Journal articles on the topic 'Graduate Department of Librarianship'
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Handler, Katelyn, and Lauren Hays. "Librarians as faculty developers: Leading educational development initiatives." College & Research Libraries News 80, no. 4 (April 4, 2019): 220. http://dx.doi.org/10.5860/crln.80.4.220.
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Faculty development might not immediately spring to mind as a role for librarians. It’s not something that we’re taught how to do in graduate school, and it’s easy enough to be swallowed up by all of the traditional day-to-day demands of academic librarianship. However, we have had the opportunity to work with and alongside faculty development departments at our institutions. From this work, we realized how much we enjoy it and how well it fits with many of the things we already do as librarians. It is our hope that other librarians will start to see connections between the work of librarians and the work of faculty developers, and be more willing to pursue this as a part of their larger presence at their institutions.
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Schulte, Stephanie J. "High Self-efficacy and High Use of Electronic Information may Predict Improved Academic Performance." Evidence Based Library and Information Practice 3, no. 2 (June 17, 2008): 35. http://dx.doi.org/10.18438/b80s46.
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A review of:
Tella, Adeyinka, Adedeji Tella, C. O. Ayeni, and R. O. Omoba. “Self-efficacy and Use of Electronic Information as Predictors of Academic Performance.” Electronic Journal of Academic and Special Librarianship 8.2 (2007). 24 Apr. 2008
Objective – To determine if self-efficacy and use of electronic information jointly predicted academic performance and to determine what information sources students used most often.
Design – Descriptive surveys (scales) for each of the three variables.
Setting – University of Ibadan, Nigeria, a metropolitan, government-supported university with approximately 18,000 students.
Subjects – Seven hundred undergraduate and graduate students randomly chosen from 7 departments of the faculty (i.e., college) of education (100 students from each department).
Methods – Students completed the Morgan-Jinks Self-Efficacy Scale and the Use of Electronic Information Scale. Academic performance was measured using a general aptitude test that covered general education, English language, and mathematics. The Morgan-Jinks scale consisted of 30 items, and the academic performance test consisted of 40 items. No instrument length was provided for the Use of Electronic Information Scale, and no details on the actual content of the general aptitude test or the Use of Electronic Information Scale were provided. These surveys were completed at the university under conditions similar to that of a typical exam (i.e., no talking). All 700 subjects completed the surveys, and there was no evidence of participants providing informed consent or that they were given an opportunity to withdraw from the study. Data was analyzed using multiple regression analysis, a suitable analysis for this type of data.
Main Results – Self-efficacy and use of electronic information together contributed to 9% (reported as 0.9% in the article) of the variance in academic performance, and each variable statistically significantly contributed to predicting academic performance (p
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D. Hall-Ellis, Sylvia. "Accept, coach, and inspire: a formula for success." Bottom Line 27, no. 3 (November 4, 2014): 103–6. http://dx.doi.org/10.1108/bl-06-2014-0020.
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Purpose – Technical services librarians, catalogers and metadata specialists serve as the integral managers of comprehensive integrated systems designed to facilitate the ingestion, annotation, cataloging, storage, retrieval and distribution of organized, discoverable resources. Yet, despite the escalating costs to upgrade integrated library systems, maintain authority control for name and subject heading points of access and create original surrogate records for new library resources, technical services departments did not grow. Design/methodology/approach – The goal of sharing metadata is to reduce the local cost of its creation with minimal changes. However, research suggests that catalogers and metadata specialists review and authenticate the standards-compliant work of others, thus negating the goal of sharing and increasing the cost of building and maintaining online catalogs and discovery tools. How can a library administrator encourage the acceptance of metadata created at other information organizations and make prudent investments to support technical services functions? Findings – There are four strategies that administrators can adopt regarding these issues. Research limitations/implications – All libraries can benefit from considering the four strategies. Practical implications – First, cultivate a robust community of practice within the information organization. Second, recognize the importance of accepting standards-compliant bibliographic metadata with few modifications. Third, provide opportunities for managers to become skilled at coaching their team members. Fourth, inspire confidence. Social implications – Librarianship is a profession that an individual enters through graduate education in library and information science. As a new entrant, an individual becomes of a member of the community of practice and assumes personal responsibility for learning and mastering technical skills and competencies through experience, mentoring, professional development and continued actions (or tasks) comprising activities situated in a library or information environment. Originality/value – This is an original opinion piece.
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Jordan, Joanne L. "Meta-synthesis of the Research on Information Seeking Behaviour of Graduate Students Highlights Different Library Resource Needs Across Disciplines and Cultures." Evidence Based Library and Information Practice 8, no. 4 (December 10, 2013): 132. http://dx.doi.org/10.18438/b8mk7v.
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Objective – To synthesize research on the information seeking behaviour of graduate students.
Design – Meta-synthesis of quantitative and qualitative research.
Setting – Higher education institutions mainly in the U.S. and Canada, but including studies from other countries in Europe, Asia, and Africa.
Subjects – Graduate students (master’s and doctoral level).
Methods – The Library Information Science and Technology Abstracts (LISTA) database was searched from 1997 to 2012. References of retrieved studies were reviewed and a Google search carried out. Studies were critically appraised using the Evidence Based Librarianship (EBL) critical appraisal checklist by Glynn (2006). The author extracted information from the included studies and took notes on the studies’ findings. Notes were then grouped into themes according to relevant research questions that emerged. A critical interpretive synthesis approach used qualitative and quantitative information from the synthesis to answer these research questions. Small user surveys were summarized in the tables but not included in the synthesis.
Main results – The review included 48 studies. Most studies were rated as having good study design and results, but many were thought to be weak when it came to their sampling and data collection techniques.
Students often initially look on the Internet for information. Many acknowledged that this information may be unreliable and turn to sources recommended by their advisors. Increasingly library resources are accessed remotely, rather than print versions. However, knowledge of library web resources and services is not always good, with many students using Internet search engines to find information.
It is suggested that accessibility of resources in different disciplines and familiarity with technology drives information behaviour. It is not always feasible for all sources of information needed in different subjects to be made readily available electronically. Professors, faculty members, and advisors were consulted most often by students, however this varied between disciplines and institutions. Librarians who demonstrated and promoted their expertise to academic departments were more highly valued by students.
Students used reference lists of articles to find other relevant material (citation chasing). Students were more concerned about the speed of accessing material rather than the quality or reliability of the content. Some students were put off by seemingly complex library systems and tools. Boolean operators and advanced search strategies were rarely used and if they were used, it tended to be by students with more computer expertise.
International students may not be as aware of the library services that are available to them. Differences in culture and language can affect whether a student feels comfortable asking for help with library resources.
Conclusion – Different types of students, such as master’s and doctoral level students or those from different disciplines, access different types of resources in different ways. Graduate students may benefit from training offered in a variety of different formats to address these different needs. Other people are important in helping students begin their research and therefore institutions should ensure those advising students are aware of information services and training available. It is suggested that further research should be done looking into cultural differences in information behaviours. It is also recommended that researchers should increase their use of standardized, validated questionnaires to improve consistent measurement of information behaviour.
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Major, Jean A. "Response: Academic graduate work in academic librarianship." Journal of Academic Librarianship 24, no. 6 (November 1998): 447–48. http://dx.doi.org/10.1016/s0099-1333(98)90004-0.
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Lollesgaard, Anja. "Art librarianship in Denmark." Art Libraries Journal 22, no. 2 (1997): 4–9. http://dx.doi.org/10.1017/s030747220001035x.
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Art libraries in Denmark mostly fall into one of two categories: art departments’ in public libraries, and research libraries attached to colleges, universities, and museums. Librarians in research libraries are in many cases scholars in their own right, while library staff at the Kunstakademiets Bibliotek are responsible for the Bibliografi over dansk kunst (sadly not published since 1981) and for Danish contributions to the BHA. The Royal Library and some art libraries hold collections of visual resources and of archival materials; in addition, there is an autonomous national archive of Danish artists, Weilbachs arkiv. An art librarians’ section of Bibliotekarforbundet (the Union of Danish Librarians), Kunstfaggruppen, was initiated by art librarians in public libraries, but is open to other art librarians too; Danish art librarians also work together within ARLIS/Norden. Professional training in Denmark is largely confined to general librarianship; art librarians in public libraries tend to be trained librarians with a personal enthusiasm for art, whereas librarians in research libraries are in some cases graduates but are not necessarily trained librarians. While the public library system took advantage of standardization, automation, and networking, the research libraries could not so readily embrace change, but two recent initiatives are beginning to bring libraries of all kinds together — DanBib, the Danish online union catalogue, formed in 1995 by merging the two separate databases for public and research libraries which both originated in the 1980s, and Kulturnet Danmark, a government-sponsored scheme involving the Internet.
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Krueger, Stephanie. "LIS Students at a Japanese University Use Smartphones for Social Communication more often than for Educational Purposes." Evidence Based Library and Information Practice 13, no. 3 (September 13, 2018): 97–99. http://dx.doi.org/10.18438/eblip29412.
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A Review of:
Lau, K. P., Chiu, D. K. W., Ho, K. K. W., Lo, P., & See-To, E. W. K. (2017). Educational usage of mobile devices: Differences between postgraduate and undergraduate students. The Journal of Academic Librarianship, 43(3), 201-208. https://doi.org/10.1016/j.acalib.2017.03.004
Abstract
Objective – To discover how undergraduate (UG) and graduate (G; “postgraduate” [PG] in the original article) students of library and information science (LIS) use mobile devices and to understand preferences and perceived barriers to educational use.
Design – Survey questionnaire.
Setting – University in Japan.
Subjects – Ninety undergraduate students (30 male, 60 female) and 30 graduate students (13 male, 17 female). Nineteen additional recruits were excluded from the study due to incomplete surveys. Almost all subjects (>98%) were born between 1982 and 2002.
Methods – Subjects were recruited without incentives from one LIS department. An online survey was conducted with the purpose of gathering information on how often devices were used for various activities, perceived barriers to mobile learning (m-learning), and demographic data. The survey was modeled on a 2015 study of LIS students in Hong Kong, Japan, and Taiwan (Ko, Chiu, Lo, & Ho, 2015). The Mann-Whitley U test was used to investigate possible significant differences between UG and G responses.
Main Results – 94.2% of participants had smartphones with Internet access; both UG and G subjects reported weekly to daily use for social communications (email, short message service [SMS], chat, and social media) and for querying search engines. Both UG and G subjects reported using finance and banking services less than once a month. Other activities (shopping, finding locations, entertainment, sports, tools and productivity software, casual reading, academic reading, accessing reference materials, accessing libraries) for both groups fell within the range of less than once per month to weekly use. Unlike G subjects, UG subjects reported significant (p < 0.05) engagement with social media and marginal (p < 0.10) engagement with accessing libraries, and productivity tools.
In terms of educational use, neither UG nor G subjects reported daily m-learning behaviors, instead reporting monthly to weekly browsing of online information and social networking sites, with far less (i.e., less than once a month) engagement with professional articles, e-books, learning management platforms, and several other activities (listening to podcasts, viewing videos, “other”). UG subjects reported significant marginal (p < 0.10) engagement with “other” materials, unlike G subjects. Library catalogs and databases were less likely to be used when compared to reference sources, with UG and G subjects reporting monthly or less use for these. When asked if they would use mobile library services, respondents answered “maybe interested if available”, with UG subject reporting significant marginal (p < 0.10) engagement vs. G subjects for several of these services. Regarding productivity activities, both UG and G subjects reported monthly or less use of note taking, word processing, and scheduling tools. For communication and sharing activities, subjects reported monthly or less activity for communicating with classmates, using email for study-related issues, posting to discussions on learning management platforms, posting or commenting about their studies on social networking sites, sending photos or videos to social media, moving document files, and scanning Quick Response (QR) codes. UG subjects were marginally (p < 0.10) more engaged in communicating with classmates than G subjects.
Barriers to m-learning were not considered “high” barriers, with “low” to “medium” barriers for both UG and G subjects being small screen size, non-mobile format, difficulty typing, challenges with authentication, no Wi-Fi, difficulty reading, lack of specialized apps, and slow loading times.
Conclusion – This study provides a snapshot of how participants used mobile devices at the time the survey was conducted. Both UG and G subjects used their devices for social communication more than for educational purposes.
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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.
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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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Knowlton, Sean Patrick, and Becky Imamoto. "Recruiting Non-MLIS Graduate Students to Academic Librarianship." College & Research Libraries 67, no. 6 (November 1, 2006): 561–70. http://dx.doi.org/10.5860/crl.67.6.561.
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In response to declining numbers of qualified applicants nationwide for librarian positions in academic libraries, the University of Colorado at Boulder Libraries, in collaboration with the University’s Graduate Teacher Program, has developed a fellowship program that encourages graduate students with advanced subject or language expertise to consider careers in academic librarianship. In spring 2005, the libraries paired the first Provost’s Fellows with library faculty mentors. This article details the program and collaboration between the libraries and the Graduate Teacher Program and issues a call for similar programs to be established at other academic libraries.
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Boaden, Sue. "Education for art librarianship in Australia." Art Libraries Journal 19, no. 2 (1994): 5–6. http://dx.doi.org/10.1017/s0307472200008725.
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The growth of art history and art practice courses in Australia has been remarkable over the last 20 years. Unfortunately training for art librarianship has not matched this growth. There are eleven universities in Australia offering graduate degrees and post-graduate diplomas in librarianship but none offer specific courses leading towards a specialisation in art librarianship. ARLIS/ANZ provides opportunities for training and education. Advances in scholarly art research and publishing in Australia, the development of Australian-related electronic art databases, the growth of specialist collections in State and public libraries, and the increased demand by the general community for art-related information, confirm the need for well-developed skills in the management and dissemination of art information.
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Opuda, Eugenia. "Survey Respondents Suggest that Some Academic Library Professionals without a Graduate Degree in Librarianship Have Prior Library Experience and Do Not Plan to Pursue a Library Degree." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 254–56. http://dx.doi.org/10.18438/eblip29617.
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A Review of:
Oliver, A., & Prosser, E. (2018). Academic librarianship without the degree: Examining the characteristics and motivations of academic library professionals. The Journal of Academic Librarianship, 44(5), 613-619. https://doi.org/10.1016/j.acalib.2018.07.006
Abstract
Objective – To examine the motivations and career paths of professionals outside the field of library science who work in academic library settings, including their reasons for not pursuing a graduate degree in librarianship.
Design – Multiple-choice survey questionnaire.
Setting – Not clearly stated.
Subjects – 193 adults without graduate degrees in librarianship employed in professional positions in academic libraries.
Methods – A nineteen-item multiple-choice questionnaire hosted on Select Survey and a previous study by the same authors. Filtering excluded survey respondents who did not currently work in academic libraries, who had graduate degrees in librarianship, or who do not identify as an academic library professional.
Main Results – Most of the survey respondents (n=115, 59.9%) had positions in a library prior to pursuing a professional academic library career. Of those with prior library experience, most (n=98, 85.2%) had gained experience in academic library settings. The two top reasons cited for becoming an academic library professional were an interest in employment in academic library settings (n=59, 52.2%) and meeting position requirements (n=54, 47.8%). A fifth of respondents both met the requirements for their position and had an interest in working in academic libraries (n=23, 20.4%). Most respondents had less than five years’ experience (n=41, 36.6%) or six to ten years’ experience (n=43, 38.4%) in an academic library. Less than half of respondents had became academic library professionals after applying as an external candidate (n=83, 44.6%) and a number of respondents had applied as an internal candidate (n=52, 28%). Several respondents had become academic library professionals because they were promoted, appointed, or recruited within their academic libraries (n=35, 18.8%). Few respondents were actively working on a graduate librarianship degree (n=21, 11.3%) and most expressed that they did not need such a degree (n=112, 67.9%). Those who were pursuing a graduate degree in librarianship did so because of their desire to advance their careers (n=17, 81%). Respondents’ current positions were mostly categorized in areas such as administration (n=77, 31.2%), scholarly communications (n=34, 13.8%), technical services (n=27, 10.9%), and information technology (n=20, 8.1%).
Conclusion – Having prior experience working in an academic library served as a notable motivating factor for entry into the position of academic library professional. Two main pathways towards obtaining such positions included positions without graduate library degree requirements and the transition of paraprofessionals into professional-level jobs. Most survey respondents noted their lack of interest in pursuing an advanced degree in librarianship, as they did not see the significance of having one. These findings may help library education programs to better understand growing needs in librarian education and prepare the future library workforce to meet these new demands.
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Howe, Carol D. "Novice Academic Librarians Provide Insight into Choosing Their Careers, Graduate School Education, and First Years on the Job." Evidence Based Library and Information Practice 7, no. 4 (December 11, 2012): 99. http://dx.doi.org/10.18438/b8n60q.
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Objective – To study the ways in which novice academic librarians’ perceptions of librarianship develop from the time they decide to attend library school through their first 6 to 24 months of library work.
Design – Grounded theory method utilizing two qualitative research techniques: one-on-one, face-to-face interviews and document analysis.
Setting – The libraries of three Texas universities, three Texas four-year colleges, and one Texas community college.
Subjects – 12 professional academic librarians who graduated from eight different graduate schools. Participants were 6 to 24 months into their professional careers and had little or no pre-professional experience.
Methods – The researchers sought participants through mailings, emails, electronic mailing list postings, and referrals from other participants. They conducted a small pilot study with two novice librarians to refine their research methodology. The researchers interviewed additional participants and analyzed the interview transcripts until categories of interest were identified and saturated. Saturation occurred at 12 participants, not including the pilot participants. Each interview was 30-45 minutes. The researchers recorded the interviews and systematically coded the transcripts using activist imagery. Four of the participants gave the researchers their “statement of purpose” essay that they used when applying for graduate school. These documents were also discussed with participants and analyzed.
Main Results – From the data they collected, the researchers identified six categories of interest regarding librarians’ perceptions of librarianship: deciding upon a career, experiencing graduate school, continuing education, defining the work, evaluating the work, and (re)imagining the future. In considering librarianship as a career, the participants had not been entirely sure what it entailed, but they utilized what they did know about libraries and librarianship to generally deem the profession solid, safe, and/or noble. They had further explored librarianship to determine its compatibility with their personal characteristics. Such personal reflection had led participants to graduate school where they gained a real understanding of librarianship. The participants had not generally found graduate school to be academically challenging. They had also valued practical over theoretical instruction. Once in the workplace, the participants noted the value of continuing education to strengthen the skills they had learned in graduate school. Participants benefitted the most from informal mentoring and on-the-job training, i.e. “learning by doing” (p. 192). As novice librarians, the participants had learned to feel their way around their job expectations and note the differences between their responsibilities and those of paraprofessionals in the library. As the novice librarians further defined their work, they had also learned that academic librarianship is the sum of many parts, including collaboration with peers. In evaluating their work, the participants noted that they had come to distinguish “real” academic library work, that which uses their expertise and helps society, from “other” work such as clerical work (pp. 195-196). The sixth and final category was “(re)imagining the future.” Most of the participants predicted having advanced as academic librarians in the next five years but were otherwise unsure about what their futures would hold.
Conclusion – The researchers made a number of valuable observations in their work with novice librarians. As the step of deciding upon a career seemed to be a murky quest, they thought it would be helpful to analyze public opinion of librarianship and use that information to offset misperceptions about what librarians do. This might help those considering librarianship to make informed and conscious decisions.
The study data also provided insight into graduate school. The fact that the participants did not consider graduate school to be rigorous concerned the researchers. They feared that librarians entering the field might not deem it a serious profession. Because the participants favored practical over theoretical classes, the researchers thought it important for graduate schools to teach theoretical concepts in a way that is more satisfying to students. They felt that other applied fields, such as nursing, might provide examples of how to do so. The researchers also noted that graduate schools could do more to prepare students for life on the job. As new librarians reported favouring “real” work over “other” work, the researchers felt that students should hear it first in graduate school that all the work librarians do is an important and necessary part of academic librarianship. As most participants were uncertain about what their futures as academic librarians might look like, the researchers thought that graduate school professors should address that issue as well.
Data from this study also gave insight into how employers might best serve new librarians. The researchers suggest looking to new teacher induction programs to get ideas for orienting new librarians to the profession. Orientation might include a combination of formal and informal techniques such as peer mentors, peer observation, new librarian training, and new librarian handbooks in the first year of employment.
Finally, the researchers proposed ideas for future research. They believe it might be helpful to study experienced academic librarians or new public librarians for comparison to this study.
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Ma, Lina. "Musings of a student librarian: a case report of taking a course in health librarianship." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 31, no. 3 (July 24, 2014): 95. http://dx.doi.org/10.5596/c10-027.
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One student's experience with taking a course in health librarianship at the graduate level is presented. Reflective practice is used to discuss course content, instructional methods, student learning outcomes, and the challenges presented by the course material and in-class environment. Student reflections are combined with a discussion of relevant issues in health sciences librarianship.
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Hackenberg, Jill M. "Who Chooses Sci-Tech Librarianship?" College & Research Libraries 61, no. 5 (September 1, 2000): 441–50. http://dx.doi.org/10.5860/crl.61.5.441.
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Why and how do librarians and graduate students decide to enter the field of sci-tech librarianship? A survey was created and distributed using e-mail discussion groups to answer this question. Factors relevant in this decision were solicited from both practicing sci-tech librarians and library school students. The three hundred eleven respondents included personal opinions and anecdotes in their replies. Topics discussed included the influence of a sci-tech background on job performance and professional association membership. In addition, some questions dealt with perceived expectations about sci-tech librarianship and their outcomes. Most of the respondents had come into sci-tech library positions with some type of background.
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Butler, Rebecca. "Expertise and Service: A Call to Action." Theological Librarianship 8, no. 1 (February 18, 2015): 30–41. http://dx.doi.org/10.31046/tl.v8i1.352.
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Although theological librarianship occurs most often at seminaries or graduate level theology programs, there are also librarians working with theology on an undergraduate level. In many cases, these librarians are responsible for additional subject areas and may or may not have any theological expertise or training. While the two groups do the same types of work, they are doing so in different ways. To explore these commonalities and differences, a study was conducted among undergraduate theology liaisons and those results were compared with the literature and data regarding graduate level theological librarianship. One hundred ten undergraduate librarians responded to a survey regarding theological liaison activities, and the results indicate both the need for more research and the need for further emphasis on undergraduate subject-area liaison duties in theology and adjacent areas.
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Ochogwu, Michael G. "Alternatives in Librarianship: Prospects and Problems for the Nigerian Graduate." Journal of Education for Library and Information Science 30, no. 4 (1990): 275. http://dx.doi.org/10.2307/40323421.
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Kumar, Swapna, and Mary E. Edwards. "Information literacy and embedded librarianship in an online graduate programme." Journal of Information Literacy 7, no. 1 (May 26, 2013): 3. http://dx.doi.org/10.11645/7.1.1722.
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This paper reports on an embedded librarian project aimed at providing incoming online graduate students with essential information literacy skills to succeed in an online programme. It describes the design and implementation of the project, the results of pre- and post-instruction surveys of students’ information literacy skills and students’ perceived ability, confidence, and anxiety when accessing information using library resources. The assessment of the embedded librarian project is discussed in the context of the methods used and the needs of online students.
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Jones, Phillip J. "Academic graduate work in academic librarianship: Historicizing ACRL's terminal degree statement." Journal of Academic Librarianship 24, no. 6 (November 1998): 437–43. http://dx.doi.org/10.1016/s0099-1333(98)90002-7.
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Lamond, Sue. "Innovating for Success – the Future of Law Librarianship." Legal Information Management 7, no. 3 (September 2007): 177–80. http://dx.doi.org/10.1017/s1472669607001557.
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AbstractWithin UK law firms, marketing or business development departments have traditionally been responsible for the provision of business information. Sue Lamond, from Addleshaw Goddard, explains how her firm differs in that the Information Services department is responsible for this provision. The department compiles company and sector profiles and analyses, and is directly involved in the pitch process for new work from clients, supporting client partners' information and development needs.
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Jacobs, Warren N. "Embedded Librarianship is a Winning Proposition." Education Libraries 33, no. 2 (September 19, 2017): 3. http://dx.doi.org/10.26443/el.v33i2.290.
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A reference/instruction librarian used targeted outreach to furnish library services to faculty and students while assigned to work in the College of Education during a library renovation project. Due to the success of this temporary assignment, the author has subsequently maintained regular office hours in the College to provide research consultations for faculty and students, collaborate on collection development, and continue outreach efforts resulting in increased requests for research assistance and course-integrated information literacy instruction. The benefits and challenges of embedded librarianship in an academic department are also discussed.
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Krull, Sara A. "Graduate Nurses in the Emergency Department." Journal of Emergency Nursing 35, no. 2 (March 2009): 87–88. http://dx.doi.org/10.1016/j.jen.2009.01.012.
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Lee, Sang Seub. "A Study on the Curriculum of the Graduate School of Department of Education Consulting in South Korea." Korea Association of Education Consulting and Coaching 6, no. 3 (September 30, 2022): 5–22. http://dx.doi.org/10.31137/ecc.2022.6.3.5.
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The purpose of this study was to suggest implications for the curriculum of the graduate school of department of education consulting and education consulting major in South Korea through the analysis of the current status and curriculum of the graduate school of department of education consulting and education consulting major in South Korea.
In this study, in order to investigate the current status and curriculum of the graduate school of department of education consulting and education consulting major in South Korea, the keywords were limited to ‘education consulting’, and data were collected in the order of Daehakalrimi(https://www.academyinfo.go.kr), Naver and Google keyword search, and each university and graduate school’s website. As a result of the analysis of the collected data, it was confirmed that three master’s and doctoral programs in general graduate schools in South Korea, and nine master’s programs in graduate schools of education in South Korea were in operation, and the curriculum of the graduate school of department of education consulting and education consulting major in South Korea were organized based on the faculty members’s major and expertise according to new department and major or name changed department and major.
This study is the first study to analysis the current status and curriculum of the graduate school of department of education consulting and education consulting major in South Korea and is meaningful as a basic study of the development of education consulting as disciplines.
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Bennett, Jennifer M. "New Graduate Nurses in the Emergency Department." Journal of Emergency Nursing 35, no. 2 (March 2009): 87. http://dx.doi.org/10.1016/j.jen.2008.12.006.
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Firsov, Vladimir R. "Librarianship at the Turn of the Century: Contribution of Y.A. Grikhanov." Bibliotekovedenie [Russian Journal of Library Science] 68, no. 6 (February 2, 2020): 605–13. http://dx.doi.org/10.25281/0869-608x-2019-68-6-605-613.
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The article analyses the contribution of Y.A. Grikhanov to the development of librarianship and library science. The main activity trends of Y.A. Grikhanov were driven by the development tasks of the library sphere since the 1970s. The author highlights the key problems of library stocks knowledge and determines contribution of Y.A. Grikhanov to their resolution. He was one of the organizers of the system of Depository storage of library collections in the libraries of Russia; he worked in the Department of Libraries of the Ministry of Culture of the Russian Federation. The main priorities of the Department activities in 1991—1999 were the creation of the All-Russian information-library computer network, the formation of “National Program for the preservation of library stocks”, the determination of priorities of the state library policy. Y.A. Grikhanov is one of the founders of the Federal Law “On Librarianship” and “The Model Library Code for the CIS Member States”. “The Library Encyclopaedia”, prepared under the guidance of Y.A. Grikhanov, reflects the holistic period of development of library science in Russia. Contribution of Y.A. Grikhanov to library stocks knowledge, library law and philosophical basis of library theory is huge. He is the leading scientist and organizer who has influenced the development of librarianship in Russia and the CIS countries.
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Akilina, Maria I., and Margarita Y. Dvorkina. "To the 90th Birth Anniversary of E.A. Fenelonov, the Librarian, Leader, Scientist." Bibliotekovedenie [Library and Information Science (Russia)] 68, no. 3 (July 27, 2019): 276–81. http://dx.doi.org/10.25281/0869-608x-2019-68-3-276-281.
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The article is devoted to the 90th birth anniversary of E.A. Fenelonov, the prominent figure of library construction, scientist-librarian and the Honored worker of culture of the RSFSR. The authors present his biographical data, data on the most important stages of his life and activity: study at the Moscow State Library Institute, postgraduate study, defence of the dissertation thesis “Organization of library service for rural population”, leadership of the newly organized library of the Lipetsk region; work as the Head of Department (then Division) of libraries of the Ministry of Culture of RSFSR, the Head of the Main information-computing centre for culture and arts of the Ministry of Culture of RSFSR, the Deputy Director for scientific and methodical work of the V.I. Lenin State Library of the USSR (nowadays — the Russian State Library, RSL), the research scientist in the Research Department of the RSL. The paper describes the general characteristic features of his administrative activity and scientific creativity. The authors emphasize his role in the centralization of the library network, creation of depository libraries, introduction of open access and computers in the librarianship, participation in the development of the “Regulations on Librarianship in the USSR” (1984), the laws “On Librarianship”, “On the Legal Deposit Copy of Documents”, etc. The paper considers the main works of E.A. Fenelonov, dedicated to the management of librarianship, comprehensive planning of library construction, economic efficiency of libraries, organization of the library network, library zoning, activities of the centralized library systems, methodical work of libraries. The authors reveal the personality of E.A. Fenelonov as organizer, manager, scientist and person.
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Robertson, Jack. "Education and continuing training for art librarianship: A North American Perspective." Art Libraries Journal 19, no. 2 (1994): 12–16. http://dx.doi.org/10.1017/s0307472200008750.
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There are 58 universities in the US and Canada which offer graduate degrees in library and information science. At 33 of these, students can take elective courses in subject areas such as art history, but only eight of them provide a special course focussing on art librarianship. There are, however, numerous courses and work study oportunities which allow a student to prepare for jobs in this field. An annual survey conducted by ARLIS/NA reveals some interesting facts regarding educational opportunities, and these facts illustrate a tendency towards intermixing generalist and specialist aspects of professional education. The College of Library and Information Services, University of Maryland, offers a course in ‘Literature and Research in the Arts’, enabling library science students to explore the ‘bibliography’ of art (including electronic sources) as one element in a broader program of study.
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Karp, Rashelle S., and Tonya Allen. "EDUCATION FOR LIBRARIANSHIP: A SURVEY OF THE LITERATURE, 1988-1995." Education Libraries 19, no. 3 (September 5, 2017): 13. http://dx.doi.org/10.26443/el.v19i3.89.
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Clarion University of Pennsylvania's Department of Library Science (DLS) has been offering an accredited Master of Science in Library Science degree since 1976; the program has been reaccredited twice since its original accreditation, and recentlycompleted the process of self study associated with an accreditation visit in the spring of 1996. (...)
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Lockwood, Stephanie A., Amanda J. Miller, and Meghan M. Cromie. "Preparing Future Biology Faculty." American Biology Teacher 76, no. 1 (January 1, 2014): 17–21. http://dx.doi.org/10.1525/abt.2014.76.1.5.
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Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy and mentoring opportunities within a biology department. The Graduate Teaching Scholars Program provides opportunities for individualized instruction and learning while working with a faculty mentor. Graduate teaching scholars attend workshops, have their teaching evaluated, and serve as mentors for new graduate teaching assistants in the department. Students in the program are able to contribute to departmental education initiatives while growing professionally as teachers and future faculty.
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Ishiyama, John, Tom Miles, and Christine Balarezo. "Training the Next Generation of Teaching Professors: A Comparative Study of Ph.D. Programs in Political Science." PS: Political Science & Politics 43, no. 03 (June 30, 2010): 515–22. http://dx.doi.org/10.1017/s1049096510000752.
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AbstractIn this article, we investigate the graduate curricula of political science programs and 122 Ph.D.-granting political science programs in the United States and how they seek to prepare political science teachers. We first investigate whether the department offers a dedicated political science course at the graduate level on college teaching, and whether the presence of this class correlates with the size of the department, the size of the university, the ranking of the department, and so on. We find that whether a program offers a graduate course on teaching is inversely related to the research productivity of a department, and that departments at public institutions are more likely to offer such courses than are departments at private institutions. Second, we conduct content analysis of a sample of syllabi from departments that offer such courses to ascertain the kinds of topics that are covered. Finally, we briefly describe some model programs that seek to prepare graduate students for teaching careers that integrate graduate student teacher training throughout the Ph.D. program.
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Yeager, H. Jamane. "Lagniappe: Career Resources for Librarians/Information Professionals." North Carolina Libraries 61, no. 1 (January 21, 2009): 33. http://dx.doi.org/10.3776/ncl.v61i1.202.
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While doing research for a presentation on “Librarianship as a SecondCareer,” I discovered a cornucopia of wonderful career resources forlibrarians. This information is not just for new graduates coming tolibrarianship from other professions, but also for librarians who have been in the profession for a while. As a recent library school graduate, I was sometimes perplexed by the job titles listed, so I was ecstatic when I discovered “Real Job Titles for Library and Information Science Professionals” by Michelle Mach (http://alexia.lis.uiuc.edu/~mach/realjobs.html), an exhaustive and very helpful list.
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Burkhalter, Edward L. "Graduate Medical Education in the Department of Defense." Military Medicine 161, no. 2 (February 1, 1996): 102–4. http://dx.doi.org/10.1093/milmed/161.2.102.
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Charles, Leslin, and William DeFabiis. "Closing the Transactional Distance in an Online Graduate Course through the Practice of Embedded Librarianship." College & Research Libraries 82, no. 3 (2021): 370. http://dx.doi.org/10.5860/crl.82.3.370.
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Tedd, Lucy A. "The International Graduate Summer School in librarianship at Aberystwyth – a look back over 25 years." Education for Information 15, no. 3 (July 1, 1997): 207–20. http://dx.doi.org/10.3233/efi-1997-15303.
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Clarke, Rachel Ivy, Satyen Amonkar, and Ann Rosenblad. "Design thinking and methods in library practice and graduate library education." Journal of Librarianship and Information Science 52, no. 3 (September 8, 2019): 749–63. http://dx.doi.org/10.1177/0961000619871989.
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Despite interest in the application of design thinking and methods in librarianship, there seems to be a disconnect between application and education to support it. This study used an online questionnaire to elicit feedback from library workers in the United States about interest in and use of design thinking and methods in library practice, and the need for design skills and abilities in library education. We found that practicing librarians perceive design thinking and methods have relevance to library work, but opinions vary based on library type and nature of the work. Design thinking and methods were used mostly for space planning and program development, with applications emphasizing empathy and user/community understanding aspects—despite myriad other possibilities. Most respondents were in favor of including design thinking and methods in MLIS programs, which can support more robust applications through inclusion of the theoretical, philosophical, and epistemological underpinnings from which design thinking and methods emerge.
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Pati, Bharati, and Sabitri Majhi. "Pragmatic implications of embedded librarianship in academics: a review of eminent literatures." Library Hi Tech News 36, no. 2 (April 1, 2019): 11–16. http://dx.doi.org/10.1108/lhtn-08-2018-0052.
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PurposeAs the concept of “embedded librarianship” is gaining acceptance globally, and a surplus amount of literature is available for the aspiring practitioners, it would be supplementary to carry out such a literature review and bring alike and crucial works together within one piece of writing. This paper aims to gather realistic instances in LIS literature, where embedded librarianship has been practiced successfully.Design/methodology/approachWhile the focus of this review paper is on embedded librarians in curricular contexts, the phraseembedded librarianhas a variety of meanings, including librarian involvement and integration at the macro levels such as college, department, programme, research team and micro levels such as course designing, semester assignments and competitive preparation etc. List of relevant literatures was collected from Scopus and LISTA database. Later, full text of the listed document was retrieved from different sources. But the literature that included practical role of an embedded librarian was prioritised and the one which incorporated proposed theories was excluded, and hence, 67 of them were found to be fitted for reviewing purpose in the current case.FindingsWhile planning for any extensional service besides the usual housekeeping ones, a vigorous transformation in the attitude has to be engulfed. Though the conception of embedded librarianship as a whole is an extended version of service deliverance, it can be alienated into sections according to the contextual outline and areas of embedding such as in the research context, pedagogical participation and offering information literacy.Research limitations/implicationsThis paper provides a panoramic view on the emerging notion of this extended version of librarianship. By successfully practicing the embedded librarianship model, the user group would be benefited and the professionals could justify the ethics of their professionalism. Embedded librarianship in the university context can be a very important endeavour for the future challenges. The proactive initiatives of the librarian along with a handy support from authorities might ensure continuous and effective partnerships.Originality/valueThis paper is expected to be one of the initial and review articles in the area of embedded librarianship in academics. It is a highly informative paper on embedded librarianship and will be most useful for researchers to refer this paper for individual study and also will promote the academic librarians for taking initiative to work as effective embedded librarians.
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Doran, Jennifer M., Daniel Antonius, Adam D. Brown, Alexander Kriss, Evangeline Y. C. Lehr, Jason Evans, and Howard Steele. "The Perceived Relevance and Efficacy of a Graduate School Journal Among Graduate Faculty and Training Directors." Teaching of Psychology 39, no. 1 (December 28, 2011): 62–66. http://dx.doi.org/10.1177/0098628311430316.
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A total of 35 psychology department members from 21 universities assessed the relevance and efficacy of the New School Psychology Bulletin (NSPB), a graduate student journal, to training in psychology. Overall, a small sample of psychology department members viewed NSPB as an effective vehicle for student training. Perceptions among faculty were less favorable than previous research demonstrated with a student sample. The majority of respondents reported that students in their programs learn about manuscript preparation but noted that 50% or fewer students actually publish in peer-reviewed journals during graduate school. This suggests that although faculty members perceive that their students are adequately trained in this domain, a large number of students are not putting these skills into practice by submitting manuscripts to peer-reviewed journals.
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Stenstrom, Doug, Mathew Curtis, and Ravi Iyer. "The Relationship between School/Department Rankings, Student Achievements, and Student Experiences: The Case of Psychology." International Journal of Doctoral Studies 10 (2015): 019–37. http://dx.doi.org/10.28945/2095.
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What predicts academic success during graduate school? What are the experiences of graduate students in terms of happiness, stress level, relationships in the program, and feelings of autonomy/competence? Responses from 3,311 graduate students from all psychological disciplines in the US and Canada were collected to answer questions involving (1) the relationship between student-level variables and department/school rankings (US News & World Report, Carnegie Foundation, National Research Council), (2) the determinants of important student-level variables such as number of publications, posters, and life satisfaction, and (3) examining the variables year-by-year in the program to explain changes over time at different points in the graduate career. Results reveal the degree to which certain aspects of higher ranked departments/schools impact student achievements such as number of publications and teaching experience. The results also reveal a unique year-by-year progression including a consistent decrease of happiness for every year in graduate school. While the findings were collected in psychology, the answers to these questions may resonate with graduate students across disciplines that are experiencing similar forces that characterize the graduate school experience. The results can also inform current conversations about the direction of higher education and the value of the graduate school experience.
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Murray, Laura A., and Candice J. Kunkle. "Defining GME Librarianship: Creating and Developing a New Graduate Medical Education Library Program and Librarian Position." Medical Reference Services Quarterly 40, no. 4 (October 2, 2021): 355–68. http://dx.doi.org/10.1080/02763869.2021.1987773.
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Free, David. "In the News." College & Research Libraries News 79, no. 1 (January 5, 2018): 5. http://dx.doi.org/10.5860/crln.79.1.5.
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Welcome to the January 2018 issue of C&RL News. Nearly every field or industry has experienced disruption over the past several years, and librarianship is no exception. Susan M. Ryan and W. Tandy Grubbs discuss the concept of “Library self-disruption” through the lens of their collaboration bringing 3-D printing to the Stetson University Library and Chemistry Department.
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Stephenson, Nina K., and Linda St. Clair. "Extending the clan: Graduate assistantships in the reference department." Reference Services Review 24, no. 3 (March 1996): 29–66. http://dx.doi.org/10.1108/eb049286.
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NAKAHARA, Shingo. "Department of Physics, Graduate School of Science, Kobe University." Review of High Pressure Science and Technology 25, no. 1 (2015): 64–65. http://dx.doi.org/10.4131/jshpreview.25.64.
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Dvorkina, Margarita Ya. "K. Abramov - Library Worker, Educator, Researcher." Bibliotekovedenie [Russian Journal of Library Science], no. 6 (December 8, 2015): 74–77. http://dx.doi.org/10.25281/0869-608x-2015-0-6-74-77.
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120th anniversary of the great poet of Russia S. Yesenin was celebrated by the entire literary world. The article is devoted to the prominent Russian library scientist Konstantin Ivanovich Abramov. There is noted his participation in the Great Patriotic War. It is characterized his activities associated with the Moscow Library Institute (nowadays - the Moscow State Institute of Culture): studentship, postgraduate study, teaching, managing the department of library science, etc. There is presented his work at the Lenin State Library of the USSR (GBL, nowadays - the Russian State Library, RSL), as well as his social activities. There are listed the awards of K. Abramov and demonstrated his involvement in the international library activities. There is considered in detail the contribution of Konstantin Ivanovich to the library science (the history of librarianship, including methodology of the history of librarianship; general library science, in particular the theme “Library and Power”. There are characterized the papers by K. Abramov, written in 1990-ies. There is shown contribution of K. Abramov in the library education, considering him being the head of the Department and scientific supervisor of postgraduate students.
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Hubbell, Larry. "It's a Matter of Tenure." Public Voices 2, no. 2 (April 11, 2017): 35. http://dx.doi.org/10.22140/pv.406.
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Stelmashchuk, Halyna. "Department of history and theory of art of the Lviv national Academy of arts: the role of academician of the Yakym Zapasko in the creation of the Department of history of art and the dissertation Council, history, achievements, perspectives." Bulletin of Lviv National Academy of Arts, no. 39 (2019): 4–18. http://dx.doi.org/10.37131/2524-0943-2019-39-01.
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The article is devoted to the history, achievements and prospects of the Department of history and theory of arts of Lviv National Academy of Arts. Emphasis is placed on the role of the doctor of arts, Professor, academician of Yakуm Zapasko in the creation of the graduate school, graduate Department of Historу and Theory of Art and the dissertation Committee LNAM. The publication has an informative value.
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Semenyuk, V. M. "The department of prosthodontic dentistry OMSMU-60 years." Russian Journal of Dentistry 24, no. 1 (August 12, 2020): 65–68. http://dx.doi.org/10.18821/1728-2802-2020-24-1-65-68.
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Anonymous. "Tenure-Track Expectations in a Nebulous Environment." Journal of New Librarianship 7, no. 2 (October 31, 2022): 63–68. http://dx.doi.org/10.33011/newlibs/12/11.
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I joined the research and instruction department of an R1 university soon after library school. Approximately six months after my arrival, that department split in half. The shifting work environment, coupled with the newness of the job, presented several challenges, particularly dealing with interdepartmental tension and navigating contradictory priorities among colleagues. New librarians are often encouraged to bring innovative ideas to the table, but ambition and change are not always welcomed by seasoned professionals with preexisting notions about librarianship. I will examine the added stress of maintaining collegial relationships and finding professional identity in delicate and unfamiliar conditions.
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Leavitt, Laura L. "21st Century Workforce Initiatives: Implications for Information Literacy Instruction in Academic Libraries." Education Libraries 34, no. 2 (September 19, 2017): 15. http://dx.doi.org/10.26443/el.v34i2.307.
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The discussion that follows is designed to expose the reader to a selection of educational reform initiatives that fall under the “21st Century Workforce” umbrella. The aims of these initiatives are quite harmonious with the overarching goals of librarianship and the opportunities for librarians to become involved and to demonstrate leadership in this arena are plentiful. The author’s efforts to incorporate information literacy principles and to encourage critical thinking in a graduate level organizational behavior class – in light of these initiatives and in response to employer feedback – are also discussed. It is hoped that the followinginformation will inspire librarians to explore the initiatives further and to re-examine current information literacy and instruction efforts within this larger framework.
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Karon, Bertram P., and Anmarie J. Widener. "Educating Graduate Students." Ethical Human Psychology and Psychiatry 14, no. 2 (2012): 134–39. http://dx.doi.org/10.1891/1559-4343.14.2.134.
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Excitement, the strong positive affect engendered by new information, plays a key role in creative learning. The department chair noted as problematic for all programs that very few of our graduate students became faculty at major universities. But many of the students of Karon did become faculty at major universities, one index of quality of graduate training, as well as becoming competent psychotherapists. This was not because of any direct encouragement to become faculty members. The difference in his approach to graduate education from that of his colleagues can be summarized in four principles. First, remember that graduate students are just like the faculty, except that they are younger. Consequently, they have done less and read less. Second, teach what you know. Particularly if you have done original work, teach that. Your excitement will communicate itself. Third, encourage them to take their own work seriously, including their own research and clinical observations. Their own ideas are as valuable and as worth exploring and developing as any in the literature. Finally, if they are bright, get out of their way. This is related to Tomkins’ theory of the role of affects, especially interest-excitement, in learning and intellectual creativity.
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Phillips, Travis D., Warren C. Couvillion, Zoel W. Daughtrey, and Daryl V. Burckel. "Designing Graduate Education For Agribusiness Students." Journal of Agricultural and Applied Economics 24, no. 1 (July 1992): 27–30. http://dx.doi.org/10.1017/s0081305200025899.
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AbstractFor several years, universities in the U.S. have been struggling with defining and refining undergraduate and graduate agribusiness education programs. With the release of the recommendations of the National Agribusiness Education Commission, the search for the key ingredients of a Masters-level program has intensified.Mississippi State University has been among those universities attempting to define the parameters of a “cutting edge” agribusiness program. Faculty interest within the College of Business and Industry and the Agricultural Economics Department to develop a joint program has precipitated intensive efforts to achieve this goal. A nationally recognized agribusiness group of six academic leaders served as a Cooperative State Research Service team to assess the University's potential, using the concept of an agribusiness institute as an integrating and management vehicle. Efforts in this direction have been aided by a USDA planning grant now moving into its second year. A survey of Mid-South agribusiness leaders indicates the interest of the industry in the development of the program. The final step is to address the logistical details required to convert the current Master of Agribusiness Management in the Department of Agricultural Economics to a jointly administered program of study.
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Graham, Jeffrey, Allison Smith, and Sylvia Trendafilova. "Finding a Healthy Balance: Managerial Considerations Regarding the Work–Life Interface of Interns and Graduate Assistants Working in Collegiate Sport." Case Studies in Sport Management 8, S1 (January 1, 2019): S33—S38. http://dx.doi.org/10.1123/cssm.2018-0030.
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Craig Johnson is an associate athletic director for marketing and promotions in an athletic department at the collegiate level. Through conversation, he has recently realized that the graduate students working in his department as interns and graduate assistants feel that balancing work, school, and a personal life is impossible. As a mentor for working in sport, as well as their direct manager, he feels something must be done to assist these graduate students in managing the work–life interface, but is unsure where to start. Drawing from research in sport management and from the general management literature, the case gives insight into the issues, outcomes, and theories that inform the work–life interface. Undergraduate and graduate students in human resource management or organizational behavior courses who work through this case will have an opportunity to contemplate, discuss, and develop strategies for managing the issues surrounding balancing work and a personal life.