The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices.,The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments.,In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies.,These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation.,Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers.,While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

中文翻译：

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同行的力量：来自编写和库的方法

本文的目的是讨论在大学图书馆和写作密集课程中实施同伴教学的不同策略以及同伴老师的不同角色。它探讨了与批判教学法，社会文化理论，开放式教育实践和高影响力实践的联系。本文中讨论的三种情况的实施方法差异很大。所有方法都包括通过焦点小组，退出调查或课后评估进行的某种形式的学生反馈。在图书馆和写作课程设置中，学生都具有同伴辅助学习策略的经验和良好的评价。提供有关如何开发不同类型的同伴教学干预措施的具体示例。这些案例还详细说明了实施的好处以及面临的挑战。为同s提供通过教导他人领导的机会，有可能增强个人的自信心，领导能力并改善自己的学习，并为学生提供经验，以建立并适用于他们的日常生活和未来的职业。教学在科学，技术，工程和医学等许多学科中得到了广泛实施，在大学图书馆中采用这种教学有时被认为是有争议的。此案例研究增加了文学作品的范围，表明同teaching教学是可能且合乎需要的。尽管同teaching教学在科学，技术，工程和医学等许多学科中得到了广泛实施，但有时它在大学图书馆中的采用却被认为是有争议的。此案例研究增加了文学作品的范围，表明同teaching教学是可能且合乎需要的。尽管同teaching教学在科学，技术，工程和医学等许多学科中得到了广泛实施，但有时它在大学图书馆中的采用却被认为是有争议的。此案例研究增加了文学作品的范围，表明同teaching教学是可能且合乎需要的。