Wearing our own clothes: Librarians as faculty

Hill, Janet Swan

doi:10.1016/0099-1333(94)90041-8

Cited by 31 publications

(14 citation statements)

References 7 publications

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“…She describes the characteristics of librarianship and the need to communicate them to administrators and teaching faculty. 33 Hill amplifies these themes further, asserting that maintaining a faculty status system for librarians requires "constant vigilance" with regard to their status, because the story may need to be told to every new provost and various teaching colleagues. 34 Judith A. Segal 35 describes the efforts of the Library Association of the City Colleges of New York (LACCNY) to obtain faculty status.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Counterarguments include evidence of librarians' eagerness to embrace scholarly responsibilities, such as R. Dean Galloway 23 and E. J. Josey, 24 the assertion that academic librarians have no choice but to be part of scholarly culture and activity, e.g., Beverly Toy 25 and Eli M. Oboler, 26 and, more recently, the idea that librarians, like faculty in other fields, can make the best scholarly contribution by being true to the particular values, practices, and expertise of their field, including Janet Swan Hill. 27,28 Martin Joachim 29 looks at the origins of the issue and its development up until the time he was writing, nearly forty years ago. As academic libraries grew larger, there was a growing recognition of the professional and scholarly expertise of librarians.…”

Section: Literature Reviewmentioning

confidence: 99%

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A Typology of Librarian Status at Land Grant Universities

Bolin

2008

The Journal of Academic Librarianship

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

A Typology of Librarian Status at Land Grant Universities

Bolin

2008

The Journal of Academic Librarianship

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“…An explanation of this might be that, as Hill suggested, evaluation for tenure is difficult because an acquisitions librarian might be unable to provide suitable evaluation of the work in interlibrary loan and a reference librarian might not be able to assess adequately the work of a cataloger. 24 One can infer from this that the duties of ALA-accredited library faculty differ substantially from that of the teaching faculty, and to evaluate them in the same manner may be inappropriate.…”

mentioning

confidence: 99%

Library School Faculty Member Perceptions Regarding Faculty Status for Academic Librarians

Wyss

2010

CRL

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The faculties of the library schools listed as ALA-accredited are directly involved in setting the direction of the education provided to academic librarians through curriculum development and teaching. The curricula and teaching at ALA-accredited library schools revolve around aspects of librarianship such as providing research assistance at a reference desk, collection development, and cataloging; but they do not address preparing the recipients of the MLS for the demands of faculty status at a college or university library. Thus, while academic librarians may be well prepared to assume professional duties in an academic setting, they may be less well prepared to perform activities such as research and publication that are required of faculty members seeking tenure and promotion. Until this descriptive study, the faculties of the ALA-accredited library schools had not been surveyed as a population in regard to their perceptions about faculty status for academic librarians, nor had they been surveyed about how education at library schools prepared academic librarians for faculty roles. As a result, it was vital that the faculties of the ALA-accredited library schools were surveyed so that their thoughts on faculty status for academic librarians and the education that prepares librarians for faculty roles could be known.

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“…Furthermore, most academic librarians have a "relatively inflexible schedule" every term because of their work responsibilities on campus in direct support of library services. 9 When academic librarians are required to take on research and publication activities in addition to job responsibilities and service obligations, they may find that they are facing much more work than can fit in a 40-hour workweek. However, studies of teaching faculty have revealed that their workweeks also may exceed 40 hours.…”

mentioning

confidence: 99%

Fostering Research and Publication in Academic Libraries

Sassen

Wahl²

2014

CRL

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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.

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Wearing our own clothes: Librarians as faculty

Cited by 31 publications

References 7 publications

A Typology of Librarian Status at Land Grant Universities

A Typology of Librarian Status at Land Grant Universities

Library School Faculty Member Perceptions Regarding Faculty Status for Academic Librarians

Fostering Research and Publication in Academic Libraries

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