagnosed neurodivergent student, I rarely felt that sense of accomplishment or that a teacher truly celebrated when I finally understood or overcame something challenging. Those experiences shaped my commitment to creating an environment where every student’s progress, no matter how small, is seen, valued, and celebrated. I want my learners to feel not only capable but proud of their achievements. Ultimately, I want them to know that their learning matters.
To foster that sense of confidence and connection, I design learning experiences that are active, collaborative, and learner-centered. In library instruction sessions, I use a hands-on approach that invites students, for example, to explore databases and experiment with search strategies before I model best practice techniques. This “try it first” method helps them to build independence and see themselves as capable problem-solvers. I often come across new search strategies I hadn’t considered, and sometimes they work just as well, or even better, than the ones I was demonstrating. I always acknowledge it positively, saying, ‘I learned something too!’ and then consider incorporating it into my next session. I also use small group discussions to promote peer learning and structure sessions by “chunking” lecture content with interactive practice or reflection to reinforce understanding.
I employ informal formative assessments like anonymous polls during workshops to gauge understanding in real time and adjust my teaching as needed. These tools also ensure that all students, from the most confident to the most hesitant, can participate safely and meaningfully. In one-on-one research consultations, I take a “lead from behind” approach: I begin by asking how students prefer to learn, what interests them about their topic, and what they’ve already tried. Together, we identify next steps and strategies, and I always extend an invitation to reconnect, reinforcing that learning and research are iterative processes.
Technology plays a vital role in supporting accessibility and inclusion across my teaching. I design materials using multiple means of representation—slides, handouts, videos, and recordings—so students can engage with content in ways that best suit their learning preferences. I am adept at teaching both online and in-person, using interactive tools such as anonymous polls to foster community, check comprehension, and encourage participation from all learners. These technologies help me create classes that are equitable, engaging, and responsive to diverse needs.
Underlying all of this are the values I hope to cultivate in my students: to be critical and savvy consumers of information, to engage in respectful discourse that welcomes a diversity of opinions, and to ensure that voices from underrepresented communities are included and heard. By modeling empathy, inclusion, and curiosity, I aim to help students understand the power of information not only as a tool for research, but as a means of representation, connection, and change.
I believe learning flourishes in environments grounded in empathy, respect, and mutual discovery. My goal is to create spaces where students feel empowered to explore, question, and take pride in their learning. As Yeats wrote, “Education is not the filling of a pail, but the lighting of a fire.” I aim to help students kindle that fire and celebrate every spark. Looking ahead, I am committed to continuing my growth as an educator, learning from students, colleagues, and the evolving landscape of library instruction. I will persist in advocating for accessibility, ensuring that learning spaces and resources (both online and in-person) are inclusive and equitable, and amplifying voices from underrepresented communities so that all perspectives are recognized and valued. My work as a librarian and educator is both a privilege and a continual journey, defined by learning, listening, and creating opportunities for all learners to thrive.
AI Usage Disclosure: This document was reviewed and edited for clarity, flow, and grammar with assistance from Microsoft Copilot. The initial draft, core ideas, tone and voice, underlying philosophy, and the final version of the statement were created, reviewed, and finalized by Holly Ashbourne.