Becksford, Lisa2022-05-122022-05-122022-01-010010-0870http://hdl.handle.net/10919/110063This study investigates instruction librarians’ potential teacher identity and the factors that may contribute to it. Responses to a survey of instruction librarians in the United States suggest that respondents see themselves as teachers and devote a significant portion of their time to teaching, though they received little pedagogy training in library school. In addition, a relationship was found between pedagogy knowledge and teacher identity. However, respondents reported having insufficient time for pedagogy-related professional development although they actively seek such opportunities. This research underscores the importance of institutional support so that instruction librarians can engage in pedagogy-related professional development.application/pdfenCreative Commons Attribution-NonCommercial 4.0 InternationalArticle - Refereed2022-05-12https://doi.org/10.5860/crl.83.3.372833Becksford, Lisa [0000-0002-4761-5112]