Abstract
Personal teaching philosophies (PTPs) are increasingly recognised as valuable tools for reflection, growth, and professional identity formation across higher education (Goodyear & Allchin, 1998: Hegarty, 2015). They offer educators a structured way to articulate their beliefs, values, and approaches to teaching and learning. Within librarianship and information literacy education, developing a teaching philosophy may help practitioners make explicit the pedagogical principles that guide their practice, foster confidence as educators, and support ongoing professional development (Zauha, 2009).
This interactive workshop invites attendees to explore the concept and practice of developing a PTP, with a focus on its application to information literacy instruction and practice. The session draws on the experiences of tutors teaching on the Information Literacy module on the MA Library and Information Studies programme at University College London, where the creation of a personal teaching philosophy was introduced as an alternative assessment option for the 2025-26 academic year. This approach encourages future library professionals to engage in critical reflection, consider and link learning theory to practice and articulate their beliefs about teaching and learning.
Intended Learning Outcomes:
By the end of the workshop, attendees will be able to:
• Define what a personal teaching philosophy is and explain its relevance to information literacy and librarianship.
• Reflect on and articulate their own values, experiences, and beliefs as teachers.
• Begin to draft their own PTP statement.
• Identify ways that PTPs may be used to enhance professional practice.
Those attending this workshop will have a clearer sense of their own pedagogical values and approaches, along with practical tools to continue developing their personal teaching philosophy. Drawing on examples from both academic and professional contexts, the session aims to support reflective and intentional teaching practice within the wider information literacy community.
References
Goodyear, G.E. & Allchin, D. (1998) Statements of teaching philosophy. To improve the academy: a journal of educational development. 17(1), 103-121. https://doi.org/10.1002/j.2334-4822.1998.tb00345.x
Hegarty, N. (2015). The Growing Importance of Teaching Philosophy Statements and What They Mean for the Future: Why Teaching Philosophy Statements Will Affect You. Journal of Adult Education, 44(2), 28-30.
Hinchliffe, L.J. & Woodard, B.S. (2009, April 30 – May 2). ‘The Teaching Philosophy Framework: Learning, Leading, and Growing’ [Interactive workshop]. LOEX, Albuquerque, New Mexico. https://commons.emich.edu/loexconf2009/2
Zauha, J. M. (2009). The importance of a philosophy of teaching statement to the teacher/librarian. Communications in Information Literacy, 2(2), 64-66. https://doi.org/10.15760/comminfolit.2009.2.2.58
