Natural transitions: from K‐12 to US academic library instructors

Abstract

Purpose

The purpose of this paper is to investigate the decision of former traditional K‐12 teachers in the USA who chose a new career path in academic libraries. It focuses on their successes and challenges in higher education settings.

Design/methodology/approach

This study uses a qualitative‐methods approach which includes a brief questionnaire.

Findings

Findings indicate that former K‐12 teachers leave their traditional teaching professions due to bureaucracy but because they enjoy teaching, they seek other opportunities in education. The research also reveals that many of the participants continue to use their K‐12 training in their current instruction positions as academic librarians.

Research limitations/implications

Future research on this topic should look into more proactive ways of recruiting K‐12 teachers into positions of information literacy instructor in academic libraries.

Practical implications

Those responsible for hiring information literacy instruction librarians will learn the benefits of hiring former K‐12 teachers. The paper will also help encourage academic library leaders to help fund more training opportunities for information literacy librarians.

Social implications

All around the USA, academic libraries are fostering opportunities for their students to become information literate in the hopes of helping students succeed in college‐level research. As more former K‐12 teachers are hired in higher education academic instruction librarian positions, it could help students make a smoother transition from high school to college‐level researchers.

Originality/value

This research shows that former K‐12 teachers could be a valuable asset to higher education academic libraries.

Citation

Olivas, A.P. (2013), "Natural transitions: from K‐12 to US academic library instructors", New Library World, Vol. 114 No. 7/8, pp. 342-350. https://doi.org/10.1108/NLW-12-2012-0092