A formal mentoring program in a University Library: components of a successful experiment

Kuyper-Rushing, Lois

doi:10.1016/s0099-1333(01)00258-0

Cited by 51 publications

(28 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…What this assumes is that the best mentoring takes place in an environment when all parties are involved on a voluntary basis. There are studies which bring to light the percentage of mentoring programs which are voluntary for both mentor and mentee (Wittkopf, 1999), and those that discuss programs which are voluntary for mentors, but compulsory for tenure-track mentees (Kuyper-Rushing, 2001). Farmer, Stockham, and Trussell (2009) suggest that mentoring that involves compulsory involvement from faculty will foster resentment and a lack of commitment to the process.…”

Section: Formal Vs Informal Mentoringmentioning

confidence: 99%

“…This might be addressed with questionnaires that define experience level, but as Kram and Isabella (1985) stated, "age and career stages shape different peer relationships," and this needs to be factored into mentoring programs (p. 116). A key to success when implementing a mentoring program is not just having a well-defined plan, but also a plan that is flexible enough to work with the diverse needs of the professionals participating in the program (Kuyper-Rushing, 2001). …”

Section: Formal Vs Informal Mentoringmentioning

confidence: 99%

See 1 more Smart Citation

First-Year Library Mentorship Opportunities

Goldman¹

2011

ULJ

View full text Add to dashboard Cite

The first-year experience at any university library sets the foundation for the future relationship between the new faculty member and the library as a whole. Not only is the librarian being acculturated to the organization, but he or she must decide if the library and university will provide a supportive environment for his or her career goals. In this probationary process, the tenured librarians evaluate their tenure-track colleagues' professional progression and merit.Many libraries institute a formal first-year mentoring program in order to facilitate the immersion of new faculty members into the organizational culture of the library and university. There are excellent examples of flourishing mentorship programs in libraries, but one can also find examples of informal mentoring that aids in the success of tenure-track faculty.This article discusses the benefits and drawbacks of various forms of library mentorship and how one can make the most of being mentored in diverse university settings.

show abstract

Section: Formal Vs Informal Mentoringmentioning

confidence: 99%

Section: Formal Vs Informal Mentoringmentioning

confidence: 99%

First-Year Library Mentorship Opportunities

Goldman¹

2011

ULJ

View full text Add to dashboard Cite

show abstract

“…Formal one-on-one mentoring programs include those at Louisiana State University, the University of Delaware, and the University of Kansas. 28 Although many mentoring programs are designed to serve the needs of new or tenure-track librarians, the programs at the University of Delaware and the University of Kansas are intended to assist librarians at all levels of experience. 29 A variation on the traditional mentoring model is found at California State University Long Beach, where three senior librarians offer assistance to a new librarian during the first six months of employment.…”

Section: May 2014mentioning

confidence: 99%

Fostering Research and Publication in Academic Libraries

Sassen

Wahl²

2014

CRL

View full text Add to dashboard Cite

This study concerns administrative support provided to encourage the research and publishing activities of academic librarians working in Association of Research Libraries member libraries. Deans and directors of these libraries were asked to respond to an online survey concerning the support measures that their libraries provide, as well as their thoughts on support measures that academic libraries should provide. When compared to earlier studies, the survey results indicate that most support measures have grown over time. Results also suggest increases in the requirements for publication in academic libraries, as well as in the number of libraries at which librarians have faculty status.esearch and publication are included in the requirements for promotion and tenure or continuing appointment at many academic libraries. However, not all academic librarians are prepared to meet these requirements because of time constraints and a lack of training. In many cases, academic librarians received little or no training in research methodology or scholarly writing in their graduate library education.1 A 2010 study of 49 library and information sciences programs accredited by the American Library Association revealed that only 61 percent of the programs required their students to take a research methods course. 2An academic librarian who has not written a thesis or dissertation almost certainly has a less rigorous educational background in research methods than the typical teaching faculty member. In most cases, the typical teaching faculty member acquired research skills by designing and conducting research, and then by documenting and defending this research in a doctoral dissertation. A faculty member who has gone through this process benefits in several ways.3 The process of preparing a dissertation provides experience in research, writing, and scholarship that is much more extensive than the usual graduate school research paper. The dissertation may be reworked into a series of articles and may serve as a platform for further research. The dissertation advisors help the student assimilate into academia by serving as writing and research mentors as well as academic coaches. This graduate education experience prepares students for the rights and responsibilities of faculty membership by stressing the values of academic freedom, scientific norms, research methodology, and the ethics of scholarship.

show abstract

“…Claves para estructurar un programa de mentorización en alfin para bibliotecas universitarias La propuesta genérica de mentorización que ofrecemos se articula en un modelo cíclico sistémico-situacional, centrado en la formación-autoformación ALFIN y basado en fases, estrategias y recursos (Kuyper-Rushing, 2001). Retomando las diferentes propuestas llevadas a cabo en las bibliotecas universitarias y las diferentes características y postulados de un programa de mentorización mencionadas anteriormente, y acogiendo el modelo de "Lifelong mentoring" (Mullen y Lick, 1999) Este primer aspecto implica la realización de un diagnóstico organizacional desde el área-proceso que se encarga habitualmente de la formación de usuarios, o en términos más actuales, de la formación en competencias informacionales teniendo en cuenta los siguientes aspectos a identificar: La historia y realidad actual en la biblioteca respecto a los programas de formación de usuarios (visión tradicional en formación en los servicios de la biblioteca o de ALFIN como un componente más), o presencia de una visión más actual e integral que conciba la ALFIN como parte central del desarrollo de toda biblioteca universitaria-CRAI.…”

Section: Experiencias De Mentorización En Bibliotecasunclassified

Formarnos y autoformarnos en alfabetización informacional. Un programa de mentorización en bibliotecas universitarias-CRAI

Molina¹,

Tirado²

2010

View full text Add to dashboard Cite

La Alfabetización Informacional (ALFIN) es un requisito de formación que desde los servicios académicos y especialmente de las bibliotecas-CRAI de las universidades, se debe ofertar a todos sus miembros en distintas modalidades y niveles. Para lograr buenos resultados es necesario que los responsables de los programas de ALFIN, además de tener buenos conocimientos sobre esta temática (modelos, normas, buenas prácti-cas), ofrezcan adecuadas habilidades-actitudes comunicativas, tecnológicas, documentales y didácticas. La "mentorización" (mentoring) es una de las estrategias organizacionales que dichas instancias universitarias pueden asumir considerando su fortaleza como medio

show abstract

A formal mentoring program in a University Library: components of a successful experiment

Cited by 51 publications

References 5 publications

First-Year Library Mentorship Opportunities

First-Year Library Mentorship Opportunities

Fostering Research and Publication in Academic Libraries

Formarnos y autoformarnos en alfabetización informacional. Un programa de mentorización en bibliotecas universitarias-CRAI

Contact Info

Product

Resources

About