Brock Enger's essay on the development of our literature and higher education and her analysis of the ways in which the literature of the field defines the progress we and our educational colleagues have made in asserting ourselves as full disciplines. He identified a disconnect between what library schools now offer and the needs of the field, and proposes a hybrid management course and practicum to address this disconnect.
DEVELOPMENT OF DISCIPLINES AND THE WAYS THEY
CONTRIBUTE TO KNOWLEDGE AND REFLECT PRACTICE: AN
PUBLISHED IN HIGHER
EDUCATION AND LIBRARY AND INFORMATION SCIENCE
Brock Enger
ABSTRACT
In higher education, inferential statistics have been used frequently; in library and information, descriptive statistics were frequently used; both disciplines have failed to routinely use research methodologies.
INTRODUCTION, BACKGROUND, AND LITERATURE REVIEW
In the same issue of Academe (July/August 1995) on a brief review of contributions to higher education M. The position of authors publishing in higher education literature and library and information science.
DATA COLLECTION
There is no significant difference in author gender in higher education journals and core library and information science journals. Luce and Johnson found that the Journal of Higher Education ranked as one of the top journals for administrators.
DATA ANALYSIS AND DISCUSSION
Six of the eight journals in the Information and Library Science list were information science journals. In library and information science, 34.30% of authors from Carnegie Extensive institutions were female, while 65.70%.
SUMMARY
Organization and access were at the core of the library and information science literature, while the transfer of knowledge to students was at the core of the higher education literature. At the core of each is the human endeavor to move forward, to make sense of the world and to make life better for each other.
ACKNOWLEDGMENTS
Then again, it may simply indicate the interdisciplinary nature of the disciplines, which should be recognized and considered by educators developing curricula. In the library and information science literature, the discussion focused on library and information science issues—both library science and information science issues were discussed.
Science as a vocation in the 1990's: The changing organizational culture of academic science. Journal of Higher Education. Public college officials are scrambling to respond to growing concerns about faculty productivity. The Chronicle of Higher Education, p.
INTRODUCTION
When the library as a place is discussed in this context, the result is often shaped in two polarized conceptualizations of the future. This article does not purport to be a review of the literature on the concept of place.
PLACE STUDIES
The other development that Agnew interprets as a force for the devaluation of the concept of place is the powerful influence of the natural sciences, particularly evolutionary theories, on social thought in the late 19th century. The philosopher Edward Casey notes that even the philosophical underpinnings of the notion of place have only recently become the subject of it.
CURRENT SCOPE OF PLACE STUDIES
Large populations turned away from the natural world and moved into an entirely different world, consisting of homes and workplaces that were warm and lit regardless of the season or time of day” (Gallagher, p. 13). The field's initial interest in the physical characteristics of the environment soon developed into the larger issue of the interface between human behavior and the socio-physical environment (Bonnes & Secchiaroli, 1995, p. 1).
DEFINING PLACE
As interpreted by the individual, the ``Soul'' of a place is the pure, expressive meaning of a location, a concrete image that represents its quality of expressive space" (Walter, 1988, p. 145). This is the level of sense of place. , or image, to which many regular users of the library site assign it.
POWER OF PLACE
147).12 The following are some assessments of the powers of place in relation to the discovery and formation of one's own identity. Steele, 1981, p. 15), while conversely ''the physical setting also influences the impact of the social setting, making certain forces more or less powerful''.
LIBRARY AS PLACE
Like the sense of home, the library implies both a physical place and a state of being. The library is about providing information; but it is more, or deeper, about understanding.
LIBRARY EXPERIENCE AT THE CROSSROADS
Examining the concept of place shows that the function of the library should and could be significantly more than this. It is this human need that we should strive to fulfill when planning the future of the physical library and the library as a space.
CONCLUSIONS
It has no specific relation to the architecture or interior design of the library. If spaces can be designed for political and commercial purposes, surely they can be designed specifically for library purposes.
NOTES
Another description of the process, slightly more detailed, is that quoted by David Canter, a psychologist, who finds that a statement published in 1920 by the neurologist Henry Head contains "the seeds of almost every major development in the psychology of place"' ( Canter, 1977, p. 16). Terrae incognitae: The place of imagination in geography. Annals of the Association of American Geographers, 37 (March), 1-15.
PROFESSIONAL CULTURE
ACADEMIC REFERENCE
LIBRARIANS IN AN EMERGING CONTEXT
This study uses micro-analysis of interaction to examine how academic reference librarians make sense of everyday interactions in a context of rapid change as they produce and reproduce social structure within the profession and the local institution. Modify or collaborate on each other's characterization of clients Negotiate local policies and rules as they intersect with professional values.
RELATED LITERATURE
In the library service process, customers must participate in the system in order to establish themselves as independent searchers and users of information. Davies and Kirkpatrick found that these changes caused a shift in the library profession from a traditional model to a service model.
DATA AND METHODS
WORK CONTEXT
In addition, a document published by the Reference and Adult Services Division (RASD) of the Association of Academic and Research Libraries (a division of the American Library Association) produced "Guidelines for the Behavioral Performance of Reference and Information Services Professionals" (available online at http: //www.ala.org). The impact of emotional labor is most felt when dealing with customers known in librarianship as "problem patrons." This literature includes theoretical models (Hecker, 1996), case studies and practical advice (Chadbourne, 1990; Owens, 1994), humor (Manley, 1988), and library school texts (Salter & Salter, 1988).
DEFINING THE PROFESSION
One of those category-bound tasks traditionally central to librarianship is the selection of materials held in the library collection. What appears irrational in the client's behavior can be seen as a response to category-bound aspects of the two sets of tasks.
CHARACTERIZING CLIENTS
In this conversation, Barbara sounds too good to be true (line 47), and Cathy (C) repeats her agreement three times (lines 48 and 50) to make sure it's heard "clearly" in the conversation . Even more indicative of the role of such acknowledgments in the conversation is Grace's contribution.
BEING THE BAD GUY: INSTITUTIONAL RULES AND EMOTIONAL LABOR
98 what] is] that] I'm] trying to] demonstrate to] him so that he keeps coming back to me and getting me to do it for him, which (.) is not what I prefer but 100 (stopping) if it makes him cum that's okay but-. Here, the overriding task is to encourage the faculty member to use the library (line 96) as a client whose support is important to the institution.
CONCLUSION: INTEGRATING CLIENTS INTO THE PROFESSIONAL IDENTITY
Although further research exploring the role of interactive service in professional identity is needed, these preliminary findings suggest the importance of fostering awareness of the difficulties of service in the context of rapid change. Establishing rules and implementing technological controls will not eliminate this source of conflict in the library context.
APPENDIX: TRANSCRIPT CONVENTIONS
OF THE CHAIR’S PROFESSIONAL DEVELOPMENT ROLE
Academic librarians are well aware of the disparity in our ranks in relation to our status. The professional librarians at a large majority of the remaining institutions have what is called academic status (Leysen & Black, 1998; Lowry, 1993).
ROLE OF THE DEPARTMENT CHAIR IN FACULTY DEVELOPMENT
A review of the literature testifies that faculty development remains a concern of the academic community. As a result, much of the research on academic library leadership focuses on the library's deans or directors, not departments.
RESEARCH QUESTION
The survey instrument was distributed to all library faculty members not yet employed at a land-grant university in the midwestern United States. Respondents were asked to rate each of the 27 methods that a department chair could use to strengthen faculty professional activities based on a five-point scale.
RESULTS
The trials and tribulations of an academic chair. Journal of the Higher Education and University Personnel Association. The role of department head or chair: Discipline, gender, and nationality as factors influencing faculty opinion. Canadian Journal of Higher Education.
APPENDIX A. SURVEY OF FACULTY PERCEPTIONS OF THE ROLE OF THE DEPARTMENT HEAD IN
FACULTY
Delegate responsibility for projects to the faculty to provide growth through more and more accountable activities. Encourage faculty to collaborate with, or assist, the department head, or a senior faculty member, on a project.
ASSISTING FACULTY IN THEIR GROWTH AND DEVELOPMENT
APPENDIX C
APPENDIX D
The purpose of the article is to discuss the use of mentoring in a broader sense, but special emphasis is placed on the use of mentoring as a knowledge management technique in libraries and information services. The author conducted empirical research for a master's degree in informatics on the topic of mentoring as a method of human resource development in the context of the library and information profession.
DEFINING MENTORING
The NLSA's project was a pioneering exercise because the use of structured mentoring is a relatively uncommon method of staff development in the library and information science profession in South Africa. This implies that there is a difference in the formality with which the mentoring process is managed and the way in which the mentoring relationship is maintained.
HISTORICAL OVERVIEW
Intimate personal relationships frequently developed between the master (or mentor) and the apprentice. 1997, p. 320) states that: ''Informal mentoring relationships seem to have always existed'' the origins of both unstructured and structured mentoring can be traced back to the relationship between Mentor and Telemachos as described in the Odyssey of Homer and Les Adventures de Telemaque by Fe' ne'lon. The participants in the mentoring relationship were limited to the mentor and the protégé.
MENTORING IN THE LIBRARY AND INFORMATION SCIENCE LITERATURE
The prevailing situation in terms of the British, American and Australian literature on mentoring, particularly in the library and information professions, appears to apply to South Africa as well. The selection of publications mentioned above provides a brief overview of the contributions that exist on mentoring specifically in the library and information profession.
MANIFESTATIONS OF MENTORING
Interaction between the mentor and protégé is established and their roles and responsibilities in terms of the mentoring program are defined. The second phase of the mentoring program is particularly characterized by an intense involvement that develops between the mentor and protégé.
VARIATIONS OF MENTORING
A heterogeneous mentoring relationship is characterized by the mentor and protege differing in terms of gender. A cross-cultural mentoring relationship is characterized by the mentor and protégé differing in terms of the cultural group they belong to.
CLASSICAL FUNCTIONS OF MENTORING
In fact, by encouraging the mentoring system, library managers may risk supporting a process through which the establishment of special relationships is a means of overcoming difficulties within the organization as a whole.
CONTEMPORARY VIEW ON THE FUNCTIONS OF MENTORING
Snowden (2002, p. 2) believes that knowledge is a thing or product as well as a flow or process. However, this knowledge is only available to the learner and is not part of the organization's knowledge base (Nonaka, 1991, p. 28).
STAFF DEVELOPMENT AT THE NATIONAL LIBRARY OF SOUTH AFRICA (PRETORIA CAMPUS)
Mentoring in its structured manifestation is increasingly used by organizations, since the creation of knowledge cannot be left to chance, as is the case when knowledge is created through mentoring in its unstructured manifestation.
INVESTIGATION INTO THE USE OF MENTORING AT THE NATIONAL LIBRARY OF SOUTH AFRICA
PRETORIA CAMPUS)
RESEARCH METHODOLOGY
The category on the manifestations of mentoring was included in the survey in order to determine the respondents' preferences regarding different manifestations and versions of mentoring. This category of questions refers to the "outcome aspect of the mentor-protégé relationship" as included in Hunt and Michael's (1983) framework.
ANALYSIS AND INTERPRETATION OF THE FINDINGS
A large number of respondents (66.7%) indicated that NLSA management valued their skills development. The majority (42.8%) of respondents stated that they did not expect to be promoted as a result of participating in structured mentoring.
RECOMMENDATIONS: IMPLEMENTATION OF A STRUCTURED MENTORING PROCESS AT THE NLSA
In the role of advisor, the mentor addresses the protégé's career and long-term goals. The percentage of protégés who believed that the mentoring process contributed to the development of their skills was 60.87%.
CONCLUSION
The proportion of respondents (mentors and protégés) who believed that the mentoring process should be repeated during 2001 was 63.64%. The proportion of mentors who believed that the mentoring process contributed to the development of their skills was 57.14%.
