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Helen Fallon 《New Review of Academic Librarianship》2013,19(1):7-25
While there is considerable research on interventions to support academic staff in writing for publication, there is limited literature on writing interventions for librarians. This article explores the potential of a blended learning approach to support librarians to develop the motivation and skills to write for publication. The program combines three elements: a formal writing seminar; a structured series of online exercises and mentoring support; and two peer-feedback days. The article suggests that the combination of online and face-to-face activities has the potential to be a sustainable model for helping to develop librarians as academic writers. It suggests that this type of model could provide a context, which is currently lacking, for librarians to develop their identity and skills as academic writers. 相似文献
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The information age is changing the dynamics of many relationships, including mentoring. This article defines traditional mentoring according to its function and effectiveness and then expands the definition of mentoring to include computer-mediated communication (CMC), or e-mentoring. We propose that e-mentoring holds promise for redefining mentoring relationships and changing the conditions under which mentoring is sought and offered. E-mentoring could potentially make mentoring relationships more available to groups that have previously had limited access to mentoring. Benefits of and barriers to e-mentoring are considered, as are strategies for establishing an e-mentoring relationship. E-mentoring resources are reviewed. 相似文献
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The purpose of our research was to explore faculty members’ experiences with online mentoring during the dissertation stage of an online doctoral program. During semi-structured interviews, four mentors reflected on their online mentoring of students, specifically the strategies that worked well, challenges faced while mentoring online, and other factors that contributed to their mentoring practices. The data revealed the importance of structure, small group mentoring, and peer support in overcoming challenges faced during online communication and the mentoring of dissertations at a distance. Implications for the online mentoring of dissertations are discussed. 相似文献
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In this collaborative research, we designed an e-mentoring program for novice teachers and explored online interactions between mentors and mentees, participant satisfaction, and the perceived benefits of the program for mentees and mentors. Our study included 14 mentees, 14 mentors, and 6 teacher educators. Data were gathered through online messages and semi-structured interviews. We found that the interaction frequency changed based on the participant group, the e-mentoring environment was mostly problem-based, and participants provided cognitive, affective, and instrumental support. Moreover, participant-related factors, as well as factors related to the design of the e-mentoring program were found to have influenced teacher satisfaction with the program. We also determined that the e-mentoring program provided different types of benefits for the professional development of mentees and mentors. Finally, we concluded that e-mentoring can be an influential method to help novice teachers providing that the design and participants of the program are meticulously reviewed. 相似文献
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Julie A.M. Wallis Claire Smith Josh Silvertown Debra J. Pepler 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):228-247
In this study, we describe participant characteristics, conversation content, and program success of an online mentoring program for northern Canadian youth. We investigate the associations between demographics and program success. The profiles and conversations of students and mentors that participated in the program between 2009 and 2013 were analyzed. Students were categorized into two groups (high and low engagement) based on the number of words written to their mentors. The high group contained proportionally more urban than rural students and equal proportions of Aboriginal and non-Aboriginal students, while the low group contained equal numbers of rural and urban students and proportionally more Aboriginal than non-Aboriginal students. This study provides valuable information on the use of online mentoring in northern communities. 相似文献
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