Learning to be a graduate librarian is an ongoing process. Read about one librarian’s journey from early to mid-career graduate librarian. Lessons learned include understanding technology challenges faced by graduate students, what embedded librarianship looks like at the graduate level, and even when to break patron privacy.

This thesis aims to answer the question of how the library is represented in the Librarian franchise, not only focusing on the films/tv-series but also how it is represented in print. The analysis of the library representation uses a background of the theory and method found in semiotics and iconography, as well as qualitative content analysis, to examine not only the literal/denoted representation, but also the symbolic/connoted, and then compar-ing these findings to the representation of libraries and librarians (with a focus on the stereotypes) found in former research on the subject. The libraries depicted in this franchise all adhere to the stereotypes in some ways, especially the grandeur or spaciousness, at times labyrinthine but there is always someone experienced to ask to help find what you are looking for. The library is represented in a positive light, it is not a place to be feared, it is a place of knowledge and adventure. The characters see these libraries as home or as a social “hub” for the community, they are signs of safety, comfort, and peaceful entertainment. A world without libraries is depicted as a dystopian nightmare. In the franchise there are some characters that can be interpreted as personification of the Library, in this thesis I am focusing on Judson, Charlene, and Ray (the spirit of the library), all of which embody several of the librarian stereotypes, such as intelligence and order, these characters signify in various ways how much the library depends on librarians. In conclusion, this franchise, although unrealistic, shows that the library does not have to be a boring place, and neither does the librarian profession. This is a two years master’s thesis in Library and Information Science. / Målet med denna uppsats är att besvara frågan hur biblioteket representeras i Librarian-franchisen, inte bara hur det representeras i filmerna/tv-serien men också hur det representeras i de tryckta berättelserna. I analysen av biblioteksrepresentationen använder jag mig av teoretiska utgångspunkter och metodik från semiotik och ikonografi samt kvalitativ innehållsanalys, för att utforska både den bokstavliga/denoterade representationen och den symboliska/konnoterade, och sedan jämföra resultatet med hur tidigare forskning beskrivit biblioteks- och bibliotekarierepresentationen (med fokus på stereotyper) i fiktion. Alla biblioteken som representeras i denna franchise kopplas till viss del ihop med biblioteksstereotyperna, speciellt prakt och rymlighet, och ibland även labyrinter men det finns alltid någon erfaren att fråga om hjälp för att hitta det du söker. Biblioteken är positivt representerade i denna franchise, biblioteket är inte en skrämmande plats, det är en plats som symboliserar kunskap och äventyr. Karaktärerna ser biblioteket som ett hem eller ett socialt nav, biblioteket symboliserar säkerhet, bekvämlighet och stillsam underhållning. En värld utan biblioteken representeras i serien som en dystopisk mardröm. I denna franchise går det att finna några karaktärer som inte bara är bibliotekarierepresentationer men också agerar som personifikationer av biblioteket, i denna uppsats har jag valt att fokusera på Judson, Charlene och Ray (bibliotekets ande), som alla faller in i flera bibliotekariestereotyper, exempelvis intelligens och ordningsamhet. Dessa karaktärer signifierar även på olika sätt hur mycket biblioteket är beroende av bibliotekarier. Slutligen visar denna franchise, trots dess surrealism, att biblioteket inte måste vara en tråkig plats, och bib-liotekarieyrket behöver inte heller vara tråkigt. Detta är en två års masteruppsats i biblioteks- och informationsvetenskap.

Subject and learning support librarianship first began in African university libraries in the 1960s, but became more prevalent in the 1980s. Subject librarians, who were known by different titles in various universities, were responsible for one or more subjects, departments, schools or faculties, in terms of providing a subject-based information service, and performing subject-based collection development, user education, and liaison functions. They were organised according to specific models or structures which determined whether or not they performed only subject duties in the library. They formed a core part of the university library, and with each major technological advance, they had to reassess their roles, titles, functions, duties, educational qualifications and skills, so as to adapt to the new information environment. Unfortunately, the inception, development, re-assessment and adaptation of subject librarianship on the African continent did not follow a standard path, and no standards guidelines were compiled that could be utilised by new subject services. The purpose of this study was to investigate the roles, responsibilities and skills of subject librarians in the Southern African Customs Union (SACU) region. The target population consisted of subject librarians in this region and a census method was used to determine participants. The quantitative research approach employing a survey design was used by the study. Data was collected using questionnaires, and results were clarified by interviews with a selection of library managers. Data was analysed using SPSS, MS-Excel and content analysis. The research found that the main models of subject librarianship in place were the dual and hybrid models. It determined the main titles that subject librarians were known by, and that their role, involved providing teaching, learning and research support to faculty members, staff, students and researchers. It also determined the main functions and related duties performed, and the main educational qualifications and skills held by, or required by subject librarians. Since the study found that no guidelines, specifically targeted at subject librarians in the region, were available, as one of its outcomes it provided guidelines, in the form of an appendix, for new subject services to adapt or adopt if they desired. / Information Science / D. Litt. et Phil. (Information Science)

As I enter my fourth year as a graduate librarian (and my 10th year of academic librarianship and my 29th year of teaching), I’m struck by how my approach to graduate students continues to shift. To my surprise, every academic year has brought a new revelation concerning what our students don’t know and do need, which necessitates a corresponding revision of service on my part. Although “competence” is a relative term, I feel strongly that the needs of our graduate students—and the skills necessary for us as providers to fulfill these requirements—are similar to those at other institutions and would like to share some of these findings with my fellow graduate librarians. Points for discussion will be: getting to know student needs (for real); empathy and perspective; problem-based and lifelong learning; partnerships. I will provide examples of how these shifts in perspective have manifested with regard to explanatory content for students, particularly with literature review and the writing process overall. I will also discuss the search for internal versus external sources, which I expect will foster input and dialogue from participants.

Library research studies have provided evidence that teacher-librarians (TLs) impact student academic success; nevertheless, TLs statewide and internationally are at a critical juncture due to stakeholder groups' ambiguous perceptions regarding their influence on student achievement. The problem in this study involves a local independent school district's lack of conclusive evidence to demonstrate TLs' contribution to student achievement on standardized testing. The purpose of this study was to examine the perceptions of TLs, classroom teachers (CTs), and administrative staff (AS) concerning student achievement as instructed by local TLs. Using Piaget's cognitive theory and Mezirow's transformative learning theory, this qualitative case study explored the perceptions of 15 participants and acquired clarification regarding the TLs' instructional practice. The interview questions focused on perceptions of 5 CTs, 5 AS, and 5 TLs regarding the instructional role of TLs on students' academic success as well as the evidence provided by these stakeholders regarding the value of school libraries. Data collection with semi-structured interviews followed by an open coding thematic analysis revealed 7 themes: (1) involvement in curriculum, (2) flexibility of schedule, (3) preconceived misconceptions, (4) using an evidence-based practice approach, (5) collaboration, (6) access to materials, and (7) a conducive learning environment. The resulting project consisted of a policy recommendation created for augmenting stakeholder perceptions. The project contributes to social change by fostering an informed societal positive perception of the TLs' instructional influence on student academic achievement and by offering a measurable interpretation of the TLs' educational value to the learning community that may transform stakeholder perception locally and worldwide.

The thesis has its origins in a concern that teacher librarians in schools throughout Australia were disadvantaged in the development of their professional learning due to their professional and often geographical isolation in schools. A listserv (online discussion network) called OZTL_NET was developed to facilitate the enhancement of teacher professional learning for this group of teachers. OZTL_NET has been available to teacher librarians and others interested in teacher librarianship for over nine years. The study sought to determine whether usage of OZTL_NET was associated with the enhancement of teacher librarians’ professional learning. The study also explored the characteristics of teacher professional learning from the literature and sought to determine which characteristics of online communities may contribute to teacher professional learning. A case study design for the research was adopted using a mixed methods approach. The methods of data collection were a web survey and semi-structured interviews. Quantitative and qualitative data were collected and analysed and a detailed description of the object of study, OZTL_NET, was provided. A major finding of this study was that usage of OZTL_NET was significantly related to the enhancement of teacher professional learning. It was concluded that online learning communities may provide appropriate contexts for teacher professional learning and that, in relation to the case of OZTL_NET, various aspects of the concept of online learning communities and, to a lesser extent, communities of practice, are portrayed in the listserv. The findings supported the assertion that online learning communities have the potential to enhance the professional learning of teachers and provide opportunities for teachers to learn online. The study also revealed that community building online is a complex and demanding activity. Usability and sociability factors must be carefully considered and developed over the lifetime of the community. This process should include input from the community, the leadership of which should be broad-based and inclusive. Two broad principles emerged from the research that provide guidance for the management of listservs for teacher professional learning online. First, the study revealed that involvement and collaboration were critical ingredients in teacher professional learning online. Involvement was portrayed not only in the learning that ensued from the interactivity that necessarily underpins the sharing of tacit knowledge through information exchange and professional discussion between and among subscribers online but also by individuals through less obvious means such as lurking, archive searches and off-list communications. In terms of collaboration, this study found that in addition to high levels of trust, subscribers experienced a strong sense of collegiality and support as members of OZTL_NET. Second, the major finding above confirms that involvement and collaboration are strongly related to individual and collective orientations of teacher professional learning. The broad concept of individual or collective orientation recognises that teacher professional learning occurs in both orientations online as it does offline. Teachers have long recognised their colleagues as their major source of professional information. The difficulty in the past has been in the identification of a means by which teachers can readily access a wider pool of colleagues with whom they can discuss important issues, seek advice and so on. This is particularly important for teachers who are professionally isolated as a consequence of their teaching speciality (such as teacher librarians) and those who are geographically isolated making real time meetings with colleagues expensive and/or impracticable. In this context listservs such as OZTL_NET can play a critical role in providing the infrastructure to support distributed models of teacher professional learning online.

This two year masters thesis is written in the scientific field of library- and information science. The purpose of the study is to investigate the collaboration between teachers and librarians in different types of school library organisations. Two school libraries with only the school as a target group, two integrated public- and school libraries, one school library division and one public library that provides the school with school library services has been studied. The study takes place in Uppland. The theoretical framework used is based on Montiel-Overall and her four models of collaboration: coordina-tion, cooperation, integrated instruction and integrated curriculum. The first research question focuses on the col-laboration between teachers and librarians based on each of the TLC-models. The second research question goes into factors that limit collaboration between librarians and teachers. The methods used are qualitative text analysis and qualitative interviews. The main focus is on the interviews. The study is based on the librarians point of view. The interviews and the text analysis are analysed together under six different subject fields based on the research questions. Collaboration takes place largely within the models A (coordination) and B (cooperation). Some collabora-tions conducted in the school library organisations has however components from model C (integrated instruc-tion). It is less common with deeper forms of collaborations in the result of this study. A lack of resources like time has been observed that limits the collaboration between teachers and librarians. The collaboration between teachers and librarians need to be emphasized and prioritized.

Breakout session from the Living the Future 7 Conference, April 30-May 3, 2008, University of Arizona Libraries, Tucson, AZ. / Meaningful and productive collaboration between librarians and faculty remains a significant, though frequently elusive goal for many academic institutions. Paradoxically, while the depth and power of collaboration emerges from the interactions between librarians and faculty, the possibilities for success often results from various institutional factors. Authentic collaboration does not exist in isolation. It is found in colleges and universities that act on their belief in the potential of these relationships to benefit students, faculty and staff. In this presentation, we will explore various understandings of collaboration, as well as the barriers and pathways to success. Perhaps most importantly, we will discuss and highlight individual and organizational actions that facilitate a capacity to manifest the collaborative imperative. Interdisciplinary research on caring and community-building, organizational culture and learning organizations will provide the basis for this presentation and discussion.

Join us for a lively and engaging discussion on the similarities and differences between academic and corporate libraries and their parent organizations. A panel of librarians who have experienced both cultures will share practical tips for working in and with both areas to help us 'cross boundaries'. / Slides from a panel presentation at the Special Libraries Association conference in Vancouver, B.C., in June 2014.

This study investigated the following: “Leadership styles of senior librarians in the City of Cape Town”. Stueart and Moran (1998) state that despite the vast amount of knowledge, training and focus on management, little is known about how to lead efficiently and effectively. The motivation behind this study originated from the assumption that determining the different leadership styles of senior librarians could contribute to a more effective public library service. If senior librarians were made aware of particular outcomes prompted by certain behaviour, they would be empowered to evaluate their leadership styles and adapt them in a more effective way, which could in turn lead to a more effective public library service. Empirical research techniques were used to apply both quantitative and qualitative research methods. Riggs (2001:6) states that librarians need to understand the difference between management and leadership. If senior librarians understand this difference, they will be able to lead more effectively. Hence, this study focused on transformational leadership, a leadership style which looks at the bigger picture, questions the status quo and focuses on improving services (Riggs, 2001:14). This study aimed to answer the following research questions: What are library managers’ job histories, educational qualifications and historical backgrounds? What are their beliefs about leadership, and how do they view their roles as leaders? Are they emulating a predecessor or leader whom they admire? Do they consciously consider their behaviour, actions and the consequences of their behaviour? In other words, do they apply strategies when they lead? Do managers inspire, motivate and communicate with their staff? Data were collected by means of a questionnaire administered to senior librarians and staff, which allowed the researcher to explore issues not previously thought of or planned for, and this provided valuable new insight into the problem. The results of this study affirmed that this research could contribute to an awareness of leadership in public libraries, and not only concentrate on management, as this could result in organisations becoming too task-driven, with the associated risk of the destination becoming more important than the journey itself. / Magister Bibliothecologiae - MBibl