Murphy, S. (2008). Developmental relationships in the dynamic library environment: Re-conceptualizing mentoring for the future. Journal of Academic Librarianship, 34(5), 434-437.
Libraries are shifting from focusing on physical pieces to focusing on learning outcomes for library users. Library-oriented career paths are no longer well-defined and work relationships beyond hierarchical mentoring need to be considered to support new workers through this change. Currently, the literature emphasizes formal mentoring, despite research indicating informal mentorship is more effective. Information is often subtly transferred from person to person; informal mentoring recognizes this and capitalizes on learning through stories and observations. Mentoring in this new environment is a tool to ensure succession planning, to help with future staffing needs by developing mentees into leaders in emerging areas of librarianship. Peer mentoring, informal mentoring, multiple or shorter-term mentoring experiences (i.e. dialogue groups, networks, mentoring circles, reverse mentoring) are all discussed. Mentee benefits include understanding of organizational culture, networking, personal guidance, career development, learning from role models, receiving advice, and development of friendships. Mentors also benefit from learning the mentee’s perspective and actively reflecting on current practices. This reconceptualization of mentoring, as it adapts to changing technologies, is key to the future success of librarianship and libraries.
Wednesday, March 30, 2011
Article 7: Communities of Practice at an Academic Library
Henrich, K. J., & Attebury, R. (2010). Communities of Practice at an Academic Library: A New Approach to Mentoring at the University of Idaho. Journal of Academic Librarianship, 36(2), 158-165.
Communities of Practice are made up of a group sharing a common goal. The environment created is one in which participants feel safe to share professional ideas. Benefits include efficiency of professional development; innovation, collaboration, and project success; and raised awareness about current happenings within the larger organization. Best practices for creation of Communities of Practice in libraries include having a common interest in the topic, inclusion of information and communication technologies, sharing common knowledge and experiences, promotion of publishing opportunities; and ensuring leadership is done from within the group. Promoting a Sense of Community, and making the Community of Practice meetings as part of the professional workday help add legitimacy to the development and sharing process. Challenges to Communities of Practice include finding and maintaining focus on the issue/s, allotting the time and effort to the group (it is a commitment), it can be difficult to sustain and leadership may lose momentum. When forming the group, the librarians at the University of Idaho kept the following points in mind: the goal is to benefit all members; they outlined how the time would be spent, who the facilitator was, what the goals were, how disagreements would be handled, and how they would stay on track. The group was limited to library faculty and they discussed research ideas and gave feedback to their peers. Participation was voluntary, and the environment was promoted as one that was confidential and an open space for sharing ideas without the threat that their research idea would be stolen. Meetings were held once per month the structure was that of presentation and discussion.
Communities of Practice are made up of a group sharing a common goal. The environment created is one in which participants feel safe to share professional ideas. Benefits include efficiency of professional development; innovation, collaboration, and project success; and raised awareness about current happenings within the larger organization. Best practices for creation of Communities of Practice in libraries include having a common interest in the topic, inclusion of information and communication technologies, sharing common knowledge and experiences, promotion of publishing opportunities; and ensuring leadership is done from within the group. Promoting a Sense of Community, and making the Community of Practice meetings as part of the professional workday help add legitimacy to the development and sharing process. Challenges to Communities of Practice include finding and maintaining focus on the issue/s, allotting the time and effort to the group (it is a commitment), it can be difficult to sustain and leadership may lose momentum. When forming the group, the librarians at the University of Idaho kept the following points in mind: the goal is to benefit all members; they outlined how the time would be spent, who the facilitator was, what the goals were, how disagreements would be handled, and how they would stay on track. The group was limited to library faculty and they discussed research ideas and gave feedback to their peers. Participation was voluntary, and the environment was promoted as one that was confidential and an open space for sharing ideas without the threat that their research idea would be stolen. Meetings were held once per month the structure was that of presentation and discussion.
Tuesday, March 29, 2011
Article 6: Effective Mentoring
Freedman, S. (2009). Effective Mentoring. IFLA Journal, 35(2), 171-182.
Mentoring is guided learning to promote the development of skills and knowledge and happens in various points throughout a librarian’s career. Libraries are in a time of organizational change; many librarians are retiring, leaving professional gaps in experiential knowledge; the scope and approach to librarianship continues to adapt with changing technologies. By mentoring the incoming workforce, that experiential knowledge gap can be bridged, and new librarians are provided with the support they need to help libraries (and themselves) transition into the changing library & information services environment. Mentored workers feel supported by their colleagues, are given feedback, participate in professional development activities to aid with improving performance, and are socialized to their new work environment. Mentors may feel personal satisfaction and a renewed enthusiasm for their profession. The employers may see improved employee retention, and improved leadership throughout their organization. While there are many advantages, some disadvantages do exist, including mismatching mentor partnerships, lack of mentor expertise or commitment (feeling forced to mentor), and organizational cultural barriers. Formal, informal, peer, group, self managed, or professional association mentoring models may be considered or incorporated into mentoring practices.
Mentoring is guided learning to promote the development of skills and knowledge and happens in various points throughout a librarian’s career. Libraries are in a time of organizational change; many librarians are retiring, leaving professional gaps in experiential knowledge; the scope and approach to librarianship continues to adapt with changing technologies. By mentoring the incoming workforce, that experiential knowledge gap can be bridged, and new librarians are provided with the support they need to help libraries (and themselves) transition into the changing library & information services environment. Mentored workers feel supported by their colleagues, are given feedback, participate in professional development activities to aid with improving performance, and are socialized to their new work environment. Mentors may feel personal satisfaction and a renewed enthusiasm for their profession. The employers may see improved employee retention, and improved leadership throughout their organization. While there are many advantages, some disadvantages do exist, including mismatching mentor partnerships, lack of mentor expertise or commitment (feeling forced to mentor), and organizational cultural barriers. Formal, informal, peer, group, self managed, or professional association mentoring models may be considered or incorporated into mentoring practices.
Monday, March 28, 2011
Article 5: Practicums and Service Learning in LIS Education
Ball, M. (2008). Practicums and service learning in LIS education. Journal of Education for Library & Information Science, 49(1), 70-82.
There has been a struggle in library school curriculum between the emphasis placed on theory and the emphasis placed on practice. Service learning combines theory with practice by highlighting reflection throughout the practicum experience, and embedding specific learning objectives tied to course offerings; personal and professional growth are emphasized. The term "service learning," as used by Ball, involves student civic engagement and development. Though more research needs to be done in regards to experiential learning and LIS education (moving away from anecdotal accounts toward qualitative and quantitative studies), the benefits of practical application of, and reflection about, classroom theory include, but are not limited to: student confidence & comfort in the profession, an appreciation for the field, and assists the student in realizing and defining professional goals and values. Student journaling and reflection add critical thinking skills to the professional experience. Barriers to service learning in LIS education include administrative costs and supervision and financial considerations (to pay, or not to pay students for their work).
There has been a struggle in library school curriculum between the emphasis placed on theory and the emphasis placed on practice. Service learning combines theory with practice by highlighting reflection throughout the practicum experience, and embedding specific learning objectives tied to course offerings; personal and professional growth are emphasized. The term "service learning," as used by Ball, involves student civic engagement and development. Though more research needs to be done in regards to experiential learning and LIS education (moving away from anecdotal accounts toward qualitative and quantitative studies), the benefits of practical application of, and reflection about, classroom theory include, but are not limited to: student confidence & comfort in the profession, an appreciation for the field, and assists the student in realizing and defining professional goals and values. Student journaling and reflection add critical thinking skills to the professional experience. Barriers to service learning in LIS education include administrative costs and supervision and financial considerations (to pay, or not to pay students for their work).
Tuesday, March 22, 2011
Week 9: Humanities, Technology, and Presentation Preparation
The week of March 7th was filled with great discussions, observations, and reference work, and instruction experiences. Monday I observed additional RES104 Humanities sessions and worked with the students to understand the Humanities in relation to their next paper. In Humanities Day 1 the students worked in groups to find resources to provided questions. They then gave an informal presentation demonstrating how they found a resource containing the requested information.
I taught the "Q" section of Research 104 and we discussed finding credible resources to be used for their Humanities paper (we focused on web evaluation and finding relevant articles/books for their annotated bibliography, due shortly). The students submitted their website examples and, as a class, we discussed what aspects of the website made us think it was credible, and what aspects made us hesitant to use it to write papers. I also showed them a couple of databases and where to find humanities resources on the library's website. The students came up with great topics and I was excited to hear their paper ideas.
We had another Web Committee meeting, discussing more details of the changes we would like to make on the "How do I?" page. There are lots of pieces we'd like to see incorporated (embedding Jing videos, mobile interface, continuing to tweak/modify language and categories for tutorial content and other questions). In addition to technology related to the website, we are looking at bigger-picture issues such as the use of QR codes, computing in the cloud, and other software and technologies that can help UD grow in terms of technology offered to help students, faculty, and staff be their most effective.
The rest of the week was spent tweaking my ILA/ACRL presentation, "Cultivating Future Librarians: Turning Students into Colleagues Through Mentorship."
I taught the "Q" section of Research 104 and we discussed finding credible resources to be used for their Humanities paper (we focused on web evaluation and finding relevant articles/books for their annotated bibliography, due shortly). The students submitted their website examples and, as a class, we discussed what aspects of the website made us think it was credible, and what aspects made us hesitant to use it to write papers. I also showed them a couple of databases and where to find humanities resources on the library's website. The students came up with great topics and I was excited to hear their paper ideas.
We had another Web Committee meeting, discussing more details of the changes we would like to make on the "How do I?" page. There are lots of pieces we'd like to see incorporated (embedding Jing videos, mobile interface, continuing to tweak/modify language and categories for tutorial content and other questions). In addition to technology related to the website, we are looking at bigger-picture issues such as the use of QR codes, computing in the cloud, and other software and technologies that can help UD grow in terms of technology offered to help students, faculty, and staff be their most effective.
The rest of the week was spent tweaking my ILA/ACRL presentation, "Cultivating Future Librarians: Turning Students into Colleagues Through Mentorship."
Wednesday, March 9, 2011
Week Nine: Classes and Conference Preparation
It is clearly evident that the spring semester is in full swing, here at UD.
On Monday we went over the web content and design components for the "How Do I?" page. We narrowed down our list to emphasize simplicity and clarity when addressing frequently asked questions and hope to include a few bells and whistles too (compared to what we currently have). One thing I was keeping in mind as we examined what we currently have and other Web sites was the accessibility. Right now the main menus are hover-over/drop down menus, which work but can be difficult for those with physical disabilities to navigate. In just glancing at the code, I found many validation errors and glanced through to see if alt text was used or longdesc. There were alt text examples, but no longdesc. Indiana University's Adaptive Technology and Accessibility Centers were helpful when I was working on my Web project for Information Architecture for the Web (a class I took this past fall). They offer a wide range of services to not only support students and their technology needs, but will also review student-created (and other) content for ease of use/accessibility. The accessibility component will be taken care of by the web-gurus here on campus, but it’s something I like to keep in mind as we brainstorm.
I observed and assisted with Speech Communication (COM101). Rather than what others might think of as a “traditional informative speech,” the students will be presenting a policy speech wherein they cover the policy within a federal bill (or state bill if approved by the instructor). In this policy speech the students will present factual evidence from both sides and then encourage their audience (their classmates) to take action on that subject. GovTrack and OpenCongress help compile the necessary information into one place, making it easily accessible and understandable. I worked with two COM101 classes last week and was impressed by the level of engagement with the topics. Throughout the instruction portion of the class, students were reminded to consider bias (personal and within the language of the bill), what problem is being solved should the bill pass, and the credibility of other sources that discuss the bill.
I worked with the students in RES104 as they learned about the humanities, and searching for humanities resources and topics. Students worked in groups to answer questions about finding specific kinds of resources (one group looked for appropriate print items, another searched general databases, another looked at specialized databases, and the last looked at print and online encyclopedia articles). That was built upon in the next session, when students examined the credibility of sources, particularly websites. In the second library session, students discussed what makes a website credible, authority, whether the website is current, chose their topic, and dove into finding sources for their next paper. I enjoyed assisting with the classes, but really appreciated leading the Humanities Day 2 session.
So much of teaching is making the topic relatable to students (and not just “because you have to write this paper soon” kind of relatable). I found myself pulling from previous experience with Wikipedia, using humor, and using examples the students provided to emphasize the importance of evaluating your resources (for credibility, bias, etc.). I also really enjoyed working with students to develop the scope of their topics. They are studying the Mississippi River Watershed which lends itself to a variety of topics.
Later in the week I helped out with the CIS101 class as they learned about plagiarism and how to avoid it. On Saturday, Anne Marie and I came in to work on our LOEX presentation/paper. We have a strong start (which is good, since I'm presenting something similar at ILA/ACRL coming up on March 18th)! I'm working with Prezi, which I have used in the past, but am trying some of the newest features (the ability to choose the three fonts, modify the colors, etc.) and have created my own "background" using images that fit my gardening theme for ILA/ACRL. Also, I was excited to get a call on Tuesday from Mary Iber, librarian at Cornell College in Mount Vernon, informing me that I received the ILA/ACRL Annual Spring Conference Scholarship for 2011! I'm excited for this opportunity and look forward to learning a lot from the sessions and meetings I attend!
On Monday we went over the web content and design components for the "How Do I?" page. We narrowed down our list to emphasize simplicity and clarity when addressing frequently asked questions and hope to include a few bells and whistles too (compared to what we currently have). One thing I was keeping in mind as we examined what we currently have and other Web sites was the accessibility. Right now the main menus are hover-over/drop down menus, which work but can be difficult for those with physical disabilities to navigate. In just glancing at the code, I found many validation errors and glanced through to see if alt text was used or longdesc. There were alt text examples, but no longdesc. Indiana University's Adaptive Technology and Accessibility Centers were helpful when I was working on my Web project for Information Architecture for the Web (a class I took this past fall). They offer a wide range of services to not only support students and their technology needs, but will also review student-created (and other) content for ease of use/accessibility. The accessibility component will be taken care of by the web-gurus here on campus, but it’s something I like to keep in mind as we brainstorm.
I observed and assisted with Speech Communication (COM101). Rather than what others might think of as a “traditional informative speech,” the students will be presenting a policy speech wherein they cover the policy within a federal bill (or state bill if approved by the instructor). In this policy speech the students will present factual evidence from both sides and then encourage their audience (their classmates) to take action on that subject. GovTrack and OpenCongress help compile the necessary information into one place, making it easily accessible and understandable. I worked with two COM101 classes last week and was impressed by the level of engagement with the topics. Throughout the instruction portion of the class, students were reminded to consider bias (personal and within the language of the bill), what problem is being solved should the bill pass, and the credibility of other sources that discuss the bill.
I worked with the students in RES104 as they learned about the humanities, and searching for humanities resources and topics. Students worked in groups to answer questions about finding specific kinds of resources (one group looked for appropriate print items, another searched general databases, another looked at specialized databases, and the last looked at print and online encyclopedia articles). That was built upon in the next session, when students examined the credibility of sources, particularly websites. In the second library session, students discussed what makes a website credible, authority, whether the website is current, chose their topic, and dove into finding sources for their next paper. I enjoyed assisting with the classes, but really appreciated leading the Humanities Day 2 session.
So much of teaching is making the topic relatable to students (and not just “because you have to write this paper soon” kind of relatable). I found myself pulling from previous experience with Wikipedia, using humor, and using examples the students provided to emphasize the importance of evaluating your resources (for credibility, bias, etc.). I also really enjoyed working with students to develop the scope of their topics. They are studying the Mississippi River Watershed which lends itself to a variety of topics.
Later in the week I helped out with the CIS101 class as they learned about plagiarism and how to avoid it. On Saturday, Anne Marie and I came in to work on our LOEX presentation/paper. We have a strong start (which is good, since I'm presenting something similar at ILA/ACRL coming up on March 18th)! I'm working with Prezi, which I have used in the past, but am trying some of the newest features (the ability to choose the three fonts, modify the colors, etc.) and have created my own "background" using images that fit my gardening theme for ILA/ACRL. Also, I was excited to get a call on Tuesday from Mary Iber, librarian at Cornell College in Mount Vernon, informing me that I received the ILA/ACRL Annual Spring Conference Scholarship for 2011! I'm excited for this opportunity and look forward to learning a lot from the sessions and meetings I attend!
Tuesday, March 1, 2011
Week Eight: Scheduling, Implementing, LOEX Preparing, and Curriculum Library Touring
Here's an easy-to-digest list of last week's happenings:
- Info lit observation/teaching scheduling
- Reference desk manning (including an instance when a student used the library to woo a girl--we go the extra mile for our patrons!)
- LOEX presentation preparing/collaborating
- Preparing for Web Sub-committee meeting'
- Institutional repository informal discussions
- Concept map transcribing/digitization (for several classes)
- Curriculum library tour (collection policies, transitioning to a new space, what to keep/what to deselect, how it supports education program)
- CIS 101 Plagiarism assignment run through (done by Mary Anne and Jon to fill the rest of the staff in on what they have planned for the classes)
- A little bit of everything (because that's what librarians do)
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