scholarly journals Leadership of Academic Libraries: A Literature Review

2017 ◽  
Vol 26 (2) ◽  
pp. 5 ◽  
Author(s):  
Sharon Gray Weiner
Keyword(s):  
Career Development ◽  
Literature Review ◽  
Leadership Style ◽  
Academic Libraries ◽  
Academic Library ◽  
Management Style ◽  
Library Directors ◽  
Leadership Potential ◽  
Roles And Responsibilities ◽  
Academic Library Directors

This review synthesizes what is known about the characteristics and leadership style of university librarians and academic library directors. It is the leadership of the library that determines whether a philosophy and vision are articulated and to what extent they are implemented. Leadership influences a library's effectiveness, institutional role, and adaptability. Publications on recruitment, leadership potential identification, career development, roles and responsibilities, and characteristics and management style were included.

scholarly journals Sabbatical Options for Academic Librarians in the U.S. Vary Widely

2010 ◽  
Vol 5 (2) ◽  
pp. 93
Author(s):  
Heather Ganshorn
Keyword(s):  
Academic Libraries ◽  
Staff Member ◽  
Online Survey ◽  
Academic Library ◽  
Depth Information ◽  
Library Directors ◽  
Online Questionnaire ◽  
Academic Library Directors ◽  
Faculty Status ◽  
The U.S

A Review of: Flaspohler, M. R. (2009). Librarian sabbatical leaves: Do we need to get out more? Journal of Academic Librarianship, 35(2), 152-161. Objectives – To gather data on what proportion of U.S. academic libraries provide sabbatical opportunities to librarians, and to explore library directors’ perceptions of the effectiveness of sabbaticals and barriers to sabbatical-taking among librarians at their institutions. Design – Online questionnaire. Setting – Academic libraries in the U.S.. Subjects – Directors of 403 academic libraries. Methods – The author reviewed the literature on sabbatical leaves in the library profession. She then developed an online survey using the University of Washington’s Catalyst system (a tool similar to SurveyMonkey). The survey contained both closed and open-ended questions, in order to generate quantitative data as well as to gather more in-depth information on respondents’ views. A sample of American academic library directors was generated by choosing every eighth entry on a list of 3037 academic libraries generated by lib-web-cats, an online directory of libraries (http://www.librarytechnology.org/libwebcats/). The survey was sent to 403 academic library directors based on this selection method. The author received 101 successfully completed surveys for a response rate of 25%. Main Results – The author found that just over half of respondents (53 libraries, or 52%) indicated their institutions offered sabbatical leaves to librarians. Thirty-six per cent indicated they did not, while 12% indicated “other” (many of these respondents commented with clarifications about what other leave programs were available to librarians). Of the 53 institutions that reported offering leave programs, only half (27 respondents) indicated that library staff members had taken a sabbatical leave. Open-ended questions generated some insight into the barriers to sabbatical leaves at academic libraries. Differences between institutions in terms of availability of sabbatical leaves appear to be due to a combination of librarian status (whether or not librarians have full faculty status); funding issues (in some institutions, the library, and not the college administration, has to cover the costs of a sabbatical); and availability of other staff to cover the duties of the individual taking the leave. Respondents also noted a discrepancy between the length and timing of librarian sabbaticals compared to other faculty (i.e., the professoriate), with librarians more often required to begin their leaves in the summer. Librarian sabbaticals were also sometimes shorter than those of other faculty; in some institutions a summer-length sabbatical was available, but not a six-month or year-long sabbatical, even though these options were available to other faculty. In terms of impacts of sabbaticals, most respondents who had experienced a staff member taking sabbatical felt that the sabbatical benefited the staff member and the institution; positive results include improved morale, publications that raised the profile of the library, and learning that was applied in the workplace. Some respondents, however, had negative experiences to report, the most common being that the sabbatical had had no effect. Some respondents noted staff who had taken sabbaticals had failed to meet the goals that had been set for the sabbatical. When asked what could be done to enhance sabbatical programs, respondents at institutions with these programs had some interesting suggestions, such as aligning sabbatical programs more closely with institutional goals, or promoting the pursuit of more collaborative research while on sabbatical. Conclusion – The author notes that while it’s dangerous to over-generalize from such a brief survey, many of the issues raised in the responses, such as faculty status, funding shortfalls, and staff shortages echo themes raised elsewhere in the library literature. These issues probably need to be addressed if we are to see any increase in the number of librarians taking sabbatical leaves. The author’s other conclusion is that librarians must be more accountable for demonstrating how a sabbatical could add institutional value, and for meeting the goals set in their sabbatical plans. The author conducted this study while on sabbatical herself, and concludes it “provides one example of how a librarian might create a manageable, research-based project that more closely marries academic rigor to personal experience” (p. 160).

scholarly journals Working Together: Joint-Use Canadian Academic and Public Libraries

2014 ◽  
Vol 6 (1) ◽  
pp. 5-19
Author(s):  
Rachel Sarjeant-Jenkins ◽  
Keith Walker
Keyword(s):  
Literature Review ◽  
Academic Libraries ◽  
Public Libraries ◽  
Academic Library ◽  
Shared Vision ◽  
Research Data ◽  
Limited Information ◽  
Library Directors ◽  
Telephone Interviews ◽  
Working Together

The research purpose was to learn about existing joint use public-academic libraries in Canada including their establishment, structure, benefits, and challenges and to determine the requirements for successful partnerships. Following a literature review, a short survey was conducted to gather data on the number, location, and types of public-academic library partnerships. In-depth telephone interviews were then held with key personnel from joint use libraries to learn more about the libraries and the nature of the partnerships. The research surfaced three unique examples of joint use public-academic libraries. In addition, key requirements for successful partnerships that were posited through the literature review were supported by the research data – commitment, a shared vision, and a need that requires fulfillment. Possible limitations of the research are the initial survey’s reliance on responses from academic library directors and the survey timing. There is limited information about partnerships between Canadian public and academic libraries and no single document that brings together data on partnerships across Canada. With this study, public and academic libraries will learn of successful joint use Canadian public-academic libraries along with the key requirements for sustainable partnerships.

scholarly journals Gaya kepemimpinan transformasional dan situasional di perpustakaan akademik

2020 ◽  
Vol 16 (2) ◽  
pp. 184-197
Author(s):  
Machsun Rifauddin ◽  
Munardji Munardji ◽  
Arfin Nurma Halida ◽  
Nur Kholis
Keyword(s):  
Transformational Leadership ◽  
Data Analysis ◽  
Organizational Behavior ◽  
Leadership Style ◽  
Academic Libraries ◽  
Situational Leadership ◽  
Academic Library ◽  
Qualitative Approach ◽  
Organizational Vision ◽  
Collection Method

Introduction. In academic libraries, transformational and situational leadership is important as it can change organizational behavior and increase the staff performance.There is limited discussion types of leadership. This research discusses  two types of leadership and develops a framework in academic libraries of ideal leadership. Data Collection Method. The paper used a qualitative approach and considered literature review from books, journals, and other sources related to the theme. Data Analysis. The paper analyzed various literature, examined and selected data, developed a theoretical framework, and conceptualized the contents. Result and Discussions. Transformational leadership in the academic library is appropriate to create a vision, however, staff commitments develop slowly. The leadership can be appropriately applied to the academic library with a few human resource as itemphasizes two-way communication to motivate staff. Meanwhile, in the situational leadership, organizational vision can be achieved when staff commitments are developed effectively. The situational leadership can be implemented in the academic libraries with large number of staff by using direct and two-way interaction, as staff motivation may increase when they are trusted. Conclusion. The transformational and situational leadershipsare effective when applied to the proper circumstances to achieve set goals. Library leaders need to consider strengths and weaknesses of the leadership style.

scholarly journals The Missing Women Library Directors: Deprivation versus Mentoring

1997 ◽  
Vol 58 (4) ◽  
pp. 375-383 ◽  
Author(s):  
Janice J. Kirkland
Keyword(s):  
Glass Ceiling ◽  
Career Advancement ◽  
Academic Library ◽  
Library Directors ◽  
Central Factor ◽  
Academic Library Directors ◽  
Survey Responses ◽  
Missing Women

Why is the percentage of women academic library directors much lower than the percentage of women in the profession as a whole? This article examines survey responses to conclude that factors blocking the advancement of women library directors include deprivation behavior or antimentoring, which supports a glass ceiling. A second survey finds that mentoring is a central factor in career advancement of many women library directors.

Managing across cultures: the experiences of three Hong Kong academic library directors

2007 ◽  
Vol 28 (4/5) ◽  
pp. 213-223 ◽  
Author(s):  
Anthony (Tony) Ferguson ◽  
Frederick Nesta ◽  
Colin Storey
Keyword(s):  
Hong Kong ◽  
Academic Library ◽  
Library Directors ◽  
Academic Library Directors

scholarly journals Adult education and academic libraries

2018 ◽  
Vol 119 (7/8) ◽  
pp. 422-431 ◽  
Author(s):  
Karen Bordonaro
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Literature Review ◽  
Academic Libraries ◽  
Academic Library ◽  
Academic Librarians ◽  
Learning Theories ◽  
Content Type ◽  
Library Users

Purpose The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries. Design/methodology/approach This paper is a literature review. Findings This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners. Originality/value This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

scholarly journals Libraries Support First-Generation Students through Services and Spaces, but Can Do More

2020 ◽  
Vol 15 (1) ◽  
pp. 242-244
Author(s):  
Hilary Bussell
Keyword(s):  
Literature Review ◽  
Academic Libraries ◽  
First Generation ◽  
Academic Library ◽  
First Generation College Students ◽  
Library Services ◽  
Support Needs ◽  
First Generation Students ◽  
First Generation College ◽  
Four Year Institutions

A Review of: Arch, X., & Gilman, I. (2019). First principles: Designing services for first-generation students. College & Research Libraries, 80(7), 996–1012. https://doi.org/10.5860/crl.80.7.996 Abstract Objective – To provide recommendations for academic libraries in supporting first-generation college students, defined by the study’s authors “either as those whose parents have no college experience or did not graduate with a bachelor’s degree” (p. 996). Design – Multidisciplinary literature review and two qualitative survey questionnaires. Setting – United States secondary and post-secondary schools. Subjects – College Counsellor Survey: 300 private/parochial, private/secular, public, and charter secondary/high schools in rural, suburban, and urban areas randomly selected from across all 50 states. Academic Library Survey: Academic libraries at 100 four-year institutions. Methods – College Counsellor Survey: An online survey was sent to potential subjects via email. The survey included basic demographic questions and open-ended questions about counsellors’ perceptions of the challenges faced by first-generation college students, the types of institutional support they need, and how academic libraries could offer support. The answers were analyzed in NVivo using a combination of inductive and axial coding in order to develop a set of themes reflecting the most commonly-mentioned challenges and support needs. Academic Library Survey: A survey invitation was sent directly to library deans and directors at 100 four-year institutions and to two academic library electronic mailing lists. The survey included questions about services academic libraries offer for first-generation students. The data were analyzed to determine whether academic libraries were offering services that matched the thematic areas identified in the College Counsellor Survey. Main Results – College Counselor Survey: The response rate was 24% (n=78). There were six themes which were identified regarding challenges and support needs for first-generation students: Academic and Tutoring, Social and Cultural, Home and Family, Navigating College, Financial, and Mentoring and Advising. Recommendations for library support included library participation in first-generation student orientations, library instruction in research methods, and conveying that librarians are welcoming and friendly. Academic Library Survey: Out of the 59 responding libraries, 19 reported offering services designed for first-generation students, while 6 additional libraries reported offering services they believed would be useful for first-generation students, though they were not designed for them specifically. The library services addressed needs relating to the Academic and Tutoring, Navigating College, and Financial themes. The library services did not address the needs relating to the Social and Cultural, Home and Family, and Mentoring and Advising themes. Conclusion – Based on the surveys and literature review, the authors provide recommendations for academic library services for first-generation students that address each of the six thematic areas of need. The recommendations include, but are not limited to, assigning liaisons for first-generation programs, working to create an inclusive and affirming library environment, designing library spaces that support the multiple social roles and identities of first-generation students, helping family members of first-generation students become aware of the library as a resource, providing training on applying for financial aid, and having librarians either provide outreach to mentorship programs or become mentors themselves.

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