This case study describes the creation, implementation, and assessment of training upper-level graduate students (Peer Teachers) to teach information literacy sessions to first year graduate students at a graduate university located in a large metropolitan area in the Midwest with a social justice mission. According to student evaluation forms distributed at the end of instruction sessions, learners responded positively and effectively learned basic skills whether taught by a librarian or a peer. Further, mentoring students into teaching roles increased the library's capacity for teaching information literacy sessions. The Peer Teacher program also built space for collaboration and enhanced creativity among information literacy instructors.

本案例研究描述了培训，创建和实施培训高等研究生（同伴教师）的方法，以向位于中西部大都市地区的研究生大学的一年级研究生讲授信息素养课程，并开展社会正义使命。根据在授课结束时分发的学生评估表，学习者对图书馆员或同伴教的基本技能做出了积极有效的反应。此外，指导学生担任教学角色可以提高图书馆举办信息素养课程的能力。同行教师计划还为信息素养教师之间的协作和增强创造力创造了空间。