The case for partnering doctoral students with librarians: a synthesis of the literatures

2011 ◽  
Vol 60 (7) ◽  
pp. 599-620 ◽  
Author(s):  
Colleen S. Harris
Keyword(s):  
Student Retention ◽  
Doctoral Students ◽  
Doctoral Student ◽  
Academic Library ◽  
Library Science ◽  
Library Instruction ◽  
Content Type ◽  
Doctoral Student Retention ◽  
Research Students ◽  
The Impact

PurposeThe purpose of this paper is to ask how the academic library may better position itself to assist with the demonstrated need for improved research ability in doctoral students. The paper examines the literature on doctoral student retention, which demonstrates problems with research self‐efficacy in students, and connects this issue to the library literature demonstrating the impact of library instruction.Design/methodology/approachThe main approach is the review of the literatures in library science on the impact of instruction, and in the wider education literature on student retention and doctoral student attrition.FindingsIt was found that library instruction does demonstrably improve student research skills, and that doctoral students are generally underprepared to conduct dissertation level research. There is a case for partnering doctoral students with academic librarians to improve dissertation completion rates and lower attrition due to lack of research skill.Practical implicationsThe paper demonstrates an obvious need for focus of library instruction on graduate students, and doctoral students in particular. The paper poses a number of research agendas that can be taken up by practitioners in the field, including various models for implementing instruction for doctoral students.Social implicationsAttrition from doctoral programs has a burdensome impact on academic institutions, and has been demonstrated to have adverse social, psychological and financial impacts on the doctoral students themselves. The ability of library intervention to alleviate the problem has wide‐ranging implications.Originality/valueThe paper brings a wider literature base to bear on the practice of library instruction, and raises important questions relevant to librarians and graduate faculty about the value of the library to more advanced research students and the current focus of most library instruction programs at the undergraduate levels.

Overcoming imposter syndrome: the adventures of two new instruction librarians

2019 ◽  
Vol 47 (3) ◽  
pp. 331-342
Author(s):  
Jessica Martinez ◽  
Meredith Forrey
Keyword(s):  
Academic Libraries ◽  
Information Science ◽  
Academic Library ◽  
Library Science ◽  
Work Environments ◽  
First Year ◽  
Library And Information Science ◽  
Library Instruction ◽  
Content Type ◽  
Imposter Phenomenon

Purpose New librarians rarely feel fully prepared for academic library instruction. This could be attributed to many factors in both Master of Library and Information Science programs and work environments. Imposter syndrome or imposter phenomenon is a common way this insecurity manifests. Imposter phenomenon, first defined in 1978, is an individual’s feeling that they will be exposed as a fraud, regardless of how qualified or knowledgeable they actually are. Throughout the first year as new instruction librarians, the authors tracked their experiences with instruction and the imposter phenomenon. This paper aims to illuminate how imposter phenomenon impacts library instruction, provide suggestions for individual librarians and identify what academic libraries can do institutionally to mitigate feelings of fraudulence among their employees. Design/methodology/approach This paper outlines the history and symptoms of imposter phenomenon, focusing on its presence in libraries. The authors draw on existing literature in psychology and library science, their own experience and a survey of 172 librarians. Suggestions for best practices for easing imposter phenomenon are then discussed based on the experiences of the authors and survey respondents. Findings This paper suggests several ways to ease the feelings of imposter phenomenon among those employed in academic libraries. Research limitations/implications This paper is based on the authors’ experiences, as well as a survey of 172 librarians. The survey was self-selecting, so the results may be skewed, but the themes apparent throughout the responses indicate that imposter phenomenon in libraries is pervasive and warrants further research. Practical implications The recommendations presented in this paper will provide new librarians and library administrators with concrete ways to identify and ameliorate imposter phenomenon among new instruction librarians. Originality/value Though imposter phenomenon has gained popular attention in wider society, extant research has not sufficiently addressed its role in the realm of academic library instruction. Given that most MLIS programs focus on theory rather than practice, finding ways to give new instruction librarians confidence in their positions is an area of research that warrants more exploration.

scholarly journals The Impact of Longitudinal Action Research on Doctoral Student Retention and Degree Completion

2019 ◽  
Author(s):  
James Olive
Keyword(s):  
Action Research ◽  
Student Retention ◽  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Program ◽  
Leadership Studies ◽  
Action Research Project ◽  
Theoretical Concepts ◽  
Doctoral Student Retention ◽  
The Impact

The impact of a longitudinal action research (LAR) project on the retention and success of students enrolled in a leadership studies doctoral program was the focus of this study. The purpose was to understand how the experiences obtained through an action research project, conducted over 12-15 months, affected students’ development while they completed the first two years of their doctoral coursework. Ten doctoral students, who were at various stages in their educational journey, were interviewed and asked to reflect upon their experiences while completing their LAR project. Findings indicated that the LAR project provided an opportunity to apply theoretical concepts and methodological tools obtained in their classes to real-world issues and concerns within their respective organizations. Additionally, students indicated that the experiences obtained through LAR projects increased appreciation for their doctoral education which, in turn, impacted their retention and success.

scholarly journals User agreements and makerspaces: a content analysis

2015 ◽  
Vol 116 (7/8) ◽  
pp. 358-368 ◽  
Author(s):  
Heather Michele Moorefield-Lang
Keyword(s):  
Content Analysis ◽  
Academic Libraries ◽  
Technology Use ◽  
Academic Library ◽  
The Body ◽  
Library Science ◽  
Learning Space ◽  
Content Type ◽  
The Usa ◽  
Qualitative Data Analysis Software

Abstract – The purpose of this paper is to analyze the user agreements of makerspaces in public and academic libraries. User agreements, also known as maker agreements, user forms and liability forms, can be very important documents between library patrons, staff and faculty. User agreements are similar to the earlier creation of acceptable use policies for technology use in libraries. The author of this study will delve into the user agreements created for public and academic libraries across the USA. Design/methodology/approach – The researcher used content analysis to investigate 24 different user agreements written for public and academic library makerspaces. NVivo qualitative data analysis software was integrated into this research to aid in the breakdown of commonalities across terms, themes and purpose within the user agreements. Findings – Although makerspaces are a very exciting topic in the field of library science at this time, the implementation of a maker learning space is still new to many libraries. Creating a user agreement for a makerspace is newer still. Most user agreements in this study were six months to a year old. Some consistencies found across makerspace user agreements include liability waivers, permissions for minors, safety, copyright and technology replacement costs. Originality/value – At this time, most publications on makerspaces are held in the realm of popular publications (blogs, magazines, zines, etc.). The body of peer-reviewed and scholarly research on makerspaces is growing. Makerspace user agreements are new to this growing field of interest, and a content analysis of these documents will pave the way for the writing of future forms.

The role of conferences in doctoral student socialization

2018 ◽  
Vol 9 (2) ◽  
pp. 181-196 ◽  
Author(s):  
Aliya Kuzhabekova ◽  
Aizhan Temerbayeva
Keyword(s):  
Doctoral Students ◽  
Professional Socialization ◽  
Doctoral Student ◽  
Content Type ◽  
The Usa ◽  
Conference Attendance ◽  
Using Data ◽  
Student Socialization ◽  
Doctoral Student Socialization

PurposeThe purpose of this paper is to explore the role scholarly conferences play in professional socialization of doctoral students.Design/methodology/approachUsing data from 20 interviews on conference experiences of student attendees of a North American conference in social sciences, as well as on the conference experiences of students from various disciplines at a private research intensive university in the USA, the authors explored how research identity of doctoral students change over time as result of participation in conferences, how the process of socialization is shaped by advisers and peers and how the experiences vary depending on the characteristics of the participants.FindingsThe authors found that conferences play an important role in socialization, and the effect from conference attendance increases with the number of conferences attended. The study also showed that students undergo several stages in the process of their socialization, throughout which they develop greater agency and independence as scholars, as well as a more positive image of themselves as researchers, and become more strategic in their behavior. The results also point to the key role of adviser and peers in the process of socialization, whereby the former can provide direction and orientation, while the latter may offer support and opportunities for mutual learning or future collaboration. The authors also found a notable difference in the support provided by advisers between teaching and research-oriented universities.Originality/valueThe paper applies doctoral student socialization theory to the analysis of informal doctoral experiences outside the program of study.

The usage of ILLiad and Get It Now at a US medium-sized academic library over a three-year period

2016 ◽  
Vol 44 (2) ◽  
pp. 81-87 ◽  
Author(s):  
Megan Jaskowiak ◽  
Todd Spires
Keyword(s):  
Design Methodology ◽  
Academic Library ◽  
Faculty Members ◽  
Content Type ◽  
Document Delivery ◽  
Time Period ◽  
Inflation Rates ◽  
Delivery Options ◽  
The Impact ◽  
Us University

Purpose As medium-sized academic libraries’ budgets continue to shrink or cannot compete with inflation rates, document delivery options like ILLiad and unmediated Get It Now can play a prominent role in providing content lost due to the inevitable cancellation of serial subscriptions. This paper aims to evaluate the impact of using these two options in a US university. Design/methodology/approach This paper examines the usage of these two services for the three fiscal years following the implementation of Get It Now at Bradley University. Findings Questions addressed are as follows. How have they been used over the three-year time period? Which user status group has been using them, undergraduates, graduate students or faculty members? Which departments on campus have been using them the most? Originality/value This study is the first to look at the usage of Get It Now and ILLiad together over multiple years.

scholarly journals Transforming doctoral education: preparing multidimensional and adaptive scholars

2019 ◽  
Vol 11 (1) ◽  
pp. 17-34
Author(s):  
Clinton A. Patterson ◽  
Chi-Ning Chang ◽  
Courtney N. Lavadia ◽  
Marta L. Pardo ◽  
Debra A. Fowler ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Pedagogical Practices ◽  
Career Adaptability ◽  
Content Type ◽  
Transferable Skills ◽  
Curricular Design

Purpose Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow. Design/methodology/approach The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience. Findings Current global doctoral education models and literature were reviewed. These findings informed the new TDEM. Practical implications Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness. Social implications Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems. Originality/value This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.

Measuring the academic library

2018 ◽  
Vol 119 (1/2) ◽  
pp. 109-120 ◽  
Author(s):  
Fiona Salisbury ◽  
Jennifer Peasley
Keyword(s):  
Design Methodology ◽  
Academic Library ◽  
National Standards ◽  
Digital Environment ◽  
Content Type ◽  
Research Outcomes ◽  
Service Data ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to provide an Australian perspective of impact and value by examining how the broader international and national perspectives play out in practice in the Australian context and where adaption for local requirements is necessary. Design/methodology/approach This paper will explore the assessment of impact and value in academic libraries and the tools available to translate today’s inputs into future impact and value. It will focus on a range of methods and procedures, including international and national standards, frameworks and benchmarks. Findings The La Trobe University Library is presented as a case study to examine the challenges of leveraging tools to assess impact and communicate the value of the library across the university community. Originality/value Assessing the impact and demonstrating the value of the academic library in a digital environment is a constant challenge. While usage and service data are plentiful, traditional metrics no longer sufficiently demonstrate the academic library’s contribution to university learning, teaching and research outcomes.

Revamping the academic library use data capabilities: the Greek library science postgraduates’ perspective

2020 ◽  
Vol 37 (6) ◽  
pp. 5-9
Author(s):  
Stavroula Sant-Geronikolou ◽  
Dimitris Kouis
Keyword(s):  
Information Systems ◽  
Data Collection ◽  
Academic Library ◽  
Library Science ◽  
Successful Implementation ◽  
Student Progress ◽  
Content Type ◽  
Postgraduate Students ◽  
Library Use ◽  
Collection Practices

Purpose As universities advance towards a new data-informed, intra-institutional collaboration paradigm, new roles and services are continuously added to academic library routines. This changing context that exerts considerable stress upon library organizations to prove their value and contributions to student progress is leading the community to start questioning the utility, scope and prospects of patron data collection practices. The study sought library science postgraduate students’ viewpoints about the adequacy and utility of current library use data collection practices in Greek academic libraries. It also aimed to investigate the value, relevance and priority of the integration of library usage data with the rest of university information systems (e.g. learning analytics) along with associated practical and ethical considerations, and advocacy aspects. Design/methodology/approach Mixed-methods, Web-based survey distributed to postgraduate students during a seminar designed to familiarize them with trends in academic library use data capabilities. Findings Participants acknowledged that neither policies nor procedures are currently adequate to expand and interconnect their data pools to campus information systems. They were opposed to disclosing personally identifiable patron activity data to faculty, while their opinions were divided as to the use of student activity monitoring technology. Nevertheless, they made several comments on how to mitigate the community's considerations around the implementation of this new data management philosophy in the library and were optimistic about the benefits this development could entail for library visibility and student progress. Originality/value Results of this first-time research in the Greek higher education context, revelatory of potential road blockers to upgrading the library use data collection practices, can be of significant value to both curricula developers and university decision-makers who seek ways to prepare the ground for the successful implementation of new operations.

Lightweight alternative tech: a study of Chromebooks in the academic library classroom

2019 ◽  
Vol 38 (3) ◽  
pp. 554-562
Author(s):  
Beth Seyala ◽  
Erin Burns ◽  
Shannon Richie ◽  
Amy L. Deuink ◽  
Valerie Lynn
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Academic Library ◽  
Battery Life ◽  
Library Instruction ◽  
Content Type ◽  
Computer Laboratory ◽  
Classroom Use ◽  
Minimal Effort ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate Chromebooks as an alternative to the traditional computer laboratory for library instruction in an academic environment. The results of this study could help inform the creation of a mobile instruction lab that students and librarians quickly construct inside any classroom with minimal effort and no software to manage. Design/methodology/approach An online survey was distributed to student participants. The survey contained two demographic questions followed by seven user experience questions related to the in-classroom use of Chromebooks; most questions were quantitative in nature. Findings The majority of respondents (84 percent) strongly or somewhat agreed that Chromebooks were easy to use, and 15 percent of the respondents reported some difficulty accessing the university’s Wi-Fi system while using the devices. Research limitations/implications This introductory study was limited to a survey population primarily comprised of lower-level undergraduate students in their first two years of study. Additionally, Chromebooks were not tested in an educational environment using G Suite for Education, which could increase the opportunities for use in an academic setting. Practical implications The study’s findings, combined with the portability and long battery life of Chromebooks, make them a candidate for a mobile instruction lab. Originality/value This research seeks to explore the viability of Chromebooks as an affordable and easy to manage alternative to wired instruction rooms, using a light laptop technology that is becoming increasingly familiar to college students.

scholarly journals “People are reading your work,” scholarly identity and social networking sites

2020 ◽  
Vol 76 (6) ◽  
pp. 1233-1260
Author(s):  
Marie L. Radford ◽  
Vanessa Kitzie ◽  
Stephanie Mikitish ◽  
Diana Floegel ◽  
Gary P. Radford ◽  
...  
Keyword(s):  
Social Networking ◽  
Doctoral Students ◽  
Impression Management ◽  
Social Networking Sites ◽  
Academic Library ◽  
Content Type ◽  
Online Social Media ◽  
Online Platforms ◽  
Scholarly Identity ◽  
Library Support

PurposeScholarly identity refers to endeavors by scholars to promote their reputation, work and networks using online platforms such as ResearchGate, Academia.edu and Twitter. This exploratory research investigates benefits and drawbacks of scholarly identity efforts and avenues for potential library support.Design/methodology/approachData from 30 semi-structured phone interviews with faculty, doctoral students and academic librarians were qualitatively analyzed using the constant comparisons method (Charmaz, 2014) and Goffman’s (1959, 1967) theoretical concept of impression management.FindingsResults reveal that use of online platforms enables academics to connect with others and disseminate their research. scholarly identity platforms have benefits, opportunities and offer possibilities for developing academic library support. They are also fraught with drawbacks/concerns, especially related to confusion, for-profit models and reputational risk.Research limitations/implicationsThis exploratory study involves analysis of a small number of interviews (30) with self-selected social scientists from one discipline (communication) and librarians. It lacks gender, race/ethnicity and geographical diversity and focuses exclusively on individuals who use social networking sites for their scholarly identity practices.Social implicationsResults highlight benefits and risks of scholarly identity work and the potential for adopting practices that consider ethical dilemmas inherent in maintaining an online social media presence. They suggest continuing to develop library support that provides strategic guidance and information on legal responsibilities regarding copyright.Originality/valueThis research aims to understand the benefits and drawbacks of Scholarly Identity platforms and explore what support academic libraries might offer. It is among the first to investigate these topics comparing perspectives of faculty, doctoral students and librarians.

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