Vom 21. bis 24. März 2006 wird in Dresden der 95. Deutsche Bibliothekartag stattfinden. Zur Einstimmung auf dieses Ereignis erinnert der "SLUB-Kurier" mit dieser Beilage an das bisher letzte Treffen der deutschen Bibliothekare in Dresden vor rund 70 Jahren.

In this study, I examine the ways in which undergraduate students acquire the discourses of their chosen major. In particular, I focus on the complementary contributions of faculty members and academic librarians in students' acquisition of disciplinary discourses. Grounded in genre theory and Gee's (1996) notion of primary and secondary discourses, the study highlights the complex processes that students undergo to acquire and internalize the discourse of an academic discipline. Using a qualitative case-study approach, I consider the interrelated experiences of five undergraduate students, three faculty members, and two librarians at a small liberal arts college in the Midwest. Data sources include students' written assignments gathered from their major coursework throughout their college careers; interviews with student participants, faculty members, and librarians; observational notes and transcripts of lectures in courses taught by professors from four courses; and course artifacts, including course syllabi and assignment sheets from the four courses. Data from this study highlight the complex matrix of influences undergraduate students experience as they acquire the specialized language of an academic discipline. My data provide insight into the ways in which some students are positioned to take up disciplinary discourses with ease while other students struggle to develop the same level of acquisition and academic fluency. I bring to light the instructional and institutional practices that facilitate student learning and document those instances where instructional opportunities were missed and where unwarranted assumptions compromised student learning. I conclude this study with series of recommendations, most notably, a greater participation by academic librarians in order to enhance the acquisition of disciplinary discourses for undergraduate students. Further, my data suggest that collaborative opportunities between and among faculty members and academic librarians are likely to enhance the effective teaching of disciplinary discourses. Because of librarians' role as simultaneous insiders and outsiders to the academic disciplines, they are uniquely well-positioned to assist students in acquiring the disciplinary discourses. This dissertation suggests that by making visible the cultural expectations and practices of academia, faculty members and librarians can collaborate to assist undergraduate students gain entry into the academic discourse community.

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)

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This study investigates the representations of librarians in movies spanning from the years 2012 to 2022 from a gender perspective using thematic analysis. Being a female-dominated profession with an increasing use of technology, the goal is to see how librarians are being portrayed today and how that might affect the perceptions of librarianship. The revealed themes address: (a) librarians being portrayed as feminine, (b) librarians being portrayed as sexual objects to please the male audience, (c) libraries as a place for knowledge, (d) librarian profession being chosen out of necessity, and (e) bias toward traditional librarianship. This study indicates a change in portrayals of librarians in movies, but the librarian characters are nevertheless being depicted in a negative light. In order to improve the perceptions of librarians, this study suggests that a more diverse representation of librarians and their tasks is needed.

A vivid democracy requires participation from those who live in it, including children. Unlike adults, children have special laws and regulations to ensure them their democratic rights. Librarians’ decision on what to buy makes an impact to someone else, which puts the librarian in a hegemonic position. Therefore, the purpose of this bachelor thesis is to, out of the child librarian’s perspective, view children’s participation at the public library in the matter of purchasing literature. The research questions examine the process of purchasing, how the children’s participation is apparent in it and also in the librarian’s work. The aim for this study is not to problematize the purpose nationwide, but simply to look into it in a smaller selection. Therefore the interviews have been limited to two and have been conducted with children’s librarians who operate in similar contexts. The results have been analyzed out of the theories concerning the librarian profession, the aspects of hegemony and participation using sense interpretation as an analysis. The results have shown that children’s participation is seen as important by the librarians but not always easy to implement. Also, they acknowledge the fact that publishing houses do have the power to decide what to release and not. As a link between politicians, the society and the publishers, the librarian is placed in an intermediate position which demands a great deal of competence. Furthermore, working on this study has shown that research on children’s participation from the children’s own perspective is needed.

The aim of this bachelor thesis has been to explore how teachers with long experience in the profession look upon the school librarian, if they see and are affected by any stereotypes. As my method I have interviewed five teachers and asked them a series of questions about how they have worked with the school librarians during the years and what they have thought about when they would hear the word librarian. I have used three major research questions: Since teachers visit the school library quite often in their occupation, how do they perceive the school librarian? How are teachers affected by the stereotypical image of the librarian? According to the teacher, has the librarian changed during the last 40 years? I have tried to distinguish if the teachers I interviewed talked about any stereotypical attributes, based on which I conducted an analysis about my findings. I was surprised to find that the teachers do not seem to have a stereotypical image of the school librarian, rather that they know that stereotypes exist but that they have realized that the librarians they met in their profession do not fit in any of the stereotypes. Still when they did talk about the stereotypical librarian they immediately thought of the old grumpy lady with her hair in a bun and glasses, who is very strict and boring. This study is rather limited by its size, which is why my findings only reflect a part of what teachers might think and not necessarily what everyone thinks.

Submitted by Valdinei Souza (neisouza@hotmail.com) on 2015-10-09T17:45:02Z No. of bitstreams: 1 Dissertacao-Gabriela Marinho2014.pdf: 2681875 bytes, checksum: 8eae0eebb5ef64fac35cbbb218ef86d9 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2016-03-01T21:32:37Z (GMT) No. of bitstreams: 1 Dissertacao-Gabriela Marinho2014.pdf: 2681875 bytes, checksum: 8eae0eebb5ef64fac35cbbb218ef86d9 (MD5) / Made available in DSpace on 2016-03-01T21:32:37Z (GMT). No. of bitstreams: 1 Dissertacao-Gabriela Marinho2014.pdf: 2681875 bytes, checksum: 8eae0eebb5ef64fac35cbbb218ef86d9 (MD5) / O potencial do ensino do empreendedorismo na formação do bibliotecário inovador, com competências para atuar em um mercado de trabalho instável e competitivo constituiu a temática desta dissertação, que teve como intuito verificar se o empreendedorismo vem sendo trabalhado como conteúdo curricular na formação do bibliotecário brasileiro pelas instituições de ensino superior públicas. A resposta a esta problemática de pesquisa teve como objetivo geral verificar quantos e quais cursos de Biblioteconomia em IES públicas brasileiras incluem a disciplina empreendedorismo nas suas matrizes curriculares, desdobrando-se como objetivos específicos a identificação da modalidade da oferta da disciplina na estrutura curricular; a identificação da frequência e da distribuição regional da oferta da disciplina de empreendedorismo no Brasil e a verificação da motivação dos cursos para inclusão da disciplina na estrutura curricular. Para realizar a pesquisa optou-se pela combinação dos métodos do levantamento (survey) para identificar os Cursos de Biblioteconomia em IES públicas brasileiras que apresentam nas matrizes curriculares e ofertam a disciplina de empreendedorismo, associado ao método documental para realizar a análise de projetos pedagógicos e/ou planos de disciplina, juntamente com a utilização do estudo de casos para verificar como vem sendo realizada a oferta dessa disciplina nos Cursos de Biblioteconomia. Para a obtenção das informações optou-se pela adoção da técnica da aplicação de questionários junto aos coordenadores e/ou docentes dos Cursos de Biblioteconomia e da realização de entrevistas com os professores que ministram a disciplina de empreendedorismo. A análise dos dados se realizou a partir da integração das abordagens quantitativas e qualitativas. Os resultados identificaram que as experiências com a oferta da disciplina de empreendedorismo nos Cursos de Biblioteconomia em IES públicas brasileiras ainda são em número limitado, porém essas experiências já oferecem elementos qualitativos que podem contribuir para o avanço da capacitação empreendedora na formação do bibliotecário brasileiro e ratificam a importância do desenvolvimento de novos estudos sobre o ensino do empreendedorismo. / ABSTRACT The great potential of entrepreneuship teaching for the formation of innovative Professional librarian with the right skills to act in one unstable and competitive job market was the theme of this dissertation. It has had as its purposed to verify whether entrepreneurship has been worked as a curriculum content in the formation of the Brazilian librarian by the public institutions of higher education. The answer to this research question it was raised the goal like to verify how many and what courses of Librarianship in Brazilian public universities that include entrepreneurship as a matter of their educational curriculum. As specific objectives it was established: to identify the mode of discipline offered in the curriculum; to identify the frequency and regional distribution of the offering of the entrepreneurship discipline in Brazil; to ascertain the motivation of the librarianship courses for including entrepreneurship discipline in the educational curriculum. To carry out the research it was chosen the combination of the (survey) methods in order to identify Librarianship courses in Brazilian public universities the offers on their curricular the entrepreneurship discipline. In addition it was used together the documentary method to analyse of the educational projects and / or plans of discipline, along with the use of case studies to see how the offer is being conducted in the entrepreneurship discipline in the library science courses. To obtain these information it was adopt the technique of questionnaires together applied to the coordinators and /or professors of library science courses and also it was carried out interviews with teachers who teach the entrepreneurship discipline. Data analysis was carried out based on the integration of quantitative and qualitative approaches. The results showed that experiences with the offer of the entrepreneurship discipline of librarianship courses in in Brazilian public uiversities are still limited in number, but these experiments provide qualitative elements that can contribute to the advance of entrepreneurial training in the formation of the Brazilian librarian and ratify the importance of developing of new studies on entrepreneurship education.