The Role of Mentoring in the Leadership Development of Pre-Service School Librarians

Smith, Daniella

doi:10.26443/el.v36i1.322

Cited by 12 publications

(7 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A broad diversity of models for mentoring in these settings has been studied and the benefits of mentoring are confirmed by many authors (Allen, Russell, & Maetzke, 1997;Campbell, Smith, Dugan, & Komives, 2012;Colvin & Ashman, 2010;Dawson, 2014;Fleck & Mullins, 2012;Fox & Stevenson, 2004;Goff, 2011;Hall, & Jaugietis, 2011;Heirdsfield et al, 2008;Holt & Berwise, 2012;Horowitz & Christopher, 2012;Hryciw, Tangalakis, Supple, & Best, 2013;Lynn, 2010;Reddick, Griffin, Cherwitc, Cerda-Prazak, & Bunch, 2012;Reyes, 2012;T. Smith, 2008;D. Smith, 2013).…”

Section: Literature Reviewmentioning

confidence: 94%

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Roy

Brown

2016

cjsotl-rcacea

View full text Add to dashboard Cite

Mentorship has been shown to enhance engagement, participation, and understanding of the workplace through the development of soft-skills and leadership capacity. This research identifies and describes the social representations of second and third year Baccalaureate accounting students relating to their experiences in mentoring first year accounting students. We used an exploratory research method based on a qualitative analysis of 34 semi-structured interviews. Our research intends to answer these question: To what extent is a mandatory Student Peer Mentorship Project useful for second and third year Baccalaureate accounting students in developing their interpersonal and communication skills and leadership capacity?; and How can this experience be transferable to the workplace? The main results show that the mentoring experience has provided Baccalaureate students’ with the opportunity to develop their soft-skills, both interpersonal and communication skills, and has improved their leadership capacity. They took diverse actions to motivate their mentees to succeed, drawing on their own past experience of the school, program, courses, and their professors. They provided mentees with information on what to expect in the first semester in their courses as well as where, how, and when to study. These students mentioned that their intrinsic motivation, their personal satisfaction, and their leadership capacity had increased by helping and supporting their mentees. Also, they felt that they improved their communication skills through the ability to provide information and meet and support new accounting students. Finally, their experience seems as valuable for them as for their mentees and is transferable to the workplace. Il a été démontré que le mentorat améliorait l’engagement, la participation et la compréhension dans le milieu de travail grâce au développement de compétences non techniques et de capacités d’encadrement. Cette recherche identifie et décrit les représentations sociales d’étudiants de deuxième et troisième année de premier cycle en comptabilité reliées à leur expérience d’avoir agi à titre de mentors pour des étudiants de première année en comptabilité. Nous avons utilisé une méthode de recherche exploratoire basée sur l’analyse qualitative de 34 interviews semi-structurées. Notre recherche a pour but de répondre aux questions suivantes : 1) dans quelle mesure un projet de mentorat par les pairs obligatoire serait-il utile aux étudiants de deuxième et troisième année de premier cycle en comptabilité et les aiderait à développer leurs compétences inter-personnelles et en communication, ainsi que leurs capacités d’encadrement? et 2) comment cette expérience peut-elle être transférable au milieu de travail? Les résultats principaux indiquent que l’expérience de mentorat a donné aux étudiants qui ont agi à titre de mentors l’occasion de développer leurs compétences non techniques ainsi que leurs compétences interpersonnelles et en communication, et qu’elle leur a permis d’améliorer leurs capacités d’encadrement. Ces étudiants ont agi de diverses manières pour motiver leurs mentorés à réussir, en puisant dans leur propre expérience passée de l’école, du programme, des cours et de leurs professeurs. Ils ont fourni aux mentorés des renseignements sur ce à quoi ceux-ci devaient s’attendre lors du premier semestre de leurs études et leur ont indiqué quoi, comment et quand étudier. Ces étudiants ont mentionné que leur motivation intrinsèque, leur satisfaction personnelle et leurs capacités d’encadrement avaient augmenté quand ils ont aidé et soutenu leurs mentorés. Ils ont également indiqué qu’ils pensaient avoir amélioré leurs compétences en communication grâce au fait qu’ils avaient été en mesure de donner les renseignements appropriés aux nouveaux étudiants en comptabilité, de répondre à leurs besoins et de les soutenir. Pour finir, leur expérience semble avoir autant de valeur pour eux que pour leurs mentorés et elle est transférable au milieu de travail.

show abstract

Section: Literature Reviewmentioning

confidence: 94%

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Roy

Brown

2016

cjsotl-rcacea

View full text Add to dashboard Cite

show abstract

“…The leadership theory used most often to study school library leadership is transformational leadership (DiScala & Subramaniam, 2011;Hirsh, 2011;Long, 2007;Smith, 2009Smith, , 2010Smith, , 2011Smith, , 2013Smith, , 2014Smith, , 2015Underwood, 2003). Transformational leadership is "rooted in organizational change" (Smith, 2009, p. 11); transformational leaders empower others to collaborate toward a shared vision by engaging in unselfish acts.…”

Section: Transformational Leadershipmentioning

confidence: 99%

“…Working with a cohort of 30 Project LEAD graduates, Smith (2009Smith ( , 2011Smith ( , 2013Smith ( , 2014Smith ( , 2015 researched what factors impacted the level of self-perceived transformational leadership potential in preservice school librarians. She considered whether a leadership assessment prior to leadership education would correlate with high self-perceived transformational leadership after the completion of a leadership education program, the effects of leadership education, and the influence of social context on self-perceived transformational leadership.…”

Section: Leadership Education For Preservice School Librariansmentioning

confidence: 99%

School Librarians as Leaders

Hirsh¹

2020

Preprint

View full text Add to dashboard Cite

With the publication of Empowering Learners: Guidelines for School Library Media Programs in 2009, the American Association of School Librarians articulated a role that school librarians had not been expected to take on before: that of leader. Earlier guidelines documents had embedded a variety of leadership activities within the roles of information specialist, instructional consultant or partner, teacher, and program administrator (American Association of School Librarians, 1988, 1998). Without the expectation of leadership clearly articulated in their guidelines, however, school librarians did not perceive themselves as leaders (Ishizuka, Minkel, & Lifer, 2002; McCracken, 2001; Shannon, 2004, 2008; Vansickle, 2000) and neither did the principals who supervised them (Hartzell, 2002). Since the release of Empowering Learners, some states have begun to require school librarians to demonstrate leadership to obtain or maintain their teacher certification and to retain their positions (Public Schools of North Carolina, 2013). The empirical literature surrounding school library leadership reflects this shift; in the era before the publication of Empowering Learners, few studies were published focusing on leadership in the school library, but since its release, several studies have been published. The literature surrounding school library leadership relies on leadership theories grounded in the concept of shared leadership. It addresses preservice leadership education for school librarians, their ability to implement professional guidelines and standards related to leadership, and their leadership capacity in specific facets of leadership such as collaboration, evidence-based practice, and technology integration.

show abstract

“…A mixed-method study of a mentorship program for pre-service school librarians identified factors that enhance leadership development: satisfaction of the participants, length of contact hours, mentees' freedom to select their mentors. Mentees learnt to mentor others, how to share knowledge and to act as role models (Smith, 2013). …”

Section: Mentorshipmentioning

confidence: 99%

Leadership and leadership development in academic libraries: a review

Wong

2017

View full text Add to dashboard Cite

show abstract

The Role of Mentoring in the Leadership Development of Pre-Service School Librarians

Cited by 12 publications

References 14 publications

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

School Librarians as Leaders

Leadership and leadership development in academic libraries: a review

Contact Info

Product

Resources

About