Relevant bibliographies by topics / Association of Assistant Librarians

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Academic literature on the topic 'Association of Assistant Librarians'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Association of Assistant Librarians"

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Todd, Kate. "Beyond assistive technology: presentation at Texas library association conference." Library Hi Tech News 31, no. 7 (August 26, 2014): 1–5. http://dx.doi.org/10.1108/lhtn-07-2014-0052.

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Purpose – The purpose of this article was to summarize the author's presentation about improving library services to people with disabilities made at the 2014 Texas Library Association annual conference. Design/methodology/approach – She uses expertise developed teaching face-to-face and online course about assistive technologies and library services for patrons with disabilities. Findings – Topics covered include early approaches to library accessibility, sample assistive technology applications for iPad, iPhone or Android and suggestions for developing a plan for improving services. Practical implications – Readers are encourages to evaluate the current level of services and develop plans for improvement. Social implications – An increasing number of patrons with disabilities are visiting public, school, college and university libraries. Librarians want to provide the best possible service. Information and recommendations from this article will provide assistance. Original/value – This conference provided a wonderful opportunity for sharing and planning with other librarians.
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Anwar, Uzma, and Nosheen Fatima Warraich. "Status of Digital Novice Academic Librarians’ Continuing Professional Development: A Case of University of the Punjab." Pakistan Journal of Information Management and Libraries 14 (December 1, 2013): 33–37. http://dx.doi.org/10.47657/201314768.

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This paper aims at exploring the ways, through which the academic librarians engage themselves in continuing professional development (CPD) activities. It also identifies the sources that academic librarians feel helpful for their CPD. These librarians neither had any ICT training before nor educated during their Master in Library and Information Science (MLIS) for the use of the latest technology, and are considered as digital novice. Librarians are required to keep them up to date to survive in this competitive information marketplace. They need to get familiarized with the latest technology and its applications for the libraries to minimize the gap between the information and its users. CPD allows receding from the traditional approach and muddling through the new digital arena. To get the vivid picture in the current scenario qualitative approach was used. Interviews were used as data collection technique. The population of this study was these digital immigrants librarian who got their MLIS degree before year 2001 and never had any formal ICT training before joining the profession and working in the University of the Punjab. Non probability purposive sampling technique was used to choose the sample of 12 respondents. The subsequent analysis will help librarian judge the present status of their CPD activities and to determine the ways to improve self-directed or organizational learning. It will be of assistance to the library schools, library management, library association and the policy makers to improve the existing training programs or to design the new programs to fulfill the requirements.
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Andrews, Grace. "Navigating Theological Resources." Theological Librarianship 13, no. 1 (April 17, 2020): 13–26. http://dx.doi.org/10.31046/tl.v13i1.550.

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Objectives This study assesses the navigability of a selection of American Theological Library Association and Association of Christian Librarians library websites and measures the extent to which these libraries employ responsive design. Methods This study uses quantitative content analysis. Results The most frequent navigational path for key content was in the main text of the landing page, either through a direct hyperlink or simply as text displayed on the website. Two-thirds (66%) of the websites were found to be fully functional in their mobile versions, with only 5 (6%) partially functional and 19 (23%) not functional at all. Conclusions Theological libraries should consider their mission and resources when organizing their websites. Additionally, they should strive to include basic customer service and research assistance through their website. Putting key content in the main text of the homepage will make it more available to potential users. Libraries will do well to continue efforts toward responsive design.
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MacDonald, Heather. "Undergraduate Students Can Provide Satisfactory Chat Reference Service in an Academic Library." Evidence Based Library and Information Practice 13, no. 2 (June 13, 2018): 112–14. http://dx.doi.org/10.18438/eblip29414.

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A Review of: Keyes, K., & Dworak, E. (2017). Staffing chat reference with undergraduate student assistants at an academic library: A standards-based assessment. Journal of Academic Librarianship, 43(6), 469–478. https://doi.org/10.1016/j.acalib.2017.09.001 Abstract Objective – To determine whether undergraduate students can provide quality chat reference service. Design – Content analysis of undergraduate student, professional librarian, and paraprofessional staff responses in chat reference transcripts. Setting – Academic library. Subjects – 451 chat reference transcripts. Methods – Chat reference transcripts from May 2014–September 2016 were collected. Five categories of answerer were coded: librarian in the reference department (LibR), librarian from another department (LibNR), staff without a Master of Library Science (staff), staff with a Master of Library Science (+staff), and student employee (student). A random sample of 15% of each category of answerer was selected for analysis. The answerer categories were collapsed to librarians, staff, and students for the results section. Four criteria were used to code chat reference transcripts: difficulty of query, answerer behaviour, problems with transcript answer, and comments from coders. Coding for difficulty was based on the READ scale (Reference Effort Assessment Data). Answerer behaviour was based on The RUSA Guidelines (Reference and User Services Association). Behaviours assessed included: clarity, courtesy, grammar, greeting, instruction, referral, searching, sign off, sources, and whether patrons were asked if their question was answered. All coding was done independently between the two researchers, with very good interrater reliability. Data for variables with disagreement were removed from the analysis. The chi-square test was used to analyze the association between variables. Analysis also included patrons’ ratings and comments about their chat experience. Content and tone were assessed for each patron comment. Main Results – Answerer behaviours showed a significant difference between groups for 3 of the 10 behaviours assessed: courtesy (p=0.031), grammar (p=0.001), and sources (0.041). The difference between groups for courtesy was: staff (88%), librarians (76%), and students (73%). Grammar was correct in most transcripts, but there was a significant difference between the answerer groups: librarians (98%), staff (90%), and students (73%). There was a significant difference between groups that offered sources: librarians (63.8%), staff (62.5%), and students (43.8%). There was no significant difference between the answerer groups for the other seven behaviours. Overall, 31% of transcripts showed that answerers asked if a patron’s query was answered or if they needed further help. The analysis showed that 79% of transcripts were coded as clear or free of jargon. Greetings were found in 65% of transcripts. Instruction was indicated in 59% of transcripts. Referrals were offered in 27% of all transcripts. Of the transcripts where searching was deemed necessary, 82% showed evidence of searching. A sign off was present in 56% of all transcripts. Transcripts with noted problems were deemed so because of lack of effort, being incomplete or incorrect, having no reference interview, or the answerer should have asked for help. There was no significant difference between answerer groups with respect to problem questions. Of the 24% of patrons who rated their chat experience, 90% rated it as good or great, and no significant difference was found between answerer groups. Question difficulty was coded 50% at level 0-2 (easier), 39% at level 3 (medium difficulty), and 11% at level 4-5 (more difficult). Conclusion – Undergraduate students are capable of providing chat reference that is similar in quality to that of librarians and staff. However, increased training is needed for students in the areas of referrals, providing sources, and signing off. Students do better than librarians and staff with greetings and are more courteous than librarians. There is room for improvement for staff and librarians offering chat services. Tiered chat reference service using undergraduates is a viable option.
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MacKenzie, Kimberly. "Assisting With Systematic Reviews Can Be Associated With Job-Related Burnout in Information Professionals." Evidence Based Library and Information Practice 15, no. 3 (September 15, 2020): 181–83. http://dx.doi.org/10.18438/eblip29791.

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Demetres, M. R., Wright, D. N., & DeRosa, A. P. (2020). Burnout among medical and health sciences information professionals who support systematic reviews: An exploratory study. Journal of the Medical Library Association, 108(1), 89–97. https://doi.org/10.5195/jmla.2020.665 Abstract Objective – This study explored reports of burnout among librarians who assist with systematic review preparation. Design – Electronic survey (Copenhagen Burnout Inventory). Setting – The survey was advertised via three email discussion lists based in the United States of America. Subjects – The study surveyed 198 librarians and information specialists who support the systematic review process. Of these, 166 completed the personal burnout scale, 159 completed the work burnout scale, and 151 completed the client burnout scale. Methods – The Copenhagen Burnout Inventory (CBI) is a validated survey that includes three separate scales: personal burnout, work-related burnout, and client-related burnout. The end of the survey addressed demographics, including questions on the respondents’ involvement with systematic reviews. Survey questions use a 0 to 100 rating scale, with 0 indicating Never/To a Low Degree and 100 indicating Always/To a High Degree. The researchers shared the survey to the email discussion lists MEDLIB-L and DOCLINE and advertised it on the Medical Library Association (MLA) News. Survey answers were collected using Qualtrics Survey Software. Once emailed, the survey remained open for one month. Data was coded in Excel and analysis included scoring following the CBI metrics, as well as TukeyHSD and Kruskal-Wallis tests to determine differences in demographic groups. Main Results – Reported burnout levels were significantly lower for those who spend more than 80% of their time helping with systematic reviews compared to those who spend less than 10%. The consistent use of a systematic review support tool was also associated with significantly lower burnout levels. Other comparisons were not significant. The average overall response score for personal burnout was 48.6. The average score for work-related burnout was 46.4 and the average score for client-related burnout was 32.5. Reference librarians reported the highest average total burnout scores (47.1), while research librarians had the lowest (37.7). Conclusion – Consistency, either in time spent dedicated to systematic reviews or in the use of a support tool, was associated with lower levels of burnout among librarians and information specialists. The authors suggest that these results could inform ways of improving burnout among those assisting with systematic reviews.
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Izenstark, Amanda. "Look good when you’re googled: creating and optimizing your digital identity." Library Hi Tech News 31, no. 9 (October 28, 2014): 14–16. http://dx.doi.org/10.1108/lhtn-07-2014-0061.

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Purpose – This paper aims to describe techniques librarians can use to enhance their online presence, so that students, patrons, researchers and prospective employers can locate them easily. It is an extension of a presentation given at the Association of College and Research Libraries New England Chapter Annual Conference held in Worcester, MA on May 9, 2014. Design/methodology/approach – The presentation focused on a number of established and emerging tools to share professional contact information and professional output, such as Google, Google+, Twitter, LinkedIn, SlideShare and ImpactStory, among others. Findings – The audience of library faculty and staff from across the Northeastern USA examined the results that appeared when they searched for themselves in major search engines (Google, Bing and DuckDuckGo) and learned strategies and tools for optimizing the results that come up when others search for their contact information. Practical implications – Librarians who focus on enhancing their professional profiles online make it easier for constituents to get assistance with research questions, they can make their value and the institution’s value more visible, and facilitate the sharing of information in a field that looks to other institutions and individuals for inspiration for new programs and innovations. Originality/value – While many of these tools are used in the business world to build and cultivate networks and seek employment, even steadily employed librarians can use these tools to make their expertise available to researchers at their institutions and beyond.
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Young, Kristen. "Perceptions from Library School Faculty on Meaningful Matters to Academic Librarians: Additional Degrees, Sabbaticals, Evaluation, and Governance." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 42. http://dx.doi.org/10.18438/b8n90r.

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Objective – To survey the faculty members of American Library Association (ALA)-accredited library schools to gain insight into their perceptions on academic librarians obtaining faculty status and how the library school curricula prepare academic librarians for faculty roles. Design – Survey questionnaire. Setting – An e-survey was distributed online to 57 ALA-accredited library schools during April 2007, using Zoomerang. Subjects – The population consisted of 906 tenure-track or tenured faculty members. Methods – The 24 item survey was designed to answer eight specific research questions and evoke responses scored on a five-point Likert scale that corresponded to (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree. For the analysis of data in questions 1 and 3 through 8, the perceptions of faculty members of ALA-accredited library schools were determined by calculating the mean and standard deviation. For the analysis of question 2 a t test was used to determine differences in faculty members’ perceptions based on gender and tenure. A one-way analysis of variance, or ANOVA, was used to determine library school faculty members’ perceptions based on academic rank. Main Results – A total of 906 individuals were sent the link to the survey, and 187 individuals completed the survey, making the response rate 20.6%. Of the respondents, 38.5% were professors, 25.7% were associate professors, 33.7% were assistant professors, and 2.1% were lecturers. The majority of respondents were female (60.0%) and tenured (65.0%). Faculty members of the ALA-accredited library schools agreed that courses in statistical concepts, procedures, and research (both experimental and non-experimental) should be required of those seeking a master’s or doctoral degree. They agreed that the Master of Library Science (MLS) degree is insufficient in preparing librarians for faculty status, and that additional graduate degrees improve performance of academic librarians in discipline-specific positions. Conclusion – It is clear that library school faculty have a strong interest in the curriculum and the future directions of librarianship. It is also clear that faculty status for academic librarians, equivalent to that of teaching faculty, will remain a contentious issue for some time. The author had five recommendations for practice: Librarians who want a faculty-status position should earn another graduate degree, in addition to the MLS; ALA-accredited library schools should require that PhD and masters students have courses in experimental and non-experimental research; ALA-accredited library schools should require that PhD and masters students have courses introducing statistics; Librarians with faculty status should be involved in university governance as well as library governance; and, Librarians with faculty status should be eligible for the same sabbatical and research leaves as other faculty. There are three recommendations for further study identified by the author. First is a qualitative study to identify the reasons behind the perceptions that faculty members have of the issues that surround faculty status for academic librarians. Second is a qualitative study to assess how faculty status affects the lives of academic librarians, both personally and professionally. Lastly, additional research should be conducted to gain a greater understanding of how faculty status impacts academic librarians within the institutions they are a part of.
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Thomas, Matthew. "The Information Rx program Requires More Promotion, More Support and Some Adjustment." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 102. http://dx.doi.org/10.18438/b8xw50.

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Objective – To determine the level of awareness of the Information Rx program by Georgia librarians and Georgia American College of Physicians (GACP) members, and the use of Information Rx pads, with which physicians would “prescribe” information for their patients. Design – Descriptive (surveys and interviews). Setting – Georgia, U.S. Surveys were distributed and responded to online. The face-to-face interview locations were not specified. Subjects – One survey, which was provided to the Georgia American College of Physicians (GACP) membership including internal medicine physicians and medical students interested in internal medicine, had 46 respondents. The second survey was sent to librarians who were members of the Georgia Public Library Service (GPLS) and the Georgia Health Sciences Library Association (GHSLA). There were 72 public librarians, 14 hospital librarians and 13 academic medical librarians who responded (as well as 6 not specified in the article). A select group of four medical librarians was chosen for more in-depth interviews. The number of surveys sent out was not provided. Methods – Two online surveys, one for physicians and one for librarians, were administered. No information concerning response rate was provided. Face-to-face interviews with four academic medical librarians were conducted. No further information about the interviewing process was provided such as who conducted the interviews, methods used to ensure objectivity or consistency, or where the interviews were conducted. Main Results – Out of 46 GACP survey respondents, only 4 were familiar with the Information Rx program and only 2 of those had used the information Rx pads, neither of whom had referred anyone to a library for further assistance. The two who had not used the pads were either too busy or didn’t understand the program well enough. Of 105 librarian survey respondents, 46 had heard of Information Rx, 37 had received Information Rx promotional materials, and 12 reported helping patrons look for information on MedlinePlus ‘‘prescribed’’ to them by their doctors. Responses to the open-ended interview questions given to the four interviewed librarians were mixed regarding receipt of program materials, negative regarding the effectiveness of the program, and reported no awareness of any patrons having been helped with information “prescriptions.” To improve the program’s success, the author suggested steps such as providing promotional information on the MedlinePlus site, better integration between MedlinePlus and Information Rx, involving librarians somehow in the process as a whole given their ability to help users navigate and understand MedlinePlus, and marketed more to nurses given their front-line responsibilities. Conclusion – Although the program is somewhat useful, Information Rx has not been promoted or supported sufficiently. Information needs to be linked on the MedlinePlus website, clarification of the program and that it is available at no charge should be emphasized. Librarians should be involved and the target audience may need to be changed to include nurses.
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FAWCETT, SHARON K. "Presidential Libraries: A View from the Center." Public Historian 28, no. 3 (January 1, 2006): 13–36. http://dx.doi.org/10.1525/tph.2006.28.3.13.

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Abstract: This article is the author's reflection on the long-term viability of the presidential library system and how it continues to evolve to meet the needs of the twenty-firstcentury visitor and researcher. The reflections and assessments are based on the author's long association with this unique system from the time in 1969 when she started as an archivist at the Lyndon B. Johnson Library until her present position as the Assistant Archivist for Presidential Libraries.
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Edwards, Ashley. "Becoming a Librarian Amidst a Professional Identity Crisis." Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals 1, no. 1 (March 12, 2020): 3–9. http://dx.doi.org/10.29173/pathfinder17.

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Adopted in the late 1930s, the Library Bill of Rights grounded the profession in the core value of intellectual freedom. This core value was challenged in the 1930s, the 1960s, the 1990s, and again in recent years by calls for social responsibility within our ranks. The re-occurrent discomfort with upholding intellectual freedom is particularly evident today in the case of public library third party meeting room bookings by controversial speakers. Both the Toronto Public Library and the Vancouver Public Library (as well as the Edmonton Public Library for lending its support) have come under scrutiny by both specific voices within the field as well as the community more broadly. This is not the first time, nor will it be the last time, that publicly funded libraries are faced with controversy surrounding intellectual freedom. Using critical information theory, this presentation examines important questions: How is intellectual freedom defined, redefined and confined today? What is the relationship between the core value of intellectual freedom and sister core values such as social responsibility, diversity and democracy? How do we uphold professional ethics (e.g., IFLA Code for Librarians and Other Information Workers) in instances when our personal, professional, institutional and/or association commitments do not align? As a 2019-20 SLIS research assistant, these questions are rooted in my ongoing academic explorations with Dr. Samek of the nature and extent LIS curricula (for both professionals and paraprofessionals) prepares graduates to negotiate the perpetually complicated core value of intellectual freedom from a position of confidence, and not fear, defensiveness or divisiveness.
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Dissertations / Theses on the topic "Association of Assistant Librarians"

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Koo, Wah-hung, and 顧華紅. "Job motivation of assistant librarians in Hong Kong Public Libraries." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46773460.

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Jones, Lorelei Aldridge. "The association between supervisor characteristics and program assistant motivation and success /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/jonesl/loreleijones.pdf.

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Linnell, Greg. "The Institute of Professional Librarians of Ontario: On the History and Historiography of a Professional Association." Canadian Association for Information Science, 2008. http://hdl.handle.net/10150/106390.

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A descriptive analysis of the histories of the Institute of Professional Librarians of Ontario (1960â 1976) reveals not only the circumstances surrounding the creation, growth, and decline of this singular expression of the professionalization of librarianship but also foregrounds the ways in which the historical narration of the profession must look beyond the traditional delineation of intrinsic traits in order to circumscribe librarianship more adequately. To that end, consideration is given to one important factor, the Royal Commission Inquiry into Civil Rights (1964-71). It is evident that historical recovery of this sort is crucial to the profession's self-understanding as it negotiates its contemporary stance with respect to both librarians and the publics that they serve.
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Haigh, Colleen, and n/a. "A history of the School Library Association in Canberra and District : the first decade 1971-1981." University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.

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This study traces many of the highlights which occurred during the first decade of the history of the School Library Association in Canberra and District (SLACAD). The roots of this association lie deep in the history of school libraries and teacherlibrarianship in Australia. Many SLACAD members belonged to other state school library associations and to the Australian School Library Association (ASLA) confederation since the establishment of these associations in the 1960's. These teacher-librarians have been dedicated in their attempts to further the cause of school libraries and their teacher-librarianship profession. The decade covered by this study embraces the greatest period of expansion in the development of school libraries seen in Australian history. During this decade the A.C.T. established an independent education system and it took many years for the A.C.T. Schools Authority administration to finalise its organisation. SLACAD members were anxious that school libraries in the A.C.T. should keep pace with school libraries in other Australian states and this study documents the constant efforts of its members to obtain improvements in school librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close liaison with ASLA and many A.C.T. teacher-librarians have held executive office in ASLA. SLACAD has hosted seminars and conferences and this study documents numerous submissions and reports which were a necessary feature of the expanding A.C.T. school library association milieu.
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Garrard, John Christian Timothy. "Instructional leadership of high school assistant principals in Northern California." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/29.

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To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant principals who are employed in the same Northern California school district. Each case was developed with the use of interviews, observation and document analysis. Included in each case is a description of the assistant principal's instructional job responsibilities, how they develop their instructional leadership and obtain opportunities to function in instructional leadership roles. This research found several main themes. They include that the theoretical model for Hallinger's Principals Instructional Management Rating Scale did not work in regards to assistant principals, they were found to serve not in the role of leader, but more in the role of facilitator and relationship builders, the role of the assistant principal has not evolved over the past century, they are constrained by the political dynamics of their school structure which leaves them as marginalized leaders, they lack opportunities to grow as instructional leaders due to opportunities for professional development and the ambiguity of their role, and female assistant principals may not take the opportunity to serve as a leader since this may not be perceived natural due to their gender association.
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Walker, Geoffrey. "Conditions of service for secondary schoolmasters in England and Wales, 1891-1951, with special reference to the work of the Assistant Masters Association." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021589/.

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This thesis examines to what extent and by what means the Assistant Masters Association (AMA) was able to influence provision in relation to conditions of service for the secondary schoolmaster in England and Wales in the 60-year period from the AMA's foundation in 1891. A thematic approach is adopted with chapters devoted to the specific issues of tenure, salaries, superannuation, registration and training. Within each chapter there is a necessary concentration on the earlier period of the AMA's history when the impetus to create acceptable conditions of service was at its most imperative. The thesis draws upon much previously unused material from the Assistant Masters Archive, lodged at the University of London Institute of Education Library. The study builds upon and extends the earlier research of Baron, Tropp and Gosden, and provides an alternative interpretation to the more recent work of Lawn, Ozga, Grace, and others, which presents the behaviour of organized teachers in terms of employeremployee conflict. The strike, confrontational stratagem and the coercion of its membership are seen as alien to the AMA's philosophy. The AMA's participation with Joint Four, and its interaction with other teacher unions, are fully explored. The significant contribution of the AMA to enhanced provision across the spectrum of teacher employment is shown to be primarily the result of the Association's persistent, professional dialogue with government - both central and local - via carefully researched data and targeted argument.
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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Cuffman, Darcey M. "A Study of the Roles of Assistant and Associate Deans in Institutions Accredited by the Commission on Colleges of the Southern Association of Colleges and Schools." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2900.

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The purpose of this quantitative research study was to analyze the roles of assistant and associate deans in the colleges or schools related to the disciplines of business, education, and arts and sciences within four different classifications of institutions [Research Universities I and II and Doctoral Universities I and II], as described by the Carnegie Foundation for the Advancement of Teaching. Respondents in the study came from institutions accredited by the Colleges of the Southern Association of Colleges and Schools. Respondents included 191 associate deans and 60 assistant deans, of whom 154 were men and 97 were women. Chi-square statistics were used to analyze assistant and associate deans' perceptions of (1) whether their positions are line or staff; (2) whether they would recommend changes in their positions; (3) whether each was interested in becoming deans at their present institution or another institution. Three composite scores from factor analysis were analyzed by three-way ANOVA: (1) Curriculum, (2) Administrative Leadership and Relationships, and (3) Budget. A second statistical analysis included t-tests and a one-way ANOVA for Composite #2, Administrative Leadership and Relationships. Results showed no significant differences in (1) whether assistant and associate deans perceive that deans differentiate their positions as line or staff, and (2) between associate deans and assistant deans in regard to their interest in becoming deans at their institutions. From the factor analysis, results showed no significant differences in Composite #1, Curriculum, for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For Composite #2, results showed no significant differences for the independent variables: gender, college, gender by dean, gender by college, dean by college, and gender by dean by college. For Composite #3, Budget, results showed no significant differences for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For the second statistical analysis for Composite #2, Administrative Leadership and Relationships, results showed no significant differences between colleges/schools and leadership, and the level of dean and leadership. The results of this study showed that (1) associate deans perceived their positions as line versus staff; (2) associate and assistant deans did not perceive their positions as stepping stones to deanships at their present institutions; (3) associate deans believed their positions were stepping stones to deanships at other institutions; and (4) assistant deans did not perceive their experience at their present institution as a stepping stone to deanships at their present or other institutions. Female associate deans had the most responsibility for Composite #1. Male associate and male assistant deans had approximately the same responsibilities for Composite #1, Curriculum. More associate deans than assistant deans had responsibilities for Composite #2, Administrative Leadership and Relationships and Composite #3, Budget.
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Oakshott, Stephen. "The association of librarians in colleges of advanced education and the Committee of Australian University Librarians : the evolution of two higher education library groups, 1958-1997 /." 1997. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN1998.0003/index.html.

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Dore, Janice C. "Implementation of Information power the experiences of state library media consultants in New England /." 1995. http://catalog.hathitrust.org/api/volumes/oclc/35179646.html.

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Thesis (Ed. D.)--University of Massachusetts at Amherst, 1995.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 312-316).
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Books on the topic "Association of Assistant Librarians"

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Jamali, Mir Hassan. Who's who in Pakistan Library Association, 1985. Quetta: Pakistan Library Association, Baluchistan Headquarters, 1985.

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Libraries, Association of College and Research. Academic librarians: Partners in higher education. Chicago, IL: Association of College & Research Libraries, 1990.

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Robbins/Carter, Jane. " Master's degree from a program accredited by the American Library Association required". [United States: s.n., 1987.

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Association, Canadian Library. CLA membership directory. Ottawa: Canadian Library Association, 2000.

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Butler, Phil. A guide to becoming an A.S.A. assistant teacher. Newcastle-under-Lyme: P. Butler, 1997.

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Association, Medical Library, ed. Answering consumer health questions: The Medical Library Association guide for reference librarians. New York: Neal-Schuman Publishers, Inc., 2008.

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Jago, Alison. British and Irish Association of Law Librarians (BIALL) salary survey 1992/93. London: TFPL Recruitment on behalf of the British and Irish Association of Law Librarians, 1992.

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Association, Indian Library. ILA members directory. Delhi, India: Indian Library Association, 1987.

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Toronto Association of Law Librarians. Report to Toronto Association of Law Librarians re: Legal research resources for the judiciary. [Toronto]: Toronto Association of Law Librarians, 1988.

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American Library Association. ALA Handbook of organization 2005: An annual guide to member participation. Chicago, IL: American Library Association, 2005.

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Book chapters on the topic "Association of Assistant Librarians"

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Suresh, M., and R. Natarajan. "Use of E-Resources Through Consortia With Special Reference to College Libraries." In Advances in Library and Information Science, 124–42. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3559-2.ch007.

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A consortium is an association of two or more individuals, companies, organizations or governments (or any combination of these entities) with the objective of participating in a common activity or pooling their resources for achieving a common goal. Library consortium gives the freedom for a library having a smaller collection to access any product at a nominal price. The chapter has shown that 58 (31.53%) assistant professors occasionally use it, followed by 44 (23.92%) respondents using it frequently, 39 (21.2%) respondents use it rarely, 26 (14.14%) respondents use it very frequently, and 17 (09.24%) respondents never use it.
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Suresh, M., and R. Natarajan. "Use of E-Resources Through Consortia With Special Reference to College Libraries." In Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries, 907–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8051-6.ch050.

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A consortium is an association of two or more individuals, companies, organizations or governments (or any combination of these entities) with the objective of participating in a common activity or pooling their resources for achieving a common goal. Library consortium gives the freedom for a library having a smaller collection to access any product at a nominal price. The chapter has shown that 58 (31.53%) assistant professors occasionally use it, followed by 44 (23.92%) respondents using it frequently, 39 (21.2%) respondents use it rarely, 26 (14.14%) respondents use it very frequently, and 17 (09.24%) respondents never use it.
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Ojo, Rachel Ronke. "Leadership Training for 21st Century Librarians Using INELI-SSAf Model as a Case Study." In Advances in Library and Information Science, 75–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1116-9.ch005.

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Leadership is an integral aspect of successful organisations including libraries. Helping librarians to acquire leadership skills in order to adroitly navigate libraries through 21st century changes and challenges of the information environment is crucial. INELI (International Network for Emerging Library Innovators) was birthed globally as an initiative of the Bill and Melinda Gates Foundation to provide young leaders in public libraries across the world the opportunities to connect, learn, and explore new ideas and services that can transform their communities. INELI Sub-Saharan Africa (INELI-SSAf), an offshoot of the initiative for African public librarians, is a leadership training program with the primary objectives of exposing participants to concepts and practices about innovative information services in current times and assisting them to create within and across border networks for peer leaning. The topics taught include time management, advocacy, data management, smart risks, and innovations in libraries. (INELI SSAf is run by African Library and Information Associations and Institutions (AfLIA)).
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"American Association of School Librarians (AASL)." In Encyclopedia of Library and Information Sciences, Third Edition, 62–69. CRC Press, 2009. http://dx.doi.org/10.1081/e-elis3-120043844.

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"American Association of School Librarians (AASL)." In Encyclopedia of Library and Information Science, Fourth Edition, 59–66. CRC Press, 2017. http://dx.doi.org/10.1081/e-elis4-120043844.

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Chiparausha, Blessing, and Josiline Phiri Chigwada. "Promoting Library Services in a Digital Environment in Zimbabwe." In Advances in Public Policy and Administration, 284–96. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7429-3.ch015.

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This chapter documents the strategies that are employed by librarians in promoting library and information services in Zimbabwe. The study also sought to ascertain the perceptions of librarians towards promoting library service in Zimbabwe in a digital environment and assess the challenges faced by librarians when promoting library and information services in Zimbabwe in a digital environment. A study was done, and the participants were drawn from academics, the public, schools, and special libraries. An online questionnaire was posted on Survey Monkey and librarians were invited to participate from the Zimbabwe Library Association social media platforms. Data was analysed thematically using the objectives of the study. It was discovered that despite facing a number of challenges when promoting library and information services, participants were using various strategies to promote their services. The authors recommend continuing professional development of librarians to effectively deliver their services in a digital environment.
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Chiparausha, Blessing, and Josiline Phiri Chigwada. "Promoting Library Services in a Digital Environment in Zimbabwe." In Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries, 373–85. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8051-6.ch021.

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This chapter documents the strategies that are employed by librarians in promoting library and information services in Zimbabwe. The study also sought to ascertain the perceptions of librarians towards promoting library service in Zimbabwe in a digital environment and assess the challenges faced by librarians when promoting library and information services in Zimbabwe in a digital environment. A study was done, and the participants were drawn from academics, the public, schools, and special libraries. An online questionnaire was posted on Survey Monkey and librarians were invited to participate from the Zimbabwe Library Association social media platforms. Data was analysed thematically using the objectives of the study. It was discovered that despite facing a number of challenges when promoting library and information services, participants were using various strategies to promote their services. The authors recommend continuing professional development of librarians to effectively deliver their services in a digital environment.
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Rosenthal, Sheila L. "The Role of the Special Libraries Association in Promoting Library Professionals on a Global Scale." In Advances in Library and Information Science, 64–84. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4365-9.ch007.

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Since World War II, the library profession has grown worldwide both extensively and at an impressively rapid rate, resulting in an increase in international librarians and international library associations. Several possible reasons for this growth are emphasized in Baldwin (1997, 392-393): “Our shrinking world has caused increasing awareness of other parts of the world with accompanying demands for access to information from those areas; growth of information and publishing throughout the world; awareness through increased automation of resources in other parts of the world; growth of international business interests in the second half of the twentieth century after the war; more sophisticated users who demand specialized services and increased knowledge of the access to information resources by their librarians.” This chapter focuses on one particular international library association, the Special Libraries Association (SLA), and its role as the outstanding voice for the world’s information professionals. It shows that this association has consistently developed numerous initiatives and programs promoting library professionals worldwide with an emphasis on librarians outside of the United States. Although some SLA programs may no longer be active in the capacity they had when first introduced, their influence has had an impact on many SLA chapters and divisions, inspiring them to continue the practices by adopting similar programs.
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Fleming, Jacqueline, and Amy Minix. "Supporting Visual Literacy in Nursing." In Visual Literacy in The Virtual Realm: The Book of Selected Readings 2021, 20–29. International Visual Literacy Association, 2021. http://dx.doi.org/10.52917/ivlatbsr.2021.013.

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COVID-19 impacted in person learning, particularly for the health sciences. Nursing students learn valuable clinical skills in simulation labs on campus. When one university campus stopped in person instruction during the 2020 spring semester, two librarians worked together to identify resources to support a nursing course that quickly switched to remote learning. These resources ranged from library licensed content to free virtual reality simulations. In order to identify materials, the librarians first defined visual literacy within nursing, as well as met with various constituents to understand curriculum goals and needs. Making connections with both the faculty and the curriculum was the impetus for examining similarities between the Association of College and Research Libraries Visual Literacy Competency Standards and the American Association of Colleges of Nursing Clinical Resources Essentials for Baccalaureate Nursing Education. Both librarians are eager to continue working on strategically and systematically incorporating visual literacy library instruction into the nursing curriculum.
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"Thomas F. Murphy, Assistant U.S. Postmaster, to the Negro World." In The Marcus Garvey and Universal Negro Improvement Association Papers, Volume XI, 565–66. Duke University Press, 2011. http://dx.doi.org/10.1215/9780822392729-253.

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Conference papers on the topic "Association of Assistant Librarians"

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Matveev, Anton, Olesia Makhnytkina, Inna Lizunova, Taisiia Vinogradova, Artem Chirkovskii, Aleksei Svischev, and Nikita Mamaev. "A Virtual Dialogue Assistant for Conducting Remote Exams." In 2020 26th Conference of Open Innovations Association (FRUCT). IEEE, 2020. http://dx.doi.org/10.23919/fruct48808.2020.9087557.

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Voss, L. Lynn, and Patrick Ehlen. "The CALO Meeting Assistant." In Human Language Technologies: The Annual Conference of the North American Chapter of the Association for Computational Linguistics: Demonstrations. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1614164.1614173.

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Smirnov, Alexander, Alexey Kashevnik, Nikolay Shilov, Nikolay Teslya, and Anton Shabaev. "Mobile application for guiding tourist activities: tourist assistant - TAIS." In 2014 16th Conference of Open Innovations Association (FRUCT16). IEEE, 2014. http://dx.doi.org/10.1109/fruct.2014.7000931.

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Dashkova, Ekaterina, and Regina Dorokhova. "SmartDiet — Personal wellbeing assistant and diet planner mobile service." In 2012 11th Conference of Open Innovations Association (FRUCT). IEEE, 2012. http://dx.doi.org/10.23919/fruct.2012.8253106.

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Smirnov, Alexander, Alexey Kashevnik, Igor Lashkov, Naohisa Hashimoto, and Ali Boyali. "Smartphone-based two-wheeled self-balancing vehicles rider assistant." In 2015 17th Conference of the Open Innovations Association (FRUCT). IEEE, 2015. http://dx.doi.org/10.1109/fruct.2015.7117993.

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Hashimoto, Naohisa, Takashi Okuma, Seiichi Miyakoshi, Kohji Tomita, Osamu Matsumoto, Alexander Smirnov, Alexey Kashevnik, and Igor Lashkov. "Use cases for rider assistant mobile application evaluation using travelling simulator." In 2016 19th Conference of Open Innovations Association (FRUCT). IEEE, 2016. http://dx.doi.org/10.23919/fruct.2016.7892182.

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Hongwimol, Pollawat, Peeranuth Kehasukcharoen, Pasit Laohawarutchai, Piyawat Lertvittayakumjorn, Aik Beng Ng, Zhangsheng Lai, Timothy Liu, and Peerapon Vateekul. "ESRA: Explainable Scientific Research Assistant." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing: System Demonstrations. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-demo.14.

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Srinet, Kavya, Yacine Jernite, Jonathan Gray, and arthur szlam. "CraftAssist Instruction Parsing: Semantic Parsing for a Voxel-World Assistant." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.427.

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Dowding, John, and James Hieronymus. "A spoken dialogue interface to a geologist's field assistant." In the 2003 Conference of the North American Chapter of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 2003. http://dx.doi.org/10.3115/1073427.1073432.

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Sad, Asm Mehedi Hasan, Md Mashrur Sakib Choyon, Abu Hasnat Md Rhydwan, and Chowdhury Akram Hossain. "An Interactive Low-Cost Smart Assistant System: Information Kiosk as Plug & Play Device." In 2020 27th Conference of Open Innovations Association (FRUCT). IEEE, 2020. http://dx.doi.org/10.23919/fruct49677.2020.9211057.

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Reports on the topic "Association of Assistant Librarians"

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‘Longitudinal association between externalising behaviour and frontoamygdalar resting-state functional connectivity’ In conversation Dr. Sandra Thijssen. ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16224.

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In this podcast we talk to Assistant Professor Dr Sandra Thijjsen about her JCPP paper 'the longitudinal association between externalising behaviour and frontoamygdalar resting-state functional connectivity in late adolescence and young adulthood'.
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