Unique Benefits of Conference Attendance as a Method of Professional Development for LIS Professionals

Harrison, Rachel

doi:10.1080/0361526x.2010.489353

Cited by 45 publications

(36 citation statements)

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“…Remote meetings are generally designed for efficiently meeting a goal or solving issues, strictly following agendas. This does not allow for important social connections (Harrison, 2010). Genuine impressions are made in person, not over the phone or via an internet connection.…”

Section: Individual Benefits Of In-person Attendance At Conferencesmentioning

confidence: 99%

“…Many science conferences offer workshops that are essentially mini-classes where delegates learn new skills and how to use new technology (Harrison, 2010). Attendees may not have time and resources to take lengthy courses, and online courses may not be available or effective for all types of learners.…”

Section: Individual Benefits Of In-person Attendance At Conferencesmentioning

confidence: 99%

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Why Conferences Matter—An Illustration from the International Marine Conservation Congress

et al. 2017

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A major activity in the life of an academic is the professional conference. It is common knowledge that this is a place to present your research, but what about other benefits of attending a conference? Online surveys were distributed to delegates of the 3rd and 4th International Marine Conservation Congresses (IMCCs), with respondents' (n = 100) feedback including that the congresses provided useful new information that will aid: (1) their research (58%); (2) in-the-field conservation (29%); (3) conservation communication (46%); and (4) conservation and management policy making (45%). They also reported gaining new techniques (56%), skills (64%), and novel ideas (70%) to further their research/careers. Nearly all (91%) gained new contacts that improved their research, in-the-field conservation, science communication, and/or conservation policy making. Two thirds (64%) gained ideas, contacts, and/or lessons could lead to publications. Over a third (39%) gained new ideas, contacts and/or lessons that led to grant proposals, and 36% gained contacts that led to funding. A conference is not just an avenue for a scientist to present their research to the wider community, but it can be an important venue for brainstorming, networking and making vital connections that can lead to new initiatives, papers and funding, in a way that virtual, online meetings cannot. This is why conferences matter.

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Section: Individual Benefits Of In-person Attendance At Conferencesmentioning

confidence: 99%

Section: Individual Benefits Of In-person Attendance At Conferencesmentioning

confidence: 99%

Why Conferences Matter—An Illustration from the International Marine Conservation Congress

et al. 2017

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“…Another general finding is that faculty generally don't investigate academic librarians as a topic within their own research (Christiansen et al, 2004). Librarians are increasingly attending subject-specific conferences (Hankins, Melgoza, Seeger, & Wan, 2009;Harrison, 2010), but it seems that faculty seldom attend librarian conferences. Christiansen et al (2004) reviewed non-librarian-authored social science research about librarians (all of which pre-dated the present review's scope) and found that topics included gender and sexuality in the profession, use of library resources for teaching sociological research methods, 'status, prestige, and professionalism of librarians,' and the politics of library collections-but not perceptions of librarians (p. 116).…”

Section: Literature On Faculty Perceptions Of Librariansmentioning

confidence: 99%

Librarian, Faculty, and Student Perceptions of Academic Librarians: Study Introduction and Literature Review

Fagan

Ostermiller

Price

et al. 2020

New Review of Academic Librarianship

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A survey concerning perceptions of academic librarians was conducted at a large, 4-year university with three populations: librarians, faculty, and undergraduate students. The high response rate and the use of an instrument based on previous studies offers the possibility of longitudinal comparison and the identification of relationships between groups within one environment. Results will be presented in a series of articles, beginning with this paper's study introduction and literature review of librarian, faculty, and student perceptions of librarians. Subsequent papers will present results from the three surveys and offer analysis across the three groups. The literature review focused on research studies of U.S. and Canadian academic libraries since 2000 with relevance to these major research questions: perceptions about what librarians know (expertise and skills), what librarians do (role and duties), and what librarians are like (motivations and affective behaviours). Librarians' perceptions of themselves as critically important yet underappreciated seem to have persisted, perhaps because they are the only group to see the university-wide scope of their jobs, whereas, non-librarian faculty and students have a more limited views of the profession. In contrast to previous studies, recent literature suggests that course-integrated information literacy (IL) instruction has increased the visibility of librarians as educators to both faculty and students. The influence of popular media on students' perceptions seems less powerful, opening the door wider for library marketing and branding programs.

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“…Conferences are particularly favored as learning opportunities among information systems academics [9] and librarians [4,15,6,20,25]. Tomaszewski and MacDonald [33] suggested subject-specific conferences as valuable professional development opportunities for academic librarians with subject responsibilities.…”

Section: Conferencesmentioning

confidence: 99%

The role of communities of practice in the professional education of academic librarians

Bilodeau

Carson

2015

EFI

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This study was undertaken to better understand the range of learning practices that academic librarians use throughout their careers, and to explore the ways library schools give students the opportunities to engage in learning methods that they are likely to use in their careers as librarians. The study uses semi-structured interviews with academic librarians to explore their experiences of learning in library school, as new librarians, and later as they advanced through their careers. The study found that learning is an ongoing and essential aspect of librarianship, and that it is generally self-directed, informal, highly dependent on social interactions with peers, and embedded in practice. Participants in the study reported that most of what they needed to know was learned once they started working as librarians, and that their library school experience did little to prepare them for these ways of learning. The study also found that the conceptual model of communities of practice provides a useful perspective for 2 understanding the learning of librarians and for designing a library school experience that is more effective at preparing students for their future careers as librarians. Implications for library school curriculum and course design are discussed. KeywordsProfessional education, continuing professional development, informal learning, non-formal learning, communities of practice, peer-to-peer networks, academic librarians 3

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Unique Benefits of Conference Attendance as a Method of Professional Development for LIS Professionals

Cited by 45 publications

References 0 publications

Why Conferences Matter—An Illustration from the International Marine Conservation Congress

Why Conferences Matter—An Illustration from the International Marine Conservation Congress

Librarian, Faculty, and Student Perceptions of Academic Librarians: Study Introduction and Literature Review

The role of communities of practice in the professional education of academic librarians

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