Presentation. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona. / Many new librarians are eager to bring our existing commitments to social justice to our professional practice. New to the profession, we are anxious to prove ourselves as we learn to navigate complex institutional cultures and pre-established ways of doing things. On the other hand, being new sometimes provides the perfect cover for asking critical questions of entrenched practices. What are the particular challenges of doing critical pedagogy as new librarians? What unique opportunities for advocacy does being new afford? How can we best support each other and seek support from our more established colleagues? This session was a facilitated roundtable discussion.

Reader response to original column article by Eric Jennings in Vol 23 Issue 1, re librarian stereotypes and image. / This is an Accepted Manuscript of an article published by Taylor & Francis in College & Undergraduate Libraries on July 6, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2016.1188609

The general purpose of this study is to make a survey of children's library work in the United States with special attention to recent trends and developments in this field as revealed in current practice. The specific purpose is to make an evaluation of the services rendered by the children's division of the Dallas Public Library and to determine how this department measures up to the standards set up by the American Library Association and by individual authorities.

The purpose of this study was to identify the professional and personal competencies that entry-level academic health sciences librarians should possess from the perspectives of academic health sciences library directors, library and information sciences (LIS) educators who specialize in educating health sciences librarians, and individuals who serve as both LIS adjunct faculty and practitioners in the field of health sciences librarianship. the first six research questions focused on the identification of professional and personal competencies, and the last two research questions focused on comparing and contrasting the three perspectives on the professional and personal competencies. the eight research questions were addressed through four rounds of the Delphi method. Three panels of experts, initially composed of 13 academic health sciences library directors, 8 LIS educators, and 8 LIS adjunct faculty adjunct faculty/health sciences librarianship practitioners, participated in the study, and most participants were female, white, in the age range of 45-64, had less than 20 years of experience in their respective careers, and were members of the Medical Library Association. the data collected from the rounds of the Delphi method were analyzed using descriptive statistics, including measures of central tendency, and non-parametric statistics, including the Kruskal-Wallis and Mann-Whitney U tests. Two major conclusions that can be drawn from the findings of the study are: (1) personal competencies are as important as professional competencies and (2) the professional and personal competencies developed by the LIS educators who specialize in health sciences librarianship education were preferred over the ones developed by the academic health sciences library directors and LIS adjunct faculty/health sciences librarianship practitioners. Experts in the field of health sciences librarianship have created a comprehensive inventory of both professional (knowledge and skill) competencies and personal (self-concept, trait, and motive) competencies that can be used in professional practice as well as educational planning.

This study examines the current situation of training provided to journalists by news librarians in the United States and Australia. The study examines the factors affecting the provision of training and the potential for information literacy instruction to comprise most of the training provided. The definition of information literacy was explored in the context of journalists and news organisations. The study questions the adaptability of the concept to a workplace environment, where organisational and individual development is important. The results of a self-administered questionnaire are presented. Respondents indicated that news librarians are very willing to plan and conduct training, a clear majority agreeing that they should train journalists to search for their own information. Respondents also expressed a need for more training themselves with regard to the skills needed to deliver instruction. The results also found that training is at an early stage in news libraries, with few hours available for planning and conducting training, and mixed success with different training methodologies. A model is suggested as a method of selecting information literacy competencies for individual journalists. The model describes the relationships between individual, organisation, and occupation determined competencies. The study also discusses the implications of the lack of workplace training for journalists, which has impacted upon news libraries' ability to introduce training services. News librarians are providing training, and are pro-active in providing services and information to journalists, but managers do not yet recognise this as a major role for librarians in news organisations. / Information literacy instruction needs to become an organisational goal in order to succeed. The difficulties of assessing and evaluating information literacy instruction in the workplace are outlined. The need for measurable outcomes and preevaluation in training are emphasised. Several considerations for further research are detailed, including the need for further clarification of the nature of information literacy in the workplace, as well as the relationship between the role of information literacy instruction in formal university education and the workplace.

The purpose of the study was to ascertain the degree of similarity between the expectations for student learning as expressed by faculty, host librarians and students on practica in library and information studies; and the learning outcomes experienced as expressed by students. An attempt was also made to assess the bearing that preparation for and organisation of the practicum might have on learning outcomes. The study thus had four aims: (a) To discover whether the three stakeholders (faculty, host librarians and students) were working towards the same or similar objectives, (b) To ask students what they experienced and learnt in their individual practica, and to compare this with their previously stated expectations, (c) To assess the relationship between preparation by faculty of host librarians and of students, and a successful practicum. (d) To gather information on the importance of aspects of organisation related to practica, such as timing and duration. To meet the purpose and aims of the study five groups of research questions were framed. The first three dealt with the expectations for student learning and learning outcomes in the cognitive, affective and psychomotor domains, as defined by Krathwohl, Bloom and Masia (1964) in their taxonomy. To meet the third and fouth aims of the study two other groups of research questions were framed which dealt with preparation and organisational aspects of the practicum under study. From these five groups of research questions specific interview schedules were designed, appropriate to each stakeholder interviewed and the inter-related investigations which the study comprised. A qualitative approach was chosen as the basis for carrying out the study. The Department of Library and Information Studies at the Western Australian Institute of Technology (now Curtin University of Technology) was selected as the study site. A sample was drawn to represent each of the stakeholders: the DLIS faculty, the host librarians and two cohorts of students. Student samples represented those undertaking a practicum at the end of their course in 1985 (an end-on practicum) and those undertaking the component mid-course in 1986 (a sandwich practicum). A total of 69 respondents were interviewed which produced 88 separate interviews. Personal interviews which were tape-recorded were conducted with each of the respondents between 19 September 1985 and 8 August 1986. A method of collating and analysing the data collected was devised by the researcher and is presented in Appendix V of this thesis. The following conclusions were reached from the analysis of results. While there was congruence between the expectations held by stakeholders for the learning outcomes of students, there was a lack of congruence between the expectations held by students pre-practicum, and their learning outcomes postpracticum. However, there was no marked difference between the outcomes of the end-on practicum and sandwich practicum students. This implies that the timing of the practicum might not be as important to learning outcomes as the individuals' experiences in their host library.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 48-50.

A discussion paper prepared by the UBC Library’s Working Group on Teaching and Learning amidst changing scholarly communication and electronic resources faced by libraries, faculty, and students.

Thesis (M.I. St.)--University of Toronto, 2004. / Adviser: Ethel Auster.

Thesis (Ed.D.)--Teachers College, Columbia University, 1956. / Includes tables. Typescript. Sponsor: A. M. Miel. Dissertation Committee: A. H. Passow, R. M. Strang. Includes bibliographical references (leaves [99]-103).