Library Faculty/Staff Scholarship and Research

Permanent URI for this collectionhttp://hdl.handle.net/1903/11

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Author: search.filters.author.Carroll, Alexander J.Subject: search.filters.subject.academic libraries

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Now showing 1 - 4 of 4
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    Collaborating for Success: A Case Study on Mentoring, Partnering, and Teaching
    (Collaborative Librarianship, 2017-01) Kellner, Megan N.; Tchangalova, Nedelina; Gammons, Rachel W.; Carroll, Alexander J.; Payne-Sturges, Devon C.
    Master of Library and Information Science (MLIS) graduates seeking employment in academic libraries are often expected to possess user instruction and public service skills. However, it is difficult for students to achieve this experience through coursework alone. To address this disconnect, librarians at the University of Maryland (UMD) College Park Libraries created a Research and Teaching Fellowship to allow MLIS students at UMD to gain practical instruction experience. The authors present the experience of one MLIS student in collaboration with a subject librarian and a faculty member to plan, implement, and assess an information literacy instruction session for an undergraduate course in public health. The article discusses the benefits of mentoring for the MLIS student and subject liaison librarian, and the impact on the undergraduate student learning. This article addresses a gap in the literature on opportunities for MLIS students to gain instruction, collaboration, and assessment experience by presenting a successful model in place at UMD.​
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    E-Book Perceptions and Use in STEM and Non-STEM Disciplines: A Comparative Follow-Up Study
    (The Johns Hopkins University Press, 2016-01) Carroll, Alexander J.; Corlett-Rivera, Kelsey; Hackman, Timothy; Zou, Jinwang
    This article describes the results of a survey that gathered data on perceptions and use of e-books from undergraduate students, graduate students, faculty, and staff. The investigators analyzed the results based on user affiliate status and subject discipline and compared the results with the findings of a similar, smaller-scale study conducted in 2012. The study concludes with a discussion of the major findings and their implications for academic libraries and publishers, as well as areas for further inquiry.
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    A Cohort Study of Entry Level Librarians and the Academic Job Search
    (American Library Association, 2015-06-15) Reed, Jason B.; Carroll, Alexander J.; Jahre, Benjamin
    Previous studies have examined the challenges faced by those seeking a professional position within academic libraries, as well as the skills and qualities preferred by Library and Information Science (LIS) employers. However, less attention has been paid to the common approaches, characteristics and experiences of first-time job seekers who successfully find employment within academic libraries. This paper presents the findings of a cohort study that investigated the academic job search process for entry level professionals. The cohort was comprised of graduates of the University of North Carolina at Chapel Hill’s School of Information and Library Science (UNC SILS) who completed their degrees between May 2011 and May 2013, and who were working within academic libraries when the study was conducted. The study used in-depth, qualitative interviews to ask participants to share the experiences of their initial job search. Topics addressed within these interviews included: supplementing classroom training with relevant library experience, finding job postings, creating application materials that capture a search committee’s attention, preparing for phone and on-campus interviews, and negotiating a job offer. The results of this study will help LIS students, recent graduates, and others seeking their first professional position in an academic library improve their candidacies by drawing on the collective experiences of this cohort of recent graduates. The results will also be useful for new library professionals, hiring officials, and LIS educators who mentor LIS students by providing insights in how candidates approach and prepare for the application and interview processes.
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    “Scholarship is a Conversation”: Discourse, Attribution, and Twitter’s Role in Information Literacy Instruction
    (The Journal of Creative Library Practice, 2015-03-11) Carroll, Alexander J.; Dasler, Robin
    When addressing scholarly attribution, citation, and plagiarism in one-shot instruction sessions, librarians often fail to present these issues in a manner that has relevance for students. Librarians often focus on intellectual honesty and the potential ramifications of plagiarism, both individual pursuits, rather than explaining that by creating an academic work, students are participating in academic discourse. Within Pluralizing Plagiarism, Anson argues that scholarly attribution instruction that emphasizes “policy, detection, and punishment” is antithetical to the mission of institutions of higher learning – the education of students (Anson, 2008). One of the major deficiencies of this compliance-based instruction is that it presents students with a false dichotomy that does not align with their authentic life experiences; plagiarism is demonstrated as a black and white issue, rather than existing in shades of gray. Students who have come of age within a twenty-first century information ecosystem rife with remix and parody culture will likely find teaching that presents the re-use of source material as a non-nuanced issue unconvincing. Because students respond positively to instruction that aligns with their authentic experiences, this suggests that librarians need to develop new methods for teaching attribution and scholarly discourse that not only recognize the nuance inherent to these topics, but also presents these concepts within a familiar framework (Klipfel, 2014). As a familiar platform for social interaction with multiple avenues for giving credit and a shorter timescale, Twitter presents an opportunity to place attribution, plagiarism, and integrity into a humanizing, real world context that models how discourse unfolds in an authentic manner for learners. By embedding attribution instruction into a meaningful context, librarians and other educators can make substantial and much needed improvements to traditional compliance-based instruction, which is often built upon the slow, rigid, and unfamiliar patterns of how to cite scholarly works.