Writing as a tool for school librarians seeking to define their professional identity: A case study

This article reports on reflective writing as part of a certificate-level professional development course for school librarians in the Canton of Vaud. The case study described is based on the analysis of stu-dent-produced written records from the beginning, the middle and the end of the course. Our analysis of these reflective writings afforded us insights into how the students define their professional identity and how they imagine a career in librarianship might unfold. Our training team found in this joint analytical process new ways to strengthen the impact of this course on participants’ professional identity. More specifically, we propose a question-based resource for use in guiding librarians and adult learners in general through reflective writing as they develop their sense of professional identity.