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1.
《The Journal of Academic Librarianship》2022,48(6):102590
This mixed methods study examined the manifestations of deference behavior in teaching-focused academic librarians in higher education. The study highlights examples of why teaching-focused academic librarians engage in deference behavior particularly when working with disciplinary faculty colleagues in the classroom. Findings indicate that despite being extremely qualified and competent, teaching-focused academic librarians often engage in deference behavior, and yield power to their disciplinary faculty colleagues out of fear of losing their jobs or being regarded as necessary, as well as a strategy to keep their jobs and maintain access to classrooms. Understanding the perspectives of teaching-focused academic librarians is crucial to advancing and sustaining the library profession, in addition to expanding the discourse of how disciplinary faculty can work with their librarian colleagues to dismantle the current structures and systems in place that uphold inequitable practices. Implications for research and practice are provided in order to bring awareness to the underlying reasons for deference behavior in teaching-focused academic librarians, and garner support for teaching-focused academic librarians who continue to navigate rocky terrain with their faculty colleagues. 相似文献
2.
A N Brandon 《Bulletin of the Medical Library Association》1970,58(1):1-6
Results of a survey conducted indicate that most medical schools grant academic status in some degree to their professional librarians. Faculty appointments and benefits are not always awarded. In order to upgrade the stature and effectiveness of the medical school librarian in relation to his institution and to the teaching faculty, his having faculty status is desirable. It is the medical school's responsibility to grant faculty status to librarians who possess necessary qualifications; likewise, it is the responsibility of the medical school librarian to merit faculty rank on a basis with other teaching faculty. In three new medical schools, the library is considered an academic department, and other schools are considering such designation. 相似文献
3.
José A. Montelongo Lynne Gamble Navjit Brar Anita C. Hernandez 《College & Undergraduate Libraries》2013,20(1):2-19
Subject specialist college librarians can become producers and disseminators of knowledge by pursuing an active research agenda in their nonlibrary field. Research in an academic discipline can inform and enhance the college librarian's teaching, research, and collection development practices. Through such research, college librarians can elevate their personal status among their nonlibrary colleagues and students, as well as the prestige of their library and the library profession. Suggestions for managing traditional librarian duties and pursuing a nonlibrary research agenda are included. 相似文献
4.
Librarians have provided reference and research support for faculty to varying degrees for many years, and librarian support is needed more than ever today with the rapidly evolving nature of library resources and online information. Learning about faculty research needs and determining ways to support their research is an ongoing challenge facing librarians. This article describes a library program that uses academic department administrative personnel to connect with faculty researchers and helps clarify the roles that librarians, faculty, and administrative personnel play in the research process. 相似文献
5.
Sa'ad Laws 《Journal of the Medical Library Association》2021,109(4):618
Objectives:Within many institutions, there are debates over whether medical librarians should be classified as faculty or professional staff, a distinction that may have considerable effect on the perception of librarians within their local institutions. This study is a pilot exploration of how faculty status may affect the professional experiences of academic medical librarians within their local institutions.Methods:Surveys were sent to 209 medical librarians listed as having some instructional function at Liaison Committee on Medical Education (LCME) accredited medical institutions in the United States. Survey responses were captured using Qualtrics survey tool and analyzed for frequencies and associations using SPSS version 27.Results:Sixty-four medical librarians at academic medical institutions completed the survey developed for this study. Of the respondents, 60.9% indicated that librarians at their institution have faculty status, while 71.9% believe that librarians at their institution should have faculty status. Ninety percent of librarians with faculty status reported that they are expected to generate scholarly materials, compared to 28% of those without faculty status.Conclusions:Many medical libraries offer faculty status to librarians. While many medical librarians are active in instruction, research, and other activities normally associated with faculty status, it is not clear if faculty status impacts how librarians are perceived by other health care workers within their institutions. 相似文献
6.
Carol A. Parker 《Legal Reference Services Quarterly》2013,32(3):237-253
Many nondirector academic law librarians publish and teach legal research classes. Some hold faculty status as well. Law librarians have expertise in the development and delivery of legal research instruction methodologies and are developing a body of literature documenting their efforts to create and share a pedagogy of legal research instruction. Principles of shared faculty governance entitle library faculty to contribute to the development and delivery of a curriculum of legal research instruction. Encouraging law librarian participation in the shared governance of law schools should lead to increasing opportunities for the successful reform of legal education curricula with respect to legal research instruction. 相似文献
7.
《College & Undergraduate Libraries》2013,20(2):77-93
Summary Loyal to long-held convictions of what undergraduates need intellectually, academic librarians ignore the critical signs that they may be failing students and faculty. Unless librarians are willing to question assumptions about how students think, what they value, and how external incentives shape their behavior in the information environment, they will find themselves increasingly at the margins of students' academic life. If there are important questions that beg for answers before librarians can redefine the teaching role of libraries, librarians have probably never been in a stronger position as a profession to engage in the research necessary for meaningful solutions. 相似文献
8.
This mixed-methods study aims to characterize the appropriate structure of the academic library in the information age according to the perceptions of the faculty members who use the library and the academic librarians operating it. Two main issues were addressed: centralization versus decentralization, and the provision of physical versus virtual services. The study population included members of the faculties of Humanities and Social Sciences in three academic institutions in Israel and academic librarians working in these institutions. Qualitative data was collected through interviews with 20 faculty members and 15 librarians, while quantitative data was collected through questionnaires filled by 191 faculty members and 50 librarians in the above-mentioned institutions. Analysis of these data reveal that faculty members generally prefer a concentration of materials—rather than decentralization—and they show a similar preference toward a faculty library model, a combined faculty/departmental library model, and a central library model. Similarly, the academic librarians prefer either faculty or combined faculty/department libraries, but their preference toward a central library model is lower than that of the faculty members. The decentralized, departmental library model was the least favored by both groups. In addition, our findings indicate that both the faculty members and the librarians appreciate the virtual services that the library provides as well as its physical presence, although fewer faculty members than librarians perceived the latter as an important role of the library. Taken together it appears that the preferred model for the academic library in the information age is of large, multidisciplinary libraries that contain materials from a variety of fields and provide comprehensive virtual services. 相似文献
9.
Savannah L. Kelly 《The Journal of Academic Librarianship》2019,45(3):228-233
Faculty perceptions of librarians' contributions to students' research skills has been linked to frequency of librarian contact in the extant literature. Yet, to date, no studies have tested this hypothesis via a large-scale nationally representative data set. In addition, the hypothesis that faculty perceptions of librarians might also be a function of faculty course goals has yet to be tested. This current study analyzed the most recent Ithaka S + R US Faculty Survey responses to evaluate the relationship between librarian contact, course goals, and faculty perceptions of librarians' contributions. The analyses support the conclusion that perceived frequency of librarian interaction and faculty course goals are both associated with faculty perceptions of librarians' contributions to students' research skill development. Furthermore, this study unveiled a moderating effect between perceived frequency of librarian contact and faculty course goals; that is, one is contingent on the other. 相似文献
10.
Catherine T. Atwong Linda J. Heichman Taylor 《Journal of Business & Finance Librarianship》2013,18(4):433-448
This article reports on a successful case of collaboration between business librarians and faculty members in selecting, procuring, and servicing electronic databases in meeting academic objectives in one of the largest undergraduate business programs in the United States. Using a survey to measure students' self-reported knowledge before and after a training module developed and conducted by librarian and faculty, this study shows the extent of learning gain with respect to students' ability to locate, evaluate, and use effectively the required information. Comparing to the results of a control group of students without the training, the authors adjusted for learning gain due to other activities or measurement. The findings show significant perceived as well as objective learning gain as a result of concerted team efforts in training and teaching by the librarian and discipline faculty. 相似文献
11.
《The Journal of Academic Librarianship》2020,46(1):102076
Faculty learning communities (FLCs) are year-long professional development opportunities available at many higher education institutions in the United States. While the literature reflects some librarian engagement with FLCs, it seems limited primarily to areas of traditional librarian expertise such as information literacy and outreach. This article describes a case study of a librarian-facilitated FLC focused on data literacy, which resulted in the development of a teaching toolkit, library-led data literacy instruction, and ongoing collaborations between librarians and faculty. The FLC structure proved to be a valuable framework that facilitated collaborative learning in topics relevant to both disciplinary faculty and librarians. In addition, the tangible work products produced by the FLC serve to advance the strategic, curricular goals of the university while giving the library an opportunity to showcase its value in the academic lifecycle. 相似文献
12.
Brigitte Burris 《Public Services Quarterly》2013,9(1):69-79
The Future Voices in Public Services column is a forum for students in graduate library and information science programs to discuss key issues they see in academic library public services, to envision what they feel librarians in public service have to offer to academia, to tell us of their visions for the profession, or to tell us of research that is going on in library schools. We hope to provide fresh perspectives from those entering our field, in both the United States and other countries. Interested faculty of graduate library and information science programs, who would like their students' ideas represented in these pages, are invited to contact Nancy H. Dewald at nxd7@psu.edu. Brigitte Burris is a graduate student at Drexel University's iSchool and also works as a librarian at the University of Pennsylvania. At a time when many librarians hope for the expansion of open access to scholarly resources, Burris here proposes a method of adding attributes to articles in institutional repositories in order to increase faculty members' incentive for depositing their scholarly articles. ????? The iSchool at Drexel's Master of Science in Library and Information Science, MS(LIS), is the second oldest program of its kind in the nation, and one of just 56 ALA-accredited programs. More technologically oriented than other programs, the MS(LIS) prepares graduates for a wide variety of positions including academic librarian, knowledge management specialist, systems librarian, digital librarian, Web developer, and competitive intelligence analyst. The 2009 edition of U.S. News & World Report's “America's Best Graduate Schools” rated the MS(LIS) program 11th in the nation overall, with specialties in information systems and digital librarianship ranking fifth and sixth, respectively. The iSchool at Drexel's faculty has been nationally recognized, ranked by Academic Analytics, a third party company benchmarking academic excellence, as 8th in the nation for scholarly productivity. 相似文献
13.
Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in university settings suggests collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and professor of education conducted a phenomenological self-study to examine their multiple roles as researchers and instructors who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Alaska Native communities throughout the state of Alaska. Several themes emerged from this phenomenological self-study: (a) our interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) we struggled to communicate effectively with our students via audio-conference; and (c) our beliefs and practices were transformed by our participation in this phenomenological self-study. We believe our collaborative approach to phenomenological self-study research can promote intense self-reflection, stimulate creativity, and facilitate open and honest communication between academic librarians and teaching faculty who engage in collaborative instruction and collaborative research; furthermore, we believe our collaborative approach to phenomenological self-study research can increase the instructional effectiveness of academic librarians and teaching faculty collaborating to teach in distance-delivered higher education. 相似文献
14.
《The Reference Librarian》2013,54(75-76):55-66
Summary Faculty members depend on the resources and services provided by the libraries to teach, satisfy the curricular needs of the students, and conduct their research. Students need the library for many reasons, among which are to complete their assignments and to expand on what faculty covers in class. The patron/librarian relationship in the academic library is not always perfect. Issues which students and faculty face in the academic library environment are completely different from those in the public library. Identifying the characteristics of the difficult or problem patron in academia is a little more difficult than in the public library. Are what librarians face when dealing with faculty and students more issue-related than just dealing with problem patrons? The authors will identify, from the librarians' perspectives, some of these often called difficult patron issues and offer solutions to try and preempt these issues before they become problems. 相似文献
15.
《The Journal of Academic Librarianship》2020,46(6):102222
Cornell University Library offers a systematic review service that meets growing patron demand across disciplinary areas. The library identified interest in evidence synthesis methodologies on campus as an opportunity to engage more deeply in faculty and student research and advocate for librarian involvement in systematic reviews. The service allows librarians to promote best practices for applying review methods in academic areas where they are less established, such as environmental science, economics, and agriculture. This article outlines the development of the service and presents strategies for providing sustainable support as review production grows across the colleges and departments we work with. 相似文献
16.
This paper illustrates how liaison librarians can pursue influential relationships with faculty candidates in their liaison departments during the interview process. Although these interactions tend to be meet and greets, the impression that they leave may assist a potentially new faculty member when evaluating the campus environment and climate. This essay explores the relationship that academic librarians can develop during the hiring process for faculty candidates in their liaison departments, and the continued collaboration post-hire for the successful candidate. Literature for librarian outreach has been synthesized to present suggestions for strategies to engage with faculty candidates during the interview process and to further develop these relationships post-hire. 相似文献
17.
Rebecca Hankins Pauline Melgoza Christina Seeger Gary Wan 《Public Services Quarterly》2013,9(2):98-113
Today's academic librarian is frequently called upon to function as a subject specialist, with or without advanced degrees in other disciplines. One method of monitoring trends within a given field is to study its literature; another is to attend conferences in the discipline. Discipline-specific conference attendance by academic librarians provides opportunities to interact with faculty in their disciplines that result in an increased communication with faculty, improved reference expertise, and more focused collection development. This paper describes the Texas A&M University Libraries' support for conference attendance and examples of the resulting benefits. 相似文献
18.
《期刊图书馆员》2013,64(3):33-42
The academic librarian must have ultimate control over and responsibility for collection development decisions. This responsibility can be strengthened in the course of a periodicals cancellations project. Most librarians undertaking such projects rely on use study results as the principal criterion for making cancellation decisions; periodicals cost, however, is also of critical importance, as is the value of the item as perceived by faculty. This value factor allows an appropriate role for faculty input. It is, however, only one of three criteria established by the librarian, and the faculty role is clearly one of input only. Final authority for the establishment of cancellation criteria and for cancellation decisions remains with the librarian. 相似文献
19.
《The Journal of Academic Librarianship》2020,46(5):102200
ACRL recommends that librarians with faculty status have the same privileges and responsibilities as other faculty on campus. A recent study revealed librarians feel that being on an equal footing with other faculty improves the relationship. It is not clear whether disciplinary faculty feel the same way. This paper presents a study investigating faculty perceptions of librarians in two types of institutions: those granting and not granting librarians faculty status. The study found no noticeable differences in perceptions of librarians and library services. However, the authors identified variables other than librarian-faculty-status as important in affecting the relationship between librarians and teaching faculty. These factors can help better understand faculty needs. Effective strategies can be established to meet those needs. 相似文献
20.
Kelsa Bartley Jahala Simuel Jamia Williams 《Journal of the Medical Library Association》2021,109(2):330
Three new librarians highlight their varied pathways into health sciences librarianship and offer insight into how they are navigating the challenges and successes of being new to the profession. The authors define a new health sciences librarian as a person who has fewer than five years of experience in health sciences librarianship specifically, having either recently graduated from library school or entered the health sciences from another type of librarianship. Jamia Williams speaks about her journey from new MLS graduate to health science librarian; Kelsa Bartley details her transition from library professional to health science librarian; and Jahala Simuel shares her experiences moving from academic librarian to health science librarian. This commentary provides strategies, tips, and tricks that new health sciences librarians may use to hone their craft and explore opportunities for professional development. 相似文献