Academic Librarians, Professional Literature, and New Technologies: A Survey

Hardesty, Skye; Sugarman, Tammy S.

doi:10.1016/j.acalib.2006.12.006

Cited by 18 publications

(9 citation statements)

References 6 publications

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“…Hardesty and Sugarman (2007) found that academic librarians are conscious of this need, and feel that both the literature and other professionals' experiences provide them with important professional development information. However, the librarians surveyed also noted that they felt unable to keep up with the instructional trends, because they were time-limited or overwhelmed by the amount of information available to digest.…”

Section: Growing Importance Of Instructional and Pedagogical Competenmentioning

confidence: 96%

Byte-Sized Pieces: Equipping Academic Librarians to Integrate Technology into Library Instruction through Manageable, Maintainable, and Meaningful Staff Development

Hess

2014

Internet Reference Services Quarterly

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Technology changes how classroom instruction happens, and, unlike K-12 educators who receive pedagogical training, academic librarians are not always experts in teaching information literacy-especially with the advent of twenty-first century technology tools. As such, the question of how to prepare on-the-ground academic librarians to effectively teach with technology tools while still addressing the Association of College and Research Libraries information literacy competency standards needs to be considered. This article shares how one academic library addressed this need while also considering how to: assess knowledge, competencies, and needs; share information in meaningful ways; and encourage librarians to build their technology knowledge independently and as part of a cohort.

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Section: Growing Importance Of Instructional and Pedagogical Competenmentioning

confidence: 96%

Byte-Sized Pieces: Equipping Academic Librarians to Integrate Technology into Library Instruction through Manageable, Maintainable, and Meaningful Staff Development

Hess

2014

Internet Reference Services Quarterly

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“…However, over time, what they teach and how they teach have changed. Over the past 10 years, instruction librarians have expanded their role in teaching by developing first-year experience programs, teaching full-blown information literacy sessions or programs, and incorporating a variety of technologies into their teaching (Boff & Johnson, 2002;Gibson, 1995;Hardesty & Sugarman, 2007;Hulbert & McBride, 2004).…”

Section: The Instruction Librarianmentioning

confidence: 99%

From Traditional to Non-Traditional: An Adaptive Procedure for Assessing the Instruction Librarian

Zanin-Yost

Crow

2012

The Reference Librarian

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Assessment of teaching is an important part of growing as an instruction librarian. The article presents how instruction librarians can apply the small group analysis technique to improve their teaching skills. The benefit of using the small group analysis is its flexibility; it can be customized to meet the needs of the librarian and feedback from students can be collected and used to make changes. Through a case study, the authors demonstrate how the continuous use of this teaching assessment can improve the teaching skills of the librarian and lead to curriculum changes as well.

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“…In a survey of over 700 academic librarians, Hardesty and Sugerman (2007) investigated the ways in which librarians keep up to date. When survey participants were asked why they feel the need to keep up with professional literature, 97 per cent of respondents chose the option "To stay current with developments in the profession" (p. 198).…”

Section: Career Objectivesmentioning

confidence: 99%

“…Time, or lack of it, features prominently as a major barrier challenging librarians seeking to update or acquire new skills. Examples of time as a barrier can be found throughout the literature (see Hardesty and Sugerman, 2007;Fox, 2007;Wilson and Halpin, 2006). Fox (2007) found that "time conflict is a major obstacle to greater participation in scholarly activity" (p. 541) while Koufogiannakis and Crumley (2006) found that "practising librarians face numerous obstacles [.…”

Section: Barriersmentioning

confidence: 99%

Keeping ahead of the curve

Corcoran¹,

McGuinness

2014

Library Management

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Purpose – This paper aims to present the results of a qualitative study of the continuing professional development (CPD) activities of academic librarians in Ireland. The benefits of CPD, the methods and strategies of engagement, and the role played by professional organisations are examined, with particular emphasis on the attitudes of librarians towards CPD. Design/methodology/approach – In total, 25 academic librarians were interviewed in depth from four universities in the greater Dublin region. A qualitative approach was chosen to allow the collection of data which was rich and informative. Findings – Academic librarians engage in CPD in multiple ways, both formal and informal, but it falls primarily to the individual librarian to find, participate in, or even create such opportunities, which raises the question of personal motivation and drive. Support from employers and professional organisations is key. Barriers to participation in CPD include time, financial restraints and lack of encouragement from employers. Research limitations/implications – The authors are cognisant of the inherent limitations in using interviews as a data collection method, including the possibility of bias. Practical implications – Academic librarians need to exploit innovative and accessible modes of CPD if they wish to navigate the changes occurring within the profession. Professional library organisations must also reinforce their support of their members in this endeavour. Incentives to participate should build on librarians' personal motivation and job satisfaction, likelihood of career progression, and deepening working relationships with non-LIS colleagues. Originality/value – To date there has been no comprehensive Irish study which has addressed the question of how academic librarians engage with the professional body of knowledge through pursuing professional development activities. This research seeks to present an Irish perspective, but also explores issues which are globally applicable within the profession.

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Academic Librarians, Professional Literature, and New Technologies: A Survey

Cited by 18 publications

References 6 publications

Byte-Sized Pieces: Equipping Academic Librarians to Integrate Technology into Library Instruction through Manageable, Maintainable, and Meaningful Staff Development

Byte-Sized Pieces: Equipping Academic Librarians to Integrate Technology into Library Instruction through Manageable, Maintainable, and Meaningful Staff Development

From Traditional to Non-Traditional: An Adaptive Procedure for Assessing the Instruction Librarian

Keeping ahead of the curve

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