Journal articles on the topic 'Librarians’ experiences'
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1
Khoirunnisa, Amalia Uma, Yunus Winoto, and Rully Khairul Anwar. "PENGALAMAN PUSTAKAWAN DALAM PENGEMBANGAN KOLEKSI." Jurnal Pustaka Budaya 7, no. 1 (January 28, 2020): 1–9. http://dx.doi.org/10.31849/pb.v7i1.3431.
Abstract:
This research is based on the fact of librarians' experience in developing collections in Children's Library Library which includes experience in analyzing user needs, librarian experiences in implementing collection development policies, librarian experiences in selecting collections, librarian experiences in acquiring collections, experience in weeding collections and evaluating collections at the Children's Library Library according to librarian experience. This research focuses on the experience of librarians in the development of collections at the Pustakalana Children's Library by referring to the collection development theory proposed by Edward G. Evans (2005) regarding seven stages of collection development namely user needs analysis, policy, selection, acquisition, weeding, and evaluation. This study uses qualitative methods with a phenomenological study approach. Data collection is done by observation, interviews and documentation. The informants in this study were the librarians of the Pustakalana Children's Library. The results of this study indicate that the experience felt by librarians in developing collections at the Pustakalana Children's Library is different.
2
Ratledge, David, and Claudene Sproles. "An analysis of the changing role of systems librarians." Library Hi Tech 35, no. 2 (June 19, 2017): 303–11. http://dx.doi.org/10.1108/lht-08-2016-0092.
Abstract:
Purpose The purpose of this paper is to analyze technology-related librarian advertisements to examine the changing role of the systems librarian in today’s modern, technology-filled libraries. Design/methodology/approach The authors examined 70 advertisements for technology-focused librarians posted on ALA’s JobList in 2014. The ads were examined for area of focus and required knowledge and experiences. Findings The ads revealed three main areas of focus: traditional systems, digital initiatives, and web services. In addition to traditional computer and library systems skills, employers were seeking candidates with project management, digital collection, customer service, technology implementation, and problem solving skills and experience. Practical implications This study highlights how the adoption and expansion of library technology has altered the roles and responsibilities of systems librarians. Instead of solely focusing on maintaining library databases and ILSs, technology librarians have branched out and become more integrated within the library. Originality/value This study has implications for those entering the library field and LIS programs, as well as gaining insight into the expanding role of technology librarians today’s library.
3
Mulliken, Adina. "“There is Nothing Inherently Mysterious about Assistive Technology”: A Qualitative Study about Blind User Experiences in US Academic Libraries." Reference & User Services Quarterly 57, no. 2 (December 28, 2017): 115. http://dx.doi.org/10.5860/rusq.57.2.6528.
Abstract:
Eighteen academic library users who are blind were interviewed about their experiences with academic libraries and the libraries’ websites using an open-ended questionnaire and recorded telephone interviews. The study approaches these topics from a user-centered perspective, with the idea that blind users themselves can provide particularly reliable insights into the issues and potential solutions that are most critical to them. Most participants used reference librarians’ assistance, and most had positive experiences. High-level screen reader users requested help with specific needs. A larger number of participants reported contacting a librarian because of feeling overwhelmed by the library website. In some cases, blind users and librarians worked verbally without the screen reader. Users were appreciative of librarians’ help but outcomes were not entirely positive. Other times, librarians worked with users to navigate with a screen reader, which sometimes led to greater independence. Some users expressed satisfaction with working with librarians verbally, particularly if websites did not seem screen reader user friendly, but many users preferred independence. Participants agreed it would be helpful if librarians knew how to use screen readers, or at least if librarians were familiar enough with screen readers to provide relevant verbal cues. Many users liked and used chat reference and many preferred Purdue Online Writing Lab (OWL) to learn citation style, though learning citation style was challenging. Questions such as reference librarians’ role when e-resources are not equally accessible deserve wider discussion in the library literature and in practice. Given the challenges described by the research participants and legal requirements for equally effective electronic and information technologies, libraries and librarians should approach reference services for blind users more proactively. Recommendations are provided.
4
A. Knapp, Jeffrey, Nicholas J. Rowland, and Eric P. Charles. "Retaining students by embedding librarians into undergraduate research experiences." Reference Services Review 42, no. 1 (February 4, 2014): 129–47. http://dx.doi.org/10.1108/rsr-02-2013-0012.
Abstract:
Purpose – The purpose of this paper is to identify an important area for librarians to positively impact student retention. Design/methodology/approach – This programmatic and conceptual piece describes how embedding librarians into the growing enterprise of undergraduate research experiences (UREs) lays a framework for a context in which libraries and librarians directly contribute to the retention of undergraduate students. Findings – Librarians are capable of directly contributing to the retention of students. While their efforts, it is contended, contribute routinely and to the actual retention of students, it is difficult for their efforts to register in the assessment of retention used by administrators. This discrepancy can be solved if librarians play a more explicit (and quantifiable) role in retaining students. Research limitations/implications – UREs are a growing, but generally untapped trend for librarians; however, because UREs generally correlate with academic success and student retention, they offer librarians a useful entry point to contribute to the academic mission of colleges and universities, and in a measurable way. Practical implications – Embedded librarianship poses a number of hurdles for its practitioners; however, it also has the potential for libraries and librarians to become more explicitly connected to overall institutional goals and strengthen their positions in the academy more broadly. Social implications – Improving the scientific literacy of undergraduate students and aiding them on their path toward graduation is meaningfully enhanced through the embedding of librarians into the college curriculum. Originality/value – Systematically embedding librarians into UREs is not strongly represented in the literature.
5
Ndumu, Ana, and Lorraine Mon. "An investigation of the experiences of Nicaraguan Costeño librarians." IFLA Journal 44, no. 2 (April 19, 2018): 106–18. http://dx.doi.org/10.1177/0340035218764496.
Abstract:
This research examines the experiences of librarians in Bluefields, Nicaragua. Semi-structured interviews and photovoice activities were used to investigate librarians’ professional development, daily operations, and ways of meeting the information needs of Costeños—or, Miskitu, Rama, and Sumu indigenous groups as well as African-descending Creoles. The findings suggest that librarians’ accounts coincide with established knowledge on Nicaragua's library landscape: libraries are predominantly formal and education-related; Nicaraguan society values oral knowledge or word-of-mouth information; and when compared with academic libraries, Nicaraguan public libraries are fewer and lack resources. Libraries on the Atlantic coast can strengthen their services through collaborations as well as culturally-based services. Additionally, the photovoice technique was found to be an effective tool for conducting research involving multicultural communities.
6
Webb, Katharine A., Tingting Lu, and Elizabeth L. Black. "New Intersections for Student Engagement in Libraries: A Qualitative Exploration of Collaborative Learning with Multimedia Technologies." Evidence Based Library and Information Practice 3, no. 4 (December 13, 2008): 34. http://dx.doi.org/10.18438/b8nc9v.
Abstract:
Objective – The purpose of this study was to explore new ways librarians can provide meaningful learning experiences for students beyond the traditional classroom assignment and the one-hour library instruction session.
Methods – The study was done within a qualitative framework using participative, interpretive, and personal experience methods. The research team consisted of two librarians and a graduate student. Data collected included transcripts of audio-recorded team meetings and interviews, field notes, and a post-project survey, where students described their experiences negotiating the conceptual and technical processes of authoring a multimedia story. The instructional layer was built upon a constructivist approach allowing for a collaborative learning setting to foster learner control and self-efficacy.
Results – Findings illustrate the benefits of collaborative approaches for enhancing the learning experiences of students in the library, in this case with multimedia. The data also suggest promising new ways for librarians to facilitate learning and to engage students in the library.
Conclusion – Through a multimedia project that involves both librarian-guided exploration and collaborative learning processes, libraries can offer students formal and structured opportunities to explore their own interests or underlying curiosities beyond the classroom assignment and the one-hour library instruction session.
7
Hughes, Hilary. "International Students’ Experiences of University Libraries and Librarians." Australian Academic & Research Libraries 41, no. 2 (June 2010): 77–89. http://dx.doi.org/10.1080/00048623.2010.10721446.
8
Rogers, Emily, and Howard S. Carrier. "A qualitative investigation of patrons’ experiences with academic library research consultations." Reference Services Review 45, no. 1 (February 13, 2017): 18–37. http://dx.doi.org/10.1108/rsr-04-2016-0029.
Abstract:
Purpose This paper aims to report the findings of a qualitative investigation of student patrons’ experiences with research consultations provided by reference librarians at a comprehensive university located in the southern USA during 2014. Design/methodology/approach Data were collected through recorded interviews with patrons who had recently experienced a reference consultation with one of eight professional reference librarians during a semester. The recorded data were transcribed verbatim and the transcripts subjected to content analysis. The qualitative data analysis model selected was that of a conventional, inductive content analysis. Findings One principal finding demonstrates the need for marketing of the reference consultation service; participants were surprised at the service’s availability. Other findings illustrate the value participants placed on individual attention from a librarian, perceived librarian expertise, the consultation environment and student/librarian engagement. Research limitations/implications Limitations to this study include a small participant pool of undergraduate student patrons, mainly majoring in humanities disciplines. The findings therefore are limited in the confidence with which they can be generalized to larger populations. Practical implications The reference consultation remains an integral part of the services offered by an academic library’s reference department; libraries should market consultations accordingly. Academic libraries that do not operate on a subject specialist model should consider strategies for maximizing benefit when matching available staff to consultation requests. Social implications This study provides evidence for the value of one-to-one reference service through research consultations provided to library patrons in academic libraries serving institutions of the type described in the research. Originality/value A qualitative methodology, using content analysis of lengthy interviews with participants, provides considerable insight into academic library patrons’ attitudes toward the reference consultation service.
9
Martinez, Jessica, and Meredith Forrey. "Overcoming imposter syndrome: the adventures of two new instruction librarians." Reference Services Review 47, no. 3 (August 1, 2019): 331–42. http://dx.doi.org/10.1108/rsr-03-2019-0021.
Abstract:
Purpose New librarians rarely feel fully prepared for academic library instruction. This could be attributed to many factors in both Master of Library and Information Science programs and work environments. Imposter syndrome or imposter phenomenon is a common way this insecurity manifests. Imposter phenomenon, first defined in 1978, is an individual’s feeling that they will be exposed as a fraud, regardless of how qualified or knowledgeable they actually are. Throughout the first year as new instruction librarians, the authors tracked their experiences with instruction and the imposter phenomenon. This paper aims to illuminate how imposter phenomenon impacts library instruction, provide suggestions for individual librarians and identify what academic libraries can do institutionally to mitigate feelings of fraudulence among their employees. Design/methodology/approach This paper outlines the history and symptoms of imposter phenomenon, focusing on its presence in libraries. The authors draw on existing literature in psychology and library science, their own experience and a survey of 172 librarians. Suggestions for best practices for easing imposter phenomenon are then discussed based on the experiences of the authors and survey respondents. Findings This paper suggests several ways to ease the feelings of imposter phenomenon among those employed in academic libraries. Research limitations/implications This paper is based on the authors’ experiences, as well as a survey of 172 librarians. The survey was self-selecting, so the results may be skewed, but the themes apparent throughout the responses indicate that imposter phenomenon in libraries is pervasive and warrants further research. Practical implications The recommendations presented in this paper will provide new librarians and library administrators with concrete ways to identify and ameliorate imposter phenomenon among new instruction librarians. Originality/value Though imposter phenomenon has gained popular attention in wider society, extant research has not sufficiently addressed its role in the realm of academic library instruction. Given that most MLIS programs focus on theory rather than practice, finding ways to give new instruction librarians confidence in their positions is an area of research that warrants more exploration.
10
Quinn, Todd. "A Case Study of Consolidating Two Database A–Z Lists for Better Staff and User Experiences." Library Resources & Technical Services 64, no. 3 (July 31, 2020): 131. http://dx.doi.org/10.5860/lrts.64n3.131-138.
Abstract:
This case study describes the consolidation and migration of the University of New Mexico’s University Libraries’ database A-Z lists. A subject librarian lead the nine-month project that included most subject librarians, the electronic resources team, the Director of Collections, and the web & discovery librarian. The project also provided the UL the opportunity to review all the resources in the lists, and update all descriptions, and create new workflows for adding and managing a single list.
11
Singh, Vandana. "Experiences of Migrating to Open Source Integrated Library Systems." Information Technology and Libraries 32, no. 1 (March 30, 2013): 36. http://dx.doi.org/10.6017/ital.v32i1.2268.
Abstract:
<p>Interest in migrating to open source integrated library systems is continually growing in libraries. Along with the interest, lack of empirical research and evidence to compare the process of migration brings a lot of anxiety to the interested librarians. In this research, twenty librarians who have worked in libraries that migrated to open source ILS or are in the process of migrating were interviewed. The interviews focused on their experiences and the lessons learned in the process of migration. The results from the interviews are used to create guidelines/best practices for each stage of the adoption process of open source ILS. These guidelines will be helpful or librarians who want to research and/or adopt open source ILS.</p> <p> </p>
12
VanScoy, Amy, and Kawanna Bright. "Including the Voices of Librarians of Color in Reference and Information Services Research." Reference & User Services Quarterly 57, no. 2 (December 28, 2017): 104. http://dx.doi.org/10.5860/rusq.57.2.6527.
Abstract:
Librarians of color make up a small proportion of information professionals, but their perspectives should still be included in theory and best practices. This study seeks to create an inclusive understanding of reference and information service (RIS) by exploring the experience of RIS for librarians of color. Using interpretative phenomenological analysis, the experience of RIS for eight librarians of color, from various ethnic groups and types of libraries, is analyzed. Five themes of experience emerged from the analysis: uniqueness and difference; broad range of professional skills; messiness and beauty of the human interaction; working in a web of outside forces; and learning, growth, and change. In relation to prior research, findings show that these librarians of color experience reference and information work as multifaceted and user-focused, in common with librarians in general. However, they have unique experiences of reference and information services work because of microaggressions and discrimination and because of their focus on serving as a role model or mentor.
13
Herron, David, and Lotta Haglund. "Students and Graduates Learn Library Educational Content from Interactive Multimedia Tutorials." Evidence Based Library and Information Practice 1, no. 4 (December 11, 2006): 64. http://dx.doi.org/10.18438/b84k5r.
Abstract:
A review of:
Markey, Karen, Annie Armstrong, Sandy De Groote, Michael Fosmire, Laura Fuderer, Kelly Garrett, Helen Georgas, Linda Sharp, Cheri Smith, Michael Spaly, and JoniE. Warner. “Testing the Effectiveness of Interactive Multimedia for Library-User Education.” portal: Libraries & the Academy 5.4 (Oct. 2005): 527-54.
Objective –To demonstrate the effectiveness of interactive multimedia tutorials in delivering library educational content, and to evaluate librarian experiences of developing multimedia tutorials, both as part of the LUMENS (Drabenstott) project.
Design – User study (questionnaire and interviews) using pretest-posttest design.
Setting – Four academic libraries in the United States. One library dropped out during the course of the project.
Subjects – Ninety university students from the University of Illinois Chicago (UIC), Purdue University, and the University of Notre Dame participated in the main study to evaluate three of the tutorials: “Doing research an introduction to the concepts of online searching,” “How to read a scientific paper,” and “Hungry for information?” Another group of 15 subjects from UIC, consisting of 10 graduate students, 2 faculty, 2 librarians, and one fellow, assessed a fourth tutorial “Keeping current in your field.” Librarians were interviewed about their experiences producing the interactive multimedia tutorials.
Methods – The 90 students were given a pretest containing questions about library educational content and five demographic questions. The students used the multimedia tutorial for 15-30 minutes and immediately afterward were given a posttest containing comparable questions to the pretest in terms of content and difficulty. The students were also asked to rate their experiences of using the tutorials in various ways on a scale from 0-10. At UIC, the experiences of the subjects using the multimedia tutorial were assessed by personal interviews. Librarians producing the multimedia tutorials were asked about their experiences of developing multimedia tutorials through e-mail, listserv discussion, phone calls, and face-to-face personal and group interviews.
Main results – All three libraries measured a significant increase (using a one sample t-test, p75%) of students were familiar with tutorial content before start. Despite this, most of the students found the tutorials useful and enjoyable, and the majority were fairly likely to recommend the tutorial to a friend. Interviews with subjects at UIC revealed similar experiences, except that the subjects were less familiar with the tutorial content at the beginning, and they were more likely to return to the tutorial for a refresher. The tutorial with the highest amount of interactivity was the most popular. The librarians found it difficult to find time to learn Macromedia Flash and to work within the LUMENS project generally. Eight out of 15 librarians remained with the project over the entire period.
Conclusion – Students learned library educational content by using multimedia tutorials and seemed to enjoy the experience, and educational librarians should lead multi-expert project teams in tutorial production. Finally, the educational value of multimedia tutorials must be offset from the time and effort needed to produce them.
14
Morrison, Chris, and Jane Secker. "Understanding librarians’ experiences of copyright." Library Management 38, no. 6/7 (August 15, 2017): 354–68. http://dx.doi.org/10.1108/lm-01-2017-0011.
Abstract:
Purpose Librarians and information professionals increasingly need to deal with copyright issues in their work, however evidence suggests that they can lack confidence and often refer queries to a dedicated copyright specialist. The purpose of this paper is to explore the professional experiences of copyright of a group of academic librarians in the UK, with a view to devising appropriate copyright education strategies. Design/methodology/approach The research was conducted using phenomenography, which is a qualitative approach from education. Data were collected though group interviews to explore the variation of experience. Four categories of description were devised which are placed in an outcome space. Findings There were four qualitatively distinct ways that librarians experience copyright in their professional lives, including viewing it as a problem, as complicated, as a known entity and as an opportunity. The variations in experience relate to a variety of factors such as the librarians’ role, ideology, level of experience, context and with whom they might be dealing. Originality/value This is the first study of this nature, building on quantitative findings from a multinational survey. It concludes that librarians need to be taught about copyright in a way that acknowledges and addresses the challenges so that they can view it as empowering and as part of wider information literacy initiatives.
15
Howlett, Alisa. "Blind User Experiences of US Academic Libraries can be Improved by More Proactive Reference Service Delivery." Evidence Based Library and Information Practice 14, no. 2 (June 13, 2019): 125–27. http://dx.doi.org/10.18438/eblip29565.
Abstract:
A Review of:
Mulliken, A. (2017). There is nothing inherently mysterious about assistive technology: A qualitative study about blind user experiences in US academic libraries. Reference & User Services Quarterly, 57(2), 115-126. https://doi.org/10.5860/rusq.57.2.6528
Abstract
Objective – To explore blind users’ experiences with academic libraries.
Design – Qualitative questionnaire.
Setting – Academic libraries within the United States of America.
Subjects – 18 individuals who are legally blind, have experience relying on a screen reader to access the internet, and have used an academic library either online or in person within the previous two years.
Methods – An open-ended questionnaire was administered via telephone interview. Interviews were recorded, transcribed and analysed using an inductive approach to identify themes using Hill et al.’s (2005) approach.
Main Results – The author found seven themes in the interview data: experiences working with reference librarians in person, difficulty with library websites, screen reader use during reference transactions, preferences for independence, using chat, interactions with disability officers, and challenges of working with citation styles.
Conclusion – The study concluded that academic libraries and librarians should be more proactive when approaching reference services for blind users. The author offered suggestions for practice about how to improve blind user experiences of academic libraries.
16
Kuglitsch, Rebecca Zuege, Natalia Tingle, and Alexander Watkins. "Facilitating Research Consultations Using Cloud Services: Experiences, Preferences, and Best Practices." Information Technology and Libraries 36, no. 1 (March 31, 2017): 29. http://dx.doi.org/10.6017/ital.v36i1.8923.
Abstract:
The increasing complexity of the information ecosystem means that research consultations are increasingly important to meeting library users' needs. Yet librarians struggle to balance escalating demands on their time. How can we embrace this expanded role and maintain accessibility to users while balancing competing demands on our time? One tool that allows us to better navigate this shifting landscape is Google Appointment Calendar, part of Google Apps for Education. It makes it easier than ever for students to book a consultation with a librarian, while at the same time allowing the librarian to better control their schedule. Our research suggests that both students and librarians felt it was a useful, efficient system.
17
Aulisio, George, and Sheli McHugh. "Crossing Borders: Two Academic Librarians and a Young Adult Librarian Collaborate to Teach Teens about Sustainability." Collaborative Librarianship 5, no. 2 (2013): 82–93. http://dx.doi.org/10.29087/2013.5.2.04.
Abstract:
Two academic librarians from The University of Scranton’s Weinberg Memorial Library partnered with a young adult librarian from the Scranton Public Library to help plan, organize, and implement, a sustainability themed summer series of events for a teen group. This paper discusses experiences of collaborating across traditional library boundaries from perspectives of a technical services librarian, an academic reference librarian, and a young adult librarian united to work together and educate teens about going green. Various resources and literature helped build a successful summer series on sustainability and demonstrated the important role librarians can play in promoting related environmental issues. The project also formed a meaningful bond between a public librarian and two academic librarians.
18
Wakimoto, Diana K. "Collections, connections and change: differences in experiencing archives." Library Review 66, no. 1/2 (February 7, 2017): 2–15. http://dx.doi.org/10.1108/lr-05-2016-0048.
Abstract:
Purpose The purpose of this paper is to describe different collective ways that archivists, librarians and those with dual-roles experience archives. Design/methodology/approach Using a phenomenographic approach, a total of 24 librarians, archivists and dual-role individuals were interviewed, and interview transcripts were analyzed to create categories that described the varying ways in which archives are experienced. Findings Librarians experienced archives in four ways: historical resources, preserving history, preserved access and political. Archivists experienced archives in four ways: accessible collections, connection, collaboration and stewardship. Dual-role individuals experienced archives in five ways: collections, preserved access, progress, connection and knowledge creators. There are variations among and within each group on how archives are experienced. However, there is a significant overlap in many categories in terms of access, preservation, use and collections. Practical implications Understanding each other’s different perspectives could lead to stronger partnerships among librarians, archivists and dual-role individuals. These partnerships have the potential to increase the visibility of archives, providing greater access and engagement for community members. Originality/value The study supports previous phenomenographic research on experiences of archives and provides a more nuanced understanding of information professionals’ varying collective experiences of archives.
19
Hufford, Jon R. "What Are They Learning? Pre- and Post-Assessment Surveys for LIBR 1100, Introduction to Library Research." College & Research Libraries 71, no. 2 (March 1, 2010): 139–58. http://dx.doi.org/10.5860/0710139.
Abstract:
Articles reporting the experiences of librarians in assessing what students are learning in information literacy classes are as of yet not as well represented in the professional literature as they should be. This is especially the case for library skills courses that are for-credit. Librarians who have experience assessing student learning should share what they have learned with colleagues who, in turn, need to know what methods are working and how the assessment process can be used to improve teaching and learning. This article reports on the experience gained by librarians at Texas Tech University Libraries while developing and implementing pre- and post-assessment surveys that were administered in eleven sections of a library research course taught in the fall of 2008.
20
Williams, Rachel D., and Rebekah Willett. "Makerspaces and boundary work: the role of librarians as educators in public library makerspaces." Journal of Librarianship and Information Science 51, no. 3 (November 23, 2017): 801–13. http://dx.doi.org/10.1177/0961000617742467.
Abstract:
This article explores public librarians’ performance of boundary work in relation to teaching and learning in library makerspaces. Boundary work occurs when individuals delineate their domain of knowledge. We use interviews with 23 library staff to analyze the forms and characteristics of boundary work connected with the role of libraries and librarians in makerspace programming. Our findings show that public librarians perform boundary work in relation to the roles of (1) libraries as spaces for book-based and maker-based experiences, (2) librarians as information specialists and educators, and (3) libraries as spaces to access individual and social resources for learning. The forms and characteristics of boundary work include coordination, identification, justification, reflection, and change.
21
Baer, Andrea. "Librarians’ development as teachers." Journal of Information Literacy 15, no. 1 (January 11, 2021): 26. http://dx.doi.org/10.11645/15.1.2846.
Abstract:
This article reports on findings of an online survey of teacher librarians about their instructional work, approaches, and roles and how these aspects of their teaching have changed over time. Academic librarians who had at least one year of library teaching experience and who had been actively involved in library instruction within the past two years completed the online survey. Participants were asked a series of questions, the majority of which were open-ended, about the types of instruction-related activities in which they presently and previously engaged, if/how their views of their instructional work and their instructional roles had changed over time, what experiences had been particularly influential in their teaching, and if they identified as teachers. The responses were analyzed through manual textual coding, through which emerging themes and variations in participants’ responses were identified. These findings provide further insight into academic librarians’ ongoing teacher development and their experiences as teaching librarians. Fuller understandings of this development and experiences can inform professional development and communities of practice in which librarians foster a sense of agency, confidence, responsiveness, and purpose in their teaching, cultivate and sustain meaningful teaching practices, and prevent burnout.
22
Medaille, Ann, and Amy Shannon. "Co-Teaching Relationships among Librarians and Other Information Professionals." Collaborative Librarianship 4, no. 4 (2012): 132–48. http://dx.doi.org/10.29087/2012.4.4.04.
Abstract:
This article uses the co-teaching experiences of workshop instructors at the University of Nevada, Reno Libraries as a basis for an in-depth exploration of the factors that lead to successful co-teaching arrangements among librarians and other information professionals. The experiences of these instructors demonstrate that co-teaching can provide numerous benefits: It can enhance the learning experience for students, it can provide a method for refining teaching skills, it can promote successful collaborations across departments, and it can bring innovative ideas into the classroom. Drawing on collaboration research from the Wilder Foundation, this study found that successful co-teaching relationships are characterized by factors related to environment, partnerships, process and structure, communication, purpose, resources, and external/long-term considerations. Within these seven areas, guidelines for successful coteaching relationships have been formulated for use by librarians and other information professionals.
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Medaille, Ann, and Amy Shannon. "Co-Teaching Relationships among Librarians and Other Information Professionals." Collaborative Librarianship 4, no. 4 (2012): 132–48. http://dx.doi.org/10.29087/2012.4.4.04.
Abstract:
This article uses the co-teaching experiences of workshop instructors at the University of Nevada, Reno Libraries as a basis for an in-depth exploration of the factors that lead to successful co-teaching arrangements among librarians and other information professionals. The experiences of these instructors demonstrate that co-teaching can provide numerous benefits: It can enhance the learning experience for students, it can provide a method for refining teaching skills, it can promote successful collaborations across departments, and it can bring innovative ideas into the classroom. Drawing on collaboration research from the Wilder Foundation, this study found that successful co-teaching relationships are characterized by factors related to environment, partnerships, process and structure, communication, purpose, resources, and external/long-term considerations. Within these seven areas, guidelines for successful coteaching relationships have been formulated for use by librarians and other information professionals.
24
Ganshorn, Heather. "Sabbatical Options for Academic Librarians in the U.S. Vary Widely." Evidence Based Library and Information Practice 5, no. 2 (June 17, 2010): 93. http://dx.doi.org/10.18438/b8ks5v.
Abstract:
A Review of:
Flaspohler, M. R. (2009). Librarian sabbatical leaves: Do we need to get out more? Journal of Academic Librarianship, 35(2), 152-161.
Objectives – To gather data on what proportion of U.S. academic libraries provide sabbatical opportunities to librarians, and to explore library directors’ perceptions of the effectiveness of sabbaticals and barriers to sabbatical-taking among librarians at their institutions.
Design – Online questionnaire.
Setting – Academic libraries in the U.S..
Subjects – Directors of 403 academic libraries.
Methods – The author reviewed the literature on sabbatical leaves in the library profession. She then developed an online survey using the University of Washington’s Catalyst system (a tool similar to SurveyMonkey). The survey contained both closed and open-ended questions, in order to generate quantitative data as well as to gather more in-depth information on respondents’ views.
A sample of American academic library directors was generated by choosing every eighth entry on a list of 3037 academic libraries generated by lib-web-cats, an online directory of libraries (http://www.librarytechnology.org/libwebcats/). The survey was sent to 403 academic library directors based on this selection method. The author received 101 successfully completed surveys for a response rate of 25%.
Main Results – The author found that just over half of respondents (53 libraries, or 52%) indicated their institutions offered sabbatical leaves to librarians. Thirty-six per cent indicated they did not, while 12% indicated “other” (many of these respondents commented with clarifications about what other leave programs were available to librarians). Of the 53 institutions that reported offering leave programs, only half (27 respondents) indicated that library staff members had taken a sabbatical leave.
Open-ended questions generated some insight into the barriers to sabbatical leaves at academic libraries. Differences between institutions in terms of availability of sabbatical leaves appear to be due to a combination of librarian status (whether or not librarians have full faculty status); funding issues (in some institutions, the library, and not the college administration, has to cover the costs of a sabbatical); and availability of other staff to cover the duties of the individual taking the leave.
Respondents also noted a discrepancy between the length and timing of librarian sabbaticals compared to other faculty (i.e., the professoriate), with librarians more often required to begin their leaves in the summer. Librarian sabbaticals were also sometimes shorter than those of other faculty; in some institutions a summer-length sabbatical was available, but not a six-month or year-long sabbatical, even though these options were available to other faculty.
In terms of impacts of sabbaticals, most respondents who had experienced a staff member taking sabbatical felt that the sabbatical benefited the staff member and the institution; positive results include improved morale, publications that raised the profile of the library, and learning that was applied in the workplace. Some respondents, however, had negative experiences to report, the most common being that the sabbatical had had no effect. Some respondents noted staff who had taken sabbaticals had failed to meet the goals that had been set for the sabbatical. When asked what could be done to enhance sabbatical programs, respondents at institutions with these programs had some interesting suggestions, such as aligning sabbatical programs more closely with institutional goals, or promoting the pursuit of more collaborative research while on sabbatical.
Conclusion – The author notes that while it’s dangerous to over-generalize from such a brief survey, many of the issues raised in the responses, such as faculty status, funding shortfalls, and staff shortages echo themes raised elsewhere in the library literature. These issues probably need to be addressed if we are to see any increase in the number of librarians taking sabbatical leaves.
The author’s other conclusion is that librarians must be more accountable for demonstrating how a sabbatical could add institutional value, and for meeting the goals set in their sabbatical plans. The author conducted this study while on sabbatical herself, and concludes it “provides one example of how a librarian might create a manageable, research-based project that more closely marries academic rigor to personal experience” (p. 160).
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Kandiuk, Mary. "Promoting Racial and Ethnic Diversity among Canadian Academic Librarians." College & Research Libraries 75, no. 4 (July 1, 2014): 492–556. http://dx.doi.org/10.5860/crl.75.4.492.
Abstract:
This study examines racial and ethnic diversity among Canadian academic librarians and discusses the findings of a nationwide survey. The survey posed questions related to equity plans and programs as well as recruitment practices for academic librarians from equity-seeking groups with a focus on Aboriginal and visible/racial minority librarians. It explored the needs and experiences of Aboriginal and visible/racial minority librarians employed in Canadian academic libraries by examining questions of organizational climate, mentoring, institutional support, advancement opportunities, and the roles of library associations. The findings reveal a need for more diversity awareness and training and leadership with respect to diversity on the part of academic libraries and the profession at large in Canada.
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Stuehrenberg, Paul F. "Telling the Library’s Story: A Personal Reflection." Theological Librarianship 5, no. 2 (April 17, 2012): 39–42. http://dx.doi.org/10.31046/tl.v5i2.235.
Abstract:
The author reflects on the circumstances in which he determined that it would prudent to write a history (published in 1992 as A Library Worthy of the School…) of the collections of the Yale Divinity Library, where he has served for many years as Divinity Librarian. These experiences serve as a framework for other librarians to consider whether, or how, they might write histories of the libraries in which they serve. He concludes by identifying what he learned from the exercise.
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Nyaichyai, Lila, Goma Luitel, and Ram Krishna Maharjan. "Experiences of Library Professionals on DSpace Installation." Nepal Journal of Multidisciplinary Research 4, no. 2 (August 29, 2021): 93–105. http://dx.doi.org/10.3126/njmr.v4i2.39177.
Abstract:
DSpace, a free and open-source software (FOSS) provides the digital platform for building collections of an institution. Due to the lack of the skills to install and configure DSpace, librarians are incapable to conduct it even after the awareness about it. Identifying challenges about DSpace installation is vital to increase its use by librarians. Hence, it aims to explore the understanding of DSpace installation among librarians and to identify aspects of their experiences and feelings while installing DSpace. Librarians' experiences and feelings are important for accepting the software. Librarians were interviewed during the training program conducted on digital library technology from December 2020 to January 2021. Two groups were distinguishing from each other: one is with a library science background and another is with computer science and engineering background. The second group aswas self-sustained to install DSpace, once they got the guidelines for installation. Their views were reflected with the code terms status, exploration, feeling, activities, preferences, and inadequacy. Through their experiences, the aspects of challenges are the less experience of using the command line in computer use, the unavailability of teaching courses on Linux operating system in Library and Information Science (LIS) education, and the lack of self-exploration habits. Practice to Linux commands, incorporate the Linux in the Library Science course, self-exploration, and consistent effort will help librarians in installing DSpace by themselves. Finally, librarians should internalize their goal to act as the administrator for the DSpace, not only as of the operator.
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Dahya, Negin, W. E. King, Kung Jin Lee, and Jin Ha Lee. "Perceptions and experiences of virtual reality in public libraries." Journal of Documentation 77, no. 3 (February 11, 2021): 617–37. http://dx.doi.org/10.1108/jd-04-2020-0051.
Abstract:
PurposeVirtual reality (VR) is becoming a more available technology including in public spaces like libraries. The value and role of VR as a tool for learning and social engagement are unclear. The purpose of this paper is to explore the ways in which library patrons and librarians perceive VR and experience VR through library drop-in programs.Design/methodology/approachThis paper is based on research conducted in seven Washington State Libraries where VR was adopted for drop-in programming for the first time. Data was collected between March and June 2018 and involved interviews with librarians and patrons, a patron user experience survey, and observational field notes from researchers on site during library programs.FindingsFindings are presented in relation to user perceptions of VR compared to their actual VR experiences, and in relation to informal learning and social engagements. The authors frame the analysis and discussion in relation to sociotechnical imaginaries – culturally situated ideas about the relationship between society and technology, and considering the larger cultural landscape that informs collective views about the present and future.Social implicationsThe paper discusses pending and potential inequalities related to gender, race and class in conversation with technology industry and VR. Issues discussed include unequal access to technology in public libraries and representation of minoritized groups in VR.Originality/valueThis work takes a critical perspective considering the inequities in relation to mainstreaming VR through public spaces like libraries.
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Agyemang, Franklin Gyamfi. "From classroom to library: What are the transferable knowledge and skills teachers bring to library work." Journal of Librarianship and Information Science 52, no. 3 (July 7, 2019): 659–70. http://dx.doi.org/10.1177/0961000619856401.
Abstract:
This paper explores the transferable knowledge, experience or skills second-career librarians with a teaching background bring to bear or utilize in the discharge of their library work. It also explores how the transferable knowledge helps librarians and teaching librarians to discharge the roles delineated by ACRL’s (2017) document. Snowball sampling method was used to locate 17 participants for this study in Ghana. Mixed methods were used for data collection; questionnaire (open-ended questions) and interview. The data were analyzed using the thematic analysis technique. The study found the following transferable knowledge, skills and experiences to library work: methodology of teaching, questioning and listening skills, knowledge of courses content, presentation, communication and good public speaking skills and human relational skills. The study found that transferable knowledge from the teaching profession help second-career (teaching) librarian to discharge to their library role effectively.
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Perret, Robert. "Ask a guybrarian: work experiences of male librarians." Reference Services Review 46, no. 4 (November 12, 2018): 513–28. http://dx.doi.org/10.1108/rsr-05-2018-0050.
Abstract:
Purpose While gender and librarianship is a perennially popular topic of research, relatively little has been published on the work experiences of male librarians. What does exist has often been extracted from broader studies. There have only been a handful of instances in which the experiences of male librarians were particularly sought and synthesized. This study is a continuation of research in decades past to capture and describe the work experience of male librarians in a predominantly female profession. Design/methodology/approach For this study, an anonymous online survey was conducted asking for the experiences of male-identifying reference librarians. In total, 109 responses were received, coded and parsed for trends and useful observations. Findings In line with previous studies, about three-quarters of male librarians reported that their gender was a not a significant factor in their professional work. This lack of change over several decades is in itself remarkable. Nearly a quarter reported gender-based issues in their work, and many reported a lack of organizational support. Originality/value There is a dearth of research particular to male librarianship, and few opportunities or venues for their experiences to be captured in a qualitative manner. It is hoped that this paper will raise the visibility of challenges faces by this sometimes neglected group.
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Ibbetson, David. "Why Ever Should Anyone Need a Law Librarian?" Legal Information Management 19, no. 02 (June 2019): 92–93. http://dx.doi.org/10.1017/s1472669619000203.
Abstract:
AbstractIn this short article, David Ibbetson, the Regius Professor of Civil Law at the University of Cambridge, writes about the value of the law librarian in the academic context. His wide-ranging interests cover English and European legal history and, in particular, the historical relationship between English Common Law and the legal systems and legal thought of the rest of Europe. His experiences of using law libraries and receiving assistance from academic-based law librarians has led him to acknowledge the true value of the profession.
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Dennett, Liz, Trish Chatterley, Devon Greyson, and Soleil Surette. "Research Embedded Health Librarianship: The Canadian Landscape." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 34, no. 2 (July 21, 2014): 61. http://dx.doi.org/10.5596/c13-024.
Abstract:
Introduction: Previous research has identified various types of embedded librarianship – the clinical informationist, the academic liaison librarian, and the special librarian within a corporation. There is far less mention of librarians who are embedded in health research teams; however, the authors’ personal experiences indicate these positions are not rare. The research-embedded health librarian (REHL) provides tailored, intensive information services to a health research team in which the REHL is integrated. This research study aims to describe the REHL workforce in Canada, noting how the characteristics of both the positions and the individuals holding them differ from those of health librarians in more traditional librarian roles. Methods: As Part I of a two-part mixed methods study, an electronic survey was distributed to Canadian health librarians. The survey gathered demographic data on all respondents and information on the work environments and experiences of self-identified REHL respondents. Descriptive data analysis was conducted, and statistical differences between REHLs and non-REHLs were calculated. Results: One hundred and ninety-one individuals completed the survey, with 39 (20%) self-identifying as REHLs. The results indicated that REHLs tend to be both younger and newer to the profession than librarians in non-REHL positions. They are more likely to work for research institutes and nonprofit organizations, and they are less likely to work in hospital environments. They are also more likely to be hired on term-specific contracts than on a permanent basis. Discussion: More survey respondents identified themselves as REHLs than was anticipated, which may indicate that this a growing segment of the health librarian workforce. The high number of contract positions could be one explanation for why REHLs tend to be younger librarians or librarians who are newer to the profession, as they are just starting out in their careers. The predominance of contract positions is likely influenced by the high number of jobs in research institutes or nonprofit organizations where continuance of the positions is dependent on securing grant funding.
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Mugridge, Rebecca L. "Experiences of Newly-Graduated Cataloging Librarians." Cataloging & Classification Quarterly 45, no. 3 (January 18, 2008): 61–79. http://dx.doi.org/10.1300/j104v45n03_06.
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Ibraheem, Abiodun I., and Christopher Devine. "A Survey of the Experiences of African Librarians in American Academic Libraries." College & Research Libraries 74, no. 3 (May 1, 2013): 288–306. http://dx.doi.org/10.5860/crl-292.
Abstract:
A national research study was undertaken to identify and clarify issues related to the employment in academic settings of African librarians who have relocated to the United States. It examined, by means of a survey, employment issues concerned with education, credentialing, language skills and cultural bias from the perspective of those librarians and concluded with a recommendation regarding the manner in which their skills might be utilized for the benefit of their homelands.
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Julien, Heidi, and Shelagh K. Genuis. "Librarians' experiences of the teaching role: A national survey of librarians." Library & Information Science Research 33, no. 2 (April 2011): 103–11. http://dx.doi.org/10.1016/j.lisr.2010.09.005.
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Tewell, Eamon C. "Art librarians’ professional paths: a careers survey with implications for prospective librarians." Art Libraries Journal 37, no. 1 (2012): 41–45. http://dx.doi.org/10.1017/s0307472200017338.
Abstract:
Is there such thing as a ‘typical’ career path for art librarians? This article presents the results of a survey of art librarians’ motivations for selecting the profession, and also their educational backgrounds, current employment and professional experiences, and presents advice for graduate students and prospective librarians. A questionnaire was sent to six email discussion groups related to art librarianship, from which 280 responses were received from across the world. The results indicate that art librarians typically work in academic settings, chose the field of art librarianship while already employed in libraries, have an educational background in the arts at the undergraduate and/or graduate level, and selected librarianship primarily because they were attracted to the duties and work settings of the job. This study includes advice from current librarians for graduate students seeking employment as art librarians in today’s challenging job market.
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Dewey, Barbara I., Rachel A. Smith, and Mohamed Berray. "Penn State Diversity Residency Program Celebrates First Graduates." Pennsylvania Libraries: Research & Practice 3, no. 1 (April 30, 2015): 9–13. http://dx.doi.org/10.5195/palrap.2015.95.
Abstract:
Two librarians reflect on their experiences as participants in Penn State's Diversity Residency Program. An introduction is provided by Barbara Dewey, Dean of University Libraries & Scholarly Communications.
38
Bedi, Shailoo, and Christine Walde. "Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects." College & Research Libraries 78, no. 3 (April 19, 2017): 314. http://dx.doi.org/10.5860/crl.78.3.314.
Abstract:
Academic librarians have always played an important role in providing research services and research-skills development to faculty in higher education. But that role is evolving to include the academic librarian as a unique and necessary research partner, practitioner, and participant in collaborative, grant-funded research projects. This article describes how a selected sample of Canadian academic librarians became embedded in faculty research projects and describes their experiences of participating in research teams. Conducted as a series of semistructured interviews, this qualitative study illustrates the emerging opportunities and challenges of the librarian-researcher role and how it is transforming the Canadian university library.
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Green, Harriett. "Libraries across Land and Sea: Academic Library Services on International Branch Campuses." College & Research Libraries 74, no. 1 (January 1, 2013): 9–23. http://dx.doi.org/10.5860/crl-259.
Abstract:
This preliminary study explores how library services are offered at the international branch campuses of U.S. institutions of higher education, including librarians’ experiences, challenges faced, and collaborations with the home U.S. institutions. The data from a Web survey distributed to international branch campus librarians, a conducted interview, and statistical data are presented. The small sample survey data are analyzed qualitatively, suggesting insights on how librarians are embedded in student instruction and staff training and how libraries play an important role in the establishment of international branch campuses. A larger study is strongly suggested to gain more concrete inferences, and the article discusses the role of U.S. academic libraries in the globalization initiatives of their home institutions.
40
Lloyd, Jean. "Librarians Rule!!" Legal Information Management 4, no. 3 (August 2004): 187–88. http://dx.doi.org/10.1017/s1472669604001549.
Abstract:
I'm sure that I speak for the three of us who were lucky enough to attend this year's IALL conference when I say that it was one of the most intense, interesting and enjoyable of experiences. Intense because of the nature of the subject matter of the conference, interesting because it was a country which none of us had visited before and enjoyable because of the people, the social events and the weather.
41
Ibraheem, Abiodun I., Christopher Devine, and Safiyyah Scott. "Saudi students, American academic library: revisited." Reference Services Review 46, no. 4 (November 12, 2018): 565–77. http://dx.doi.org/10.1108/rsr-01-2018-0007.
Abstract:
Purpose This study aimed to use both quantitative and qualitative methods for assessing Saudi Arabian students’ experiences in using the library of a small American university and to compare the findings against those of a representative sample of American classmates. Design/methodology/approach The project used a paper survey in querying 164 Saudi Arabian and 273 American students studying at Robert Morris University in 2017. Findings The study found that Saudi subjects were much more likely to believe that their informational needs were misunderstood by librarians than American participants in the survey. Research limitations/implications Poor participation in the qualitative phase limited, to some degree, the interpretation that could be carried out of the study’s quantitative results. Practical implications The study’s findings strongly reveal the need for libraries and librarians to highly prioritize effective communication when providing service to international students. Originality/value This is only the second study to ever focus on the library experiences of Saudi Arabian students in American academic libraries, and it is the first to concentrate on the subjective aspect of understanding between librarians and international students. It is of value to library administrators, as well as librarians and library staff who interact with international students.
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Bønløkke, Mette, Else Kobow, and Anne-Kirstine Østergaard Kristensen. "Information literacy is not a one-man show." Nordic Journal of Information Literacy in Higher Education 7, no. 1 (December 18, 2015): 2–15. http://dx.doi.org/10.15845/noril.v7i1.224.
Abstract:
This article will discuss the issues at stake when cooperation between library and faculty on information literacy (IL) is initiated and explored by using an action research approach. Research on and experiences from cooperation between faculty libraries and faculties indicate that several teaching programmes have not integrated IL into the curriculum nor have they established a formalised cooperation between library and faculty on IL. Participants in the project were three librarians, six lecturers, one library manager, two directors of programme and two project managers from VIA University College, Denmark. The data for this study originates from focus group interviews, process protocols, records of reflective sessions and support meetings as well as from mail correspondences. Results indicate that formal cooperation between librarians and educators is necessary and provides the needed access to the other’s understanding of IL, the curriculum, pedagogical professionalism and mutual roles. A joint conceptual understanding of IL is important for making this teamwork work. Librarians need access to programme documents and knowledge on students’ level of learning and on course work. Co-teaching supports the librarian in developing pedagogical skills. Educators have diverging experiences with IL which can be a problem when challenging students on IL for their assignments. IL is everyone’s business and local dissemination of an agreed curriculum intervention throughout a programme is important. Leadership and re-sources are also significant if the integration of IL is to be possible.
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Colon-Aguirre, Monica, and Katy Kavanagh Webb. "An exploratory survey measuring burnout among academic librarians in the southeast of the United States." Library Management 41, no. 8/9 (August 11, 2020): 703–15. http://dx.doi.org/10.1108/lm-02-2020-0032.
Abstract:
PurposeThe main purpose of this work is to uncover and identify the issues that academic librarians consider important in the attainment of work–life balance. This work will focus on exploring their experiences with different dimensions of burnout.Design/methodology/approachThe topic of burnout is explored by analyzing the results of a survey based on the Maslach Burnout Inventory (MBI), which was distributed among librarians at a group academic institutions that are members of the Association of Southeastern Research Libraries (ASERL).FindingsThe findings of this study do not demonstrate evidence of burnout among the sample population. However, the results do present plenty of opportunities for further exploration such as the relationship between burnout and personal factors, including LGBTQA + status and race or ethnic minority status.Research limitations/implicationsFurther exploration of the topic of burnout should be followed up with more qualitative studies, especially those employing interviews.Practical implicationsImprovement of human resource practices, which reduces the incidence of burnout among academic librarians, is something that can only be accomplished at the organizational level. Human resource practices can create a work environment that enhances productivity by improving the quality of life of employees.Originality/valueThis work explores and assesses academic librarian burnout, among those working in academic institutions in the southeastern United States. To date, no study has been undertaken that looks at burnout across broad types of work performed by academic librarians and librarians at different institutions.
44
Murphy, James E., Laura Koltutsky, Bartlomiej Lenart, Caitlin McClurg, and Marc Stoeckle. "Academic librarian collaborations in inquiry based learning: A case study, reflections and strategies." Partnership: The Canadian Journal of Library and Information Practice and Research 15, no. 2 (December 14, 2020): 1–21. http://dx.doi.org/10.21083/partnership.v15i2.5732.
Abstract:
Five academic librarians at the University of Calgary were invited to collaborate on an inquiry-based learning course. Each librarian represented different liaison responsibilities and expertise and was paired with a course section of primarily first-year students, an instructor, and a teaching assistant. The range of experiences among the librarians provided insights into issues of library partnerships, embedded librarianship, and information literacy instruction. Benefits of the collaboration included opportunities for instruction, positive student perceptions, skill building, and teaching innovations, while areas for further development included sustainability and role definition. Proposed areas of future growth include quantitative exploration of librarian involvement in inquiry- based learning.
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Cerdan Chiscano, Monica. "Giving a Voice to Students with Disabilities to Design Library Experiences: An Ethnographic Study." Societies 11, no. 2 (June 15, 2021): 61. http://dx.doi.org/10.3390/soc11020061.
Abstract:
Although librarians generally display an inclusive management style, barriers to students with disabilities remain widespread. Against this backdrop, a collaborative research project called Inclusive Library was launched in 2019 in Catalonia, Spain. This study empirically tests how involving students with disabilities in the experience design process can lead to new improvements in users’ library experience. A mix of qualitative techniques, namely focus groups, ethnographic techniques and post-experience surveys, were used to gain insights from the 20 libraries and 20 students with disabilities collaborating in the project. Based on the participants’ voices and follow-up experiences, the study makes several suggestions on how libraries can improve their accessibility. Results indicate that ensuring proper resource allocation for accessibility improves students with disabilities’ library experience. Recommendations for library managers are also provided.
46
Flierl, Michael, Rachel Fundator, Jason Reed, Bethany McGowan, Chao Cai, and Clarence Maybee. "Training the trainer to embed IL into curricula." Journal of Information Literacy 14, no. 1 (June 5, 2020): 3. http://dx.doi.org/10.11645/14.1.2670.
Abstract:
Academic libraries have long recognised the benefits of integrating information literacy into disciplinary curricula. One model that addresses the common problems of sustainability and scalability of such efforts is the train the trainer model, where academic librarians serve as faculty developers. Improving faculty development efforts requires understanding the methods and strategies of librarians engaged in this work. Using an action research methodology, this paper investigated the experiences of librarians and disciplinary instructors participating in a course redesign program at a large, public university in the midwestern United States, in order to identify effective strategies for engaging with disciplinary instructors about information literacy. Findings include focusing on pragmatic, contextual ways in which students will need to use information in the future, providing professional development opportunities for librarians to further develop faculty development skills, and prioritising strong collaborations between librarians and other academic units.
47
Barr, Sean. "Discovering Columbus." Legal Information Management 2, no. 1 (2002): 40–45. http://dx.doi.org/10.1017/s1472669600001018.
Abstract:
It took just a simple e-mail in the Autumn of 2000 to set the ball rolling towards one of the most informative, enjoyable and interesting professional experiences I've ever had. The e-mail in question was a request to fill in a questionnaire from the Foreign Comparative and International Law Special Interest Section of the American Association of Law Libraries. The questionnaire concerned participation in AALL's Clearinghouse for Internships & International Personnel Exchanges. This is a program used to promote exchanges and visits between law librarians in the US and abroad in order to develop both personal and professional relationships, and also to give librarians the chance to work with legal information sources pertaining to other jurisdictions. Library and Information Services (LIS) management here at the University of Wales Swansea (UWS) kindly agreed to explore both the avenues of hosting and that of ‘sending forth’ a law librarian within the program.
48
Eva Revitt. "Women's Work and The Library: Ideological Shaping of the Academic Librarian as the Alt-academic." Journal of Contemporary Issues in Education 15, no. 1 (June 28, 2020): 22–34. http://dx.doi.org/10.20355/jcie29391.
Abstract:
Overwhelmingly, librarians working at Canadian universities are considered academic staff, if not faculty. However, the role and fit of the academic librarian within the academic enterprise is overshadowed and frequently misunderstood. As alt-academics, librarians' expertise and contribution to the university's academic mission is often sidelined: the nature of the work too frequently viewed through an organizational rather than an academic lens and characterized as preoccupied with a structured set of regularized responsibilities. Drawing on the findings of my doctoral research, an institutional ethnography of librarians' work experiences as academic staff, this article argues that social relations such as those that construct work value are historically rotted and ideologically determined. I propose that our speech, text, and talk, indeed our social consciousness, is permeated by two ideological codes—women's work and the library—that structure librarians' labour in a particular way. Ultimately, I link the devaluation of librarians' work to the necessary gendered exploitation of labour that happens within a capitalist mode of production.
49
Janes, Joseph. "Digital reference: Reference librarians' experiences and attitudes." Journal of the American Society for Information Science and Technology 53, no. 7 (2002): 549–66. http://dx.doi.org/10.1002/asi.10065.
50
Vassilakaki, Evgenia, and Emmanouel Garoufallou. "Library Facebook practices for creating and promoting a professional profile." Program 49, no. 3 (July 6, 2015): 343–59. http://dx.doi.org/10.1108/prog-10-2014-0073.
Abstract:
Purpose – The purpose of this paper is to provide an in-depth insight on librarians’ use of the social networking site Facebook as a way to connect and promote interaction with library users. A series of common practices for building and maintaining a Facebook page for information professionals are thoroughly and critically presented. Design/methodology/approach – Two methods were employed for the purposes of this study. Specifically, a systematic review was adopted to identify all the relevant literature concerning librarian’s use of Facebook, and a content analysis of the literature to identify the specific Facebook features used, the way these were employed by librarians, and the reasons these specific features were chosen. Findings – In total, 12 Facebook features used by librarians in the literature were identified through content analysis. The creation of the librarian’s Facebook Profile was the most important featured employed followed by Groups Messages, Wall Posts, Events and Friends. Research limitations/implications – This study extents a literature review paper (Vassilakaki and Garoufallou, 2014). Therefore, only papers published between 2005 and 2012 and assigned to categories “librarians creating profiles on Facebook”, “Librarians personal experiences on Facebook” and “exploring librarians’ perspectives” were considered with the view to focus on librarians’ views and the way they use Facebook to connect with users. Originality/value – This study contributes in providing the baseline for creating a series of best practices for librarians use of Facebook for professional purposes. Furthermore, it provides a valuable insight on the specific ways information professionals use Facebook successfully.