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IL Generations Study: Home

About the Project

IL Generations is a longitudinal qualitative research study conducted by Amber Willenborg, Rob Detmering, and Kristina Bloch. Over a ten-year period from 2026 to 2036, the project will utilize periodic semistructured interviews to document and compare the lived experiences of two separate cohorts of academic instruction librarians: early career and mid-career. The goal of the project is to understand how instruction librarians' careers develop over time; their evolving perceptions of professional identity and agency; and the influence of external factors, such as emerging technologies and the socio-political climate, on their information literacy work. The study presents a unique opportunity for participants to contribute to the wider body of knowledge on librarian career development during a time when academic libraries and higher education in general are likely to face substantial disruption and uncertainty.

Research Questions:

  1. What are the career experiences of early career and mid-career academic instruction librarians over time?
  2. What impact do external factors like emerging technologies, the socio-political climate, and educational trends have on academic instruction librarians and their work?
  3. How do academic instruction librarians' teaching identity and sense of agency evolve throughout their careers?
  4. In what ways do early career and mid-career academic instruction librarians differ in their experiences?

Apply to Participate

Eligibility Criteria:

  • Academic librarian in the United States whose current role has instructional components
  • Early career librarian with fewer than 6 years of professional experience as of December 31, 2025 OR mid-career librarian with 6-10 years of professional experience as of December 31, 2025
  • Willingness to participate in several interviews throughout the course of the study, to the best of your ability

Apply to participate in the study below, or at this link: bit.ly/ilgenerations

Applicants will receive notice of acceptance into the study by October 1, 2025.

 

About the Researchers

Amber Willenborg is Associate Professor and Assistant Head of Research Assistance and Instruction at the University of Louisville’s Ekstrom Library. In this role, she coordinates the library instruction program and plays a lead role in student success initiatives. She has significant experience with information literacy instruction across disciplines and has published on information literacy topics in a variety of nationally recognized journals including College & Research Libraries, portal: Libraries and the Academy, and Communications in Information Literacy.

Rob Detmering is Professor and Associate Director of Ekstrom Library at the University Louisville. In this role, he provides strategic leadership for public services, with an emphasis on researcher engagement. He has substantial experience teaching information literacy in various contexts; co-edits the Innovative Practices section of Communications in Information Literacy; and has published on information literacy topics in a variety of nationally recognized journals including College & Research Libraries, portal: Libraries and the Academy, and Journal of Library Administration.

Kristina Bloch is an Instructor and the Engineering Librarian at the University of Louisville. In this role, she leads initiatives to integrate information literacy into engineering curricula and supports student research across all levels. With a background in K–12 and librarianship, she brings a student-centered, interdisciplinary approach to instruction and outreach. Her research focuses on AI literacy, information-seeking behavior, and curriculum development in STEM education. She has presented nationally and is actively publishing on information literacy, generative AI, and the evolving role of librarians in higher education.