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Education Libraries, Volume 37, Number. 1-2, Summer-Winter 2014
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A r t i c l e s
Classroom Management and the Librarian
By Heidi Blackburn and Lauren Hays
Abstract
As librarians take on more instructional responsibilities, the need for classroom
management skills becomes vital. Unfortunately, classroom management skills are not
taught in library school and therefore, many librarians are forced to learn how to manage a
classroom on the job. Different classroom settings such as one-shot instruction sessions and
for-credit courses require different management techniques. Also, individuals are often
more comfortable with certain strategies compared to other strategies for managing a
classroom. With different course settings and personalities of instructors the need to learn
classroom management strategies must be recognized for its importance in successful
classes taught by librarians.
Introduction
Academic librarians have conducted classroom instruction for well over a century, but only
in the last 30 years has the focus of “librarian-as-teacher” evolved, thanks in part to the
changes in academic curriculum, student body demographics, and expansion of information
technology in higher education (Walter, 2008). The push on many campuses to integrate
information literacy skills throughout the curriculum, the growing exigency to assess
information literacy skills for accreditation, and the inclusion of these skills in learning
outcomes assessment place academic librarians squarely in the middle of these campus
discussions. More than ever, librarians collaborate with discipline faculty and take an
important role in instruction (Meulemans & Brown, 2001). Academic librarians have
“strived to expand bibliographic instruction (BI) into a larger concept - information literacy
- as a method for ensuring their inclusion within the traditional professoriate” (Davis, 2007,
p. 81). Many academic positions in the field now require librarians to teach “one-shot”
classes where a librarian is asked to teach one session of a professor’s class. In these one-
shot class sessions, librarians introduce students to library resources and/or help with a
specific research project the professor has assigned. In some cases, librarians also teach
semester-long information literacy courses, often without formal training (Davis, 2007).
Regardless of the length of the instruction, the emphasis for librarians has always been on
the student, through assessment, learning styles and student learning outcomes, but the
librarian-as-teacher component also needs attention. What classroom skills does the
instructor already have? What skills are required to manage a dynamic classroom? What
happens if the focus suddenly shifts from the lecture to a student or situation? Classroom
management includes multiple aspects, including interaction with faculty and students,
participant questions, challenges and reactions, unforeseen outcomes and potentially sticky
predicaments, all meandering under the surface while the librarian focuses on the lesson at
hand. It is about being prepared and knowing even over preparing cannot help in every
situation. Classroom management is specifically defined as “all of the things that a teacher
does to organize students, space, time, and materials so that student learning can take place”
(Wong & Wong, 2005, p. 84). Instructors may be given a pre-approved curriculum or one-
shot lesson plan, but ultimately decisions regarding the governing of the classroom fall to
the librarian. Obtaining the skills to manage a classroom is necessary for librarians to have
success.

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Literature Review
Classroom management is one of the most influential factors for determining not only the
success of the teacher, but also academic success for students (Marzano & Marzano, 2003).
Clement (2010) goes so far as to claim “…one can hardly be considered a highly-qualified
teacher without a mastery of sound best-practice strategies for managing classroom time,
space and student behavior” (p. 41). The training has long been left to the education field,
but adequately preparing teachers in a systematic way has been a challenge for even this
discipline (Emmer & Stough, 2001). Oliver and Reschly (2007) suggest teacher preparation
programs move beyond a theoretical approach and should provide ample opportunities for
guided practice and feedback in organizational procedures and instructional strategies, as
well as implementing both preventative management strategies. Clement (2010) suggests
“there is no one correct way to establish classroom management and discipline. All new
teachers must find their own comfortable balance between friendliness and assertiveness”
(p. 43). This concern for learning classroom management skills is one that is still of utmost
concern for the education field, particularly the balance of theory and field practice. In a
study of 71 pre-service teachers’ orientations to classroom management, Putman (2009)
found student teachers might experience their first instance of full control of the classroom
during pre-service teaching, which may or may not be under the guidance of the supervising
teacher. As participants practiced classroom management and found success, they reported
their views regarding their own abilities to implement techniques associated with the
classroom teacher improved. Putman (2009) also found supervising teachers were a greater
influence on classroom management techniques than coursework. Smagorinsky, Cook,
Moore, Jackson, and Fry (2004) also indicate there can be a great divide between what
university professors communicate to pre-service teachers and what they see practiced in
the field.
When there is growing evidence the education field finds it difficult to prepare pre-service
teachers when classroom management is practiced as a field exercise in standard curriculum
(Ritter & Hancock, 2007; Stoughton, 2005), how are librarians going to be prepared when
classroom teaching is not the primary focus of the profession? As Avery and Ketchner
(1996) reported, most academic reference positions require teaching skills and this still
stands true. Library and Information Science (LIS) programs offering user-education
courses was well reviewed by Westbrook, who noted a rise in the areas of bibliographic
instruction, information literacy, and user education, terms used interchangeably for courses
on instruction from the 1970s to the late 1990s (Westbrook, 1999). The first LIS courses
specializing in user instruction were recorded in 1976, with four of the 57 accredited
programs offering full time recurrent credit courses (Westbrook, 1999). By 1999, more than
50% of accredited programs offered full time credit courses on library-user education
(Mbabu, 2009). These courses have traditionally offered training on learning theory,
instructional design, teaching techniques, and program management.
However, Julien (2005) found that worldwide, 51.6% of library schools still offered no
course in information literacy instruction. The literature regarding library instruction also
emphasizes the need for additional instructional skills to be taught in LIS programs. The
Association of College and Research Libraries’ (ACRL) (2008) Standards for Proficiencies
for Instruction Librarians and Coordinators: A Practical Guide states that instruction
librarians should have skills in communication, instructional design, planning, presentation,
and teaching. The Immersion Program offered through ACRL provides professionals a way
to fill the gap in LIS classroom training, including teaching participants classroom
techniques, learning theory, leadership, and assessment framed in the context of information
literacy (ACRL, 2013). In this intensive 4.5 day training program, participants learn to

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“design meaningful instructional activities that address different learning styles, recognizing
different student motivations, backgrounds, and experiences, in order to address student
learning needs in a coherent and systematic fashion” (ACRL, 2013, Learning Outcomes,
para. 2) as well as “adopt a constructivist approach to information literacy instruction in
order to develop a theoretical perspective and foundation for selecting teaching approaches
and learning activities” (ACRL, 2013, Learning Outcomes, para. 3).
Traditional LIS courses may not spend adequate time dedicated to each aspect to prepare
professionals who may be unable to participate in the Immersion Program (Meulemans &
Brown, 2001). According to Houtman (2010), “there is a real cost to the lack of adequate
support for learning to teach in the profession” (p. 37). Houtman (2010) notes librarians
“use different techniques and strategies; position themselves within different learning
paradigms; address different kinds of audiences on different subjects; employ different and
always-changing technologies” (p. 19). Partello (2005) also emphasizes the importance of
librarians learning to teach so that instruction sessions are taught in a way that is effective
for learning. Teaching has become ingrained in the profession, with librarians in many
different areas reaching a variety of patrons. A brief review of education articles by Davis
(2007) shows academic librarians are rarely mentioned in education, where many articles
regarding library collaboration at different scholastic levels (elementary, secondary or
higher education) are initiated within librarianship, not teaching. The field of education
covers classroom management extensively. The literature is thorough in the examination of
the concept and how instructors can best use management roles in the classroom to help
students learn. When classes are well managed students have an increased opportunity to
learn (Marzano, Marzano, & Pickering, 2003) and the number one influence on student
learning, other than personal abilities, is classroom management (Wang, Haertel, &
Walberg, 1993). Much of literature focused on K-12 classroom management strategies, but
concepts can be used and adapted for the higher education classroom. After an extensive
search, the authors found no recent professional librarianship literature on classroom
management techniques specifically for academic librarians.
Library-user instruction plays an important role in introducing library research and Mbabu
(2009) argues LIS courses in information literacy need to position library-user instruction
clearly within the larger context of student learning. Mbabu’s (2007) content analysis of
textbooks used for information literacy programs in LIS programs showed most of the texts
focused on such topics as instructional models, techniques, design and methods; learning
theory and curriculum; motivation; testing; measurement; grant writing; and student
assessment. A recent review of online course descriptions by Mbabu (2009) showed that 49
out of 57 (86%) ALA-accredited LIS programs offered at least one continuing credit course
dedicated to user-education, information literacy, bibliographic instruction, or instructional
roles.
Westbrock and Fabian’s (2010) survey found librarians largely learn on the job, with some
self-teaching also involved, although the respondents said they would have preferred
learning many of the skills at library school. They suggest a disconnect between
professional education and professional responsibilities (Westbrock & Fabian, 2010).
Houtman (2010) takes this discussion one step further and suggests a disconnect between
librarian’s expectations of library school instruction courses and how much coursework
alone can prepare students for teaching. She proposes librarians require a broad
infrastructure to support learning, one that may include formal training at library school,
mentoring, support from colleagues, institutional support, continuing education, and self-
study.

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Walter (2008) reports the professional literature regarding librarians-as-educators falls into
three categories: the degree to which academic coursework focuses on instruction available
to pre-service librarians as part of their professional education, other avenues librarians
have pursued to become proficient in instructional responsibilities, and the core
competencies that should be mastered by a librarian to become an effective instructor. His
survey of instruction librarians found most participants shared the feeling that they were not
prepared for “the amount of time they would be required to dedicate to instruction in
professional positions by the way in which teaching and learning (as a field of study) was
treated in their professional education programs” (Walter 2008, p. 64).
Tindell and Bohlander (2012) address new and emerging concerns with classroom
management. They focus on the proliferation of technology use by students while in class
and found 92% of students have used a cellphone to text during class. With technology
distractions so prevalent in today’s college classrooms, managing the class is crucial.
Bjorklund and Rehling (2010) conducted a survey to determine what behaviors occurred in
college classrooms that students found disruptive. Twenty-three disruptive behaviors were
identified and ranged from sleeping to doing homework for other classes. Through this
study, a need for classroom management is demonstrated from the perspective of the
student. It also provides instructor librarians with a focus when considering how best to
manage a classroom, based on students’ beliefs of what most disrupts the class and inhibits
learning.
Classroom management theories and the practice of managing a classroom have varied over
time. The approaches to classroom management range from discipline and managing
behaviors (Canter & Canter, 2001) to focus on instructor training (Gordon & Burch, 1971).
The many views on managing a classroom can make the learning process overwhelming.
Therefore, finding the method that works best for the person teaching is important, although
what is required in managing a classroom can vary from class section to section. Having a
reservoir of classroom management techniques to use can help ensure the class flows
smoothly (Marzano, et al., 2003). Davies, Moen, and Dykstra (2009) note a person’s view
of appropriate classroom management varies based on his or her personal beliefs. This
further supports the prerequisite for classroom management strategies to be taught in library
school, so when the librarian is teaching he or she is comfortable knowing he or she can
negotiate the situation. Yet, if librarians are not learning skills such as classroom
management techniques while in library school, how will they be prepared to cope with the
demands of teaching?
The Need for Classroom Management Skills
John Dewey (2008) stated, “We never educate directly, but indirectly by means of the
environment” (Chapter 2, para. 17). The environment is determined by how instructors
manage their classrooms. The key elements of classroom management identified by
McLeod, Fisher, and Hoover (2003) are the use of time and space, instructional strategies,
and building effective relationships between students and teachers, many university
instructors face classroom management concerns (Oruc, 2011). With class disruptions,
librarians must possess classroom management skills, as many issues can arise during an
instruction session that need to be handled with professionalism (Meulemans & Brown,
2001).
However, classroom management skills are not always at the top of the list when creating
instruction. A single class session may be the only time given to a librarian and the focus is

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usually on guaranteeing a checklist of certain topics are covered in a productive and
engaging way (Meulemans & Brown, 2001). Without proper management though, a lesson
can quickly and easily unravel. Developing skills in classroom management can save
instruction time and provide better learning opportunities for students. The systematic
development of a lesson plan, activities and assessment require librarians to develop not
only knowledge of the theoretical aspects of instruction, but also actively apply these
theories in the classroom. In a national survey of new instruction librarians, Click and
Walker (2010) found 24% of the respondents found developing and maintaining student
interest and involvement to be the most difficult. For some, a lack of preparation in library
school leads to a lack of confidence in maintaining a classroom full of students. For others,
the insecurity stems from a lack of communication with students and/or the faculty member,
if the librarian is an invited guest.
Padmaja (2012) notes, “Effective communication skill is the heart of good classroom
management” (p. 41). Successful communication with students sets the stage for the class,
providing students with the knowledge of the expected behavior, what the instructor plans
to accomplish, and creating safe an atmosphere for asking questions and learning. This is
the foundation and an easy way to start communicating with students is verbally reviewing
why the librarian was invited to the classroom and writing the outline for the class on the
board or posting it on the projection screen. An all-too-familiar scene is one where the
students have not read the syllabus (or quickly-posted announcement, if a sudden faculty
absence occurs) and are unsure why the librarian is in the classroom, particularly if the
normal faculty member is not present to make introductions. The librarian should calm
these apprehensions, reassure students of what is going to be covered, and how it benefits
the students. A friendly introduction and firm acknowledgement the class is beginning will
help get students settled and focused on the tasks. Starting out the class with expectations
for proper behavior and focus will help mitigate potential issues and sets the stage for a
successfully managed classroom.
Once classes start, the types of activities used are another part classroom management.
Meyers, Bender, Hill, and Thomas (2006) found conflict in college classrooms was
associated with the instruction provided by the instructor; those who were caring and
expressed it during class had fewer instances of antagonistic activity in the classroom.
Instructors who engaged with students through active learning and through class discourse
had students who were more likely to pay attention and were less disruptive than professors
who lectured for the entire class period. Learning to manage a classroom through teaching
methods, course activities, and building relationships by showing compassion and care are
foundations for classroom success.
For-credit courses and one-shots
Formal library instruction generally falls into two distinct formats: for-credit courses and
one-time visits. As information literacy courses are introduced in campus-wide curricula,
librarians have an increased opportunity to teach credit-bearing courses (Owusu-Ansah,
2004). These courses can be one, two, or three credit hours. They can be in an online, face-
to-face, or hybrid format and can be accelerated or last an entire term. For-credit courses
allow the instructor time to set the stage for an efficiently run classroom. The expectations
for classroom behavior and engagement need to be made clear at the beginning of a course
(verbally and in the syllabus), and then maintained throughout the class. Changing
expectations once a course has started is more difficult than starting out with firm a
classroom management plan (Marzano, et al., 2003). Best-practices for information literacy
courses include problem-based instruction and active learning (Burkhardt, MacDonald, &

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Rathemacher, 2010). These tactics will keep the students engaged and demonstrate a need
for the material, thereby reducing the number of classroom management issues.
One-time visits (also known as “one-shots”) by the librarian present unique classroom
management requirements. The librarian may have as little as 15 minutes or as much as 90
minutes to present material, engage students, and assess learning, often without ever
stepping foot in the classroom before or after the singular lecture. He or she may have a
defined checklist of items to be covered from the library or the faculty member or may be
invited to give “the library speech” as an open-ended lecture with no further defined goals
than “introducing students to the library.” In a national study on career choice and
perceptions of academic librarians, Davis (2007) found that 58% of the respondents had
never taught a full semester or quarter course in any topic or subject, but 45% had taught
“one-shot” courses at least 15 or more times per semester or quarter. Virtually all
respondents identified the “one-shot” bibliographic instruction session as an instruction
format offered at their respective institutions (Davis, 2007, p. 86). Sixty-three percent of the
respondents identified nervousness as their primary feeling right before teaching a class,
despite formal or informal training and 13% worried about disengaged students (Davis,
2007). The time constraints and specific objectives stress the need for the students to be
engaged during the lesson (Meulemans & Brown, 2001).
Explaining to students at the beginning of the session what they can expect to occur
throughout the class period is beneficial (Vander Meer, Ring, & Perez-Stable, 2007). This
communication aids in mentally preparing the students for the session and also, helps to
create a natural flow for the learning. Whether in a for-credit course or a one-shot session,
librarians can connect at the beginning of a class with students, the start of relationship
building (Padmaja, 2012). When visiting courses for one-shot instruction sessions, the
classroom atmosphere often depends on the tone set by the course instructor. To help
combat this issue, the course instructor should discuss with the students the importance of
the topic and why he or she asked the librarian to visit the class. The librarian should enlist
the help of the classroom instructor to emphasize the importance of the upcoming (or
current) session and ask students to give the visiting librarian the same respect and attention
they would give the instructor (Padmaja, 2012). This helps set the approach for the session
(Vander Meer, et al., 2007). The expectations for classroom behavior and engagement need
to be made clear at the beginning of a class or course, and then maintained.
If the instructor is not present for the class, then a librarian providing an instruction session
can be viewed as a substitute, and students may offer less attention and respect than a
regular instructor, with a student or two even exiting the classroom. This is not always
feasible, if the faculty member is ill or otherwise suddenly indisposed and the librarian is
asked to speak so the class is not canceled. In this instance, the librarian should be prepared
for some initial pushback, such as concerns over the missing instructor, questions about
assignment dates and other anxieties are immediately voiced. Again, answering questions
and addressing concerns can keep the classroom on-track and help in managing students so
the lesson can be delivered as smoothly as possible.
General techniques
Many aspects of classroom management can be applied to nearly any instruction session.
First, physical classroom management issues may range from technical difficulties with
classroom settings (faulty computers, denied databases access and inadequate Internet
access) to disruptive, apathetic or absent faculty and/or disengaged students. Techniques for
meeting these challenges can include quick thinking and responses, creative rearrangement

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of lesson plan topics, patience for allowing students to make mistakes during activities and
to share opinions and permitting faculty clarify assignment guidelines throughout the
lesson. A sense of humor in the midst of possible classroom chaos (tornado warnings going
off, emergency lights being tested, and sprinklers going off) is imperative in keeping
students and instructors at ease and maintaining control of the classroom (Vander Meer, et
al., 2007). Larger classes and lecture halls bring special problems, such as widespread
chitchat, late arrivals, early departures, texting, or checking email on laptops. These
problems possibly relate to general student attitudes regarding large lecture classes,
including a lack of respect for the instructor, the perception that large lecture courses are
less valuable and that a different code of behavior is acceptable (Carbone, 1998). The
physical constraints and possibilities for larger spaces should be considered when planning
activities, as modifications will be necessary and classroom activities should be scaled
differently from in a smaller lab or classroom.
Second, an effective classroom manager ties class activities to learning objectives (Wong &
Wong, 2005), benefitting both the instructor and the students. By aligning in-class activities
with objectives, the instructor can confirm the planned activities (and any potential
modifications) meet not only the needs of the students, but also the learning outcomes.
Students see the bigger picture through this alignment, and understand the activities
(lecture, group work) are not without purpose. Instructors should manage and lead in their
classrooms (Minter, 2011). Whetten and Cameron (1991) note that managers need
leadership skills and leadership skills are also needed by managers. When classroom
management is seen as leading a room full of students, the concepts and methods can be
easier to understand and apply.
When teaching in an unfamiliar classroom for the first time, the librarian should arrive early
to set up equipment. Sometimes, this is unfeasible if multiple classes are scheduled in a row,
but even a few extra minutes can make the difference. This also allows time to greet
students in a friendly manner as they enter the classroom. Ice breakers such as comments on
the weather, the current standing of the school’s team (football, basketball) or other neutral
topics can help students share and connect before the lesson begins. Ababneh (2012)
describes communication as essential for “relationship-building” (p. 301). This can be done
through the telling of a short story, a joke, or a personal anecdote. When the student feels a
connection with the instructor, they will be comfortable asking questions and learning from
the instructor throughout the duration of the class. Relationships take time to build but time
is available, in a few memorable moments in a one-shot or longer in a for-credit course
time. Effectual interaction between the instructor and students is fundamental for a well-
managed class. When relationships are built between the instructor and students, the
students are less likely to engage in disruptive classroom behaviors (Decker, Dona, &
Christianson, 2007).
At a certain point, a class is going to veer off-topic, through such missteps as the breakdown
of technology access (causing students to gravitate to distractions like checking mobile
phones and/or talking to their neighbors) or through conversation (a student brings up a
topic or asks a question not directly related to the lecture or demonstration). Steering the
class back on track is imperative and can be done through acknowledging the class is off
track by saying something like, “Well that was a rabbit hole!” or “Now to get us back on
track...” Maintaining a clear path can be difficult when a student asks a legitimate question,
but the answer may take too long to answer. This can be particularly difficult with relevant
questions with no simple answers or regarding items of a political nature. Recognize the
student’s question and then let him or her know it will be answered later. If possible, let the

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student know at what specific part of the class he or she can expect an answer or how to
find information later.
Conclusion
Effectively managing the classroom is central to the success of teaching, whether a one-shot
instruction session or a semester long course. Instruction skills are not a focus of most
library and information science programs and therefore, learning classroom management
techniques on the job or through additional training is crucial. It must be recognized that
classroom management plays a significant role for any class session to run smoothly.
Learning the necessary skills and determining the best strategies takes time and a
commitment to quality teaching. A perfect way to manage a classroom does not exist. It is
necessary for librarians to reflect on their instruction to learn from mistakes and successes.
Taking the time to learn about different classroom management strategies is useful in aiding
the instructor librarian.
Learning to communicate with students and faculty is one key to a positive productive
classroom. When lines of communication are open then disturbances in timing, unexpected
disruptions, and unforeseen events can be handled with greater ease. Also, recognize one-
shot sessions and semester long courses require different strategies, but there are also
techniques that work in both settings. As librarians continue to expand instruction
responsibilities and opportunities, classroom management cannot be ignored.
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Heidi Blackburn, MLS
STEM Librarian
University of Nebraska-Omaha
hblackburn@unomaha.edu
Lauren Hays, MLS
Instructional and Research Librarian
MidAmerica Nazarene University
ldhays@mnu.edu

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