Keeping Up With the Journals: A Library Journal Club at Oakland University

Kraemer, Elizabeth W.

doi:10.1016/j.acalib.2006.08.011

Cited by 9 publications

(7 citation statements)

References 7 publications

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“…Formal administrative or institutional measures include protected time (e.g., sabbaticals, workload adjustments), financial support for professional development, research or research-related travel, and mentoring programs (Havener & Stolt, 1994;Neville & Henry, 2007;Rogers, 1996). Informal measures include research support groups, writing support groups, and journal clubs (Kraemer, 2007;Miller, 1976;Sapon-White, King, & Christie, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Funding, Time, and Mentoring: A Study of Research and Publication Support Practices of ARL Member Libraries

Smigielski

Laning

Daniels

2014

Journal of Library Administration

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Section: Literature Reviewmentioning

confidence: 99%

Funding, Time, and Mentoring: A Study of Research and Publication Support Practices of ARL Member Libraries

Smigielski

Laning

Daniels

2014

Journal of Library Administration

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“…For instance, medical librarians at the Medical College of Virginia/Virginia Commonwealth University participated in a journal club to obtain continuing education credits from the Medical Library Association (Seago, Turman, Horne, Croom, & Cary, 1994). Both tenure-track and non-tenure-track librarians participate in journal clubs to keep abreast of research for their publication requirements, as a forum for discussing new ideas extending beyond their typical duties, and also as a way to interact with colleagues outside of their own department (Barsky, 2009;Hickman & Allen, 2005;Kraemer, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Tisch Library Journal Salon: Improving cross-departmental communication via informal professional development

Brown

Bookout

2019

newlibs

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Effective communication across departments in academic libraries can be challenging, but the literature discussing this issue and potential solutions is sparse. In an attempt to address these issues, we implemented a library-wide Journal Salon at our institution not only to facilitate learning and knowledge sharing, but also to create the opportunity for staff from different departments to come together to discuss research and trends in our profession. In order to evaluate the impact of the Journal Salon, we surveyed participants to: learn how they had been keeping up with library research, learn more about how cross-departmental communication had been occurring prior to our endeavor, and to understand the perceptions of the impact that the Journal Salon has had thus far. We found that the majority of participants feel that barriers to communicating with colleagues outside of their department do exist, and that those who have been successful in navigating these barriers have done so by making an individual, interpersonal effort. While changes to communication structures take time, the survey responses suggest that our Journal Salon is a promising venue to facilitate interpersonal connections between staff who might not otherwise have the opportunity to interact on a regular basis.

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“…Several authors report case studies and reviews of journal clubs and discussion groups for LIS practitioners (Haglund & Herron, 2008;Young & Vilelle, 2011;Kraemer, 2006;Pearce-Smith, 2006). The wider medical literature reports a variety of different methods employed under the banner of "journal club".…”

Section: Active Learning As Eblip Methodsmentioning

confidence: 99%

EBLIP and Active Learning: A Case Study

Woods

2013

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-nc-sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To determine how librarians use evidence when planning a teaching or training session, what types of evidence they use and what the barriers are to using this evidence. The case study also sought to determine if active learning techniques help overcome the barriers to using evidence in this context. Methods -Five librarians participated in a continuing education course (CEC) which used active learning methods (e.g. peer teaching) and worked with a number of texts which explored different aspects of teaching and learning. Participants reflected on the course content and methods and gave group feedback to the facilitator which was recorded. At the end of the course participants answered a short questionnaire about their use of educational theory and other evidence in their planning work.

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Keeping Up With the Journals: A Library Journal Club at Oakland University

Cited by 9 publications

References 7 publications

Funding, Time, and Mentoring: A Study of Research and Publication Support Practices of ARL Member Libraries

Funding, Time, and Mentoring: A Study of Research and Publication Support Practices of ARL Member Libraries

Tisch Library Journal Salon: Improving cross-departmental communication via informal professional development

EBLIP and Active Learning: A Case Study

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