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dc.contributor.authorAlabi, Jaena
dc.contributor.authorWeare, William H., Jr.
dc.identifier.citationAlabi, J., & Weare, W. H., Jr. (2014). Criticism is not a four-letter word: Best practices for constructive feedback in the peer review of teaching. In B. Seitz, R. Baier, S. deVries, S. Fabian, S. Memmott, & R. Stevens (Eds.), Proceedings of the Fortieth National LOEX Library Instruction Conference, 141-145. Ypsilanti, MI: LOEX Press
dc.descriptionPreprint of this article is available in SOAR for view / download
dc.description.abstractIn recent years, peer review of teaching (PROT) has become an increasingly important tool for evaluating library instruction. Most PROT programs consist of three components: a pre-observation meeting, the observation of teaching, and a post-observation session. The post-observation feedback session can be especially challenging—for both the observer and the observed. Drawing upon literature addressing the peer review of teaching, the authors recommend a set of best practices for providing constructive criticism to fellow instruction librarians.
dc.publisherLOEX Press
dc.relation.ispartofseriesFortieth National LOEX Library Instruction Conference Proceedings, Columbus, Ohio, May 3-5, 2012
dc.relation.ispartofseriesLOEX Conference Proceedings
dc.subjectPeer review of teaching
dc.subjectPeer coaching
dc.subjectLibrary instruction
dc.titleCriticism is not a four-letter word: Best practices for constructive feedback in the peer review of teaching
dc.typeConference paper

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