Research Article

Trans-Substantive Instructors: Scholarly Communication Librarians Facilitating Communities of Practice

Authors: Jonathan Grunert (University at Buffalo) , Natalia Estrada (University at Buffalo)

Abstract

This study examines the experiences of new faculty who registered for a specialized new faculty development program, led by scholarly communication librarians. We identify new faculty development as a community of practice, based on three essential characteristics: domain, community, and practice. Through a survey and a focus group, participants identified libraries as valuable facilitators of the program due to the libraries’ position within the university, and they also identified librarians as important facilitators. As scholarly communication librarians work to provide this kind of support, they are expanding ideas about librarianship, which both promotes the extensive services libraries offer and affirms the values librarians offer outside of research support.

Keywords: New faculty, Instruction, Professional development, Collaboration

How to Cite: Grunert, J. & Estrada, N. (2025) “Trans-Substantive Instructors: Scholarly Communication Librarians Facilitating Communities of Practice”, Journal of Librarianship and Scholarly Communication. 13(1). doi: https://doi.org/10.31274/jlsc.18271