Library Faculty/Staff Scholarship and Research

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

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Subject: search.filters.subject.mentoring

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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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    Mentoring When Librarians Have Faculty Status
    (IGI Publications, 2010) Novara, Vincent J.; Williams, M. Jane; Brown, Phillipa
    Numerous academic libraries participate in their campuses' systems for faculty status for librarians, in separate tracks or identical tracks as those for teaching faculty. In either case, a practice is to encourage or require mentoring for librarians without tenure or permanent status. This chapter will cover the special challenges and benefits of mentoring and faculty status, the need for mentoring, and processes for best practices to make mentoring meaningful for all involved. The chapter will draw on the authors’ experiences, an environmental scan, a survey of selected institutional practice where librarians have faculty status, and published research and related literature. It will also feature mentoring programs developed by various institutions, including the University of Maryland Libraries.
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    Teach for Knowledge, Mentor for Success: Preparing Students to Enter the Workforce
    (SciTePress, 2011-07-26) Tchangalova, Nedelina; Stilwell, Francy
    The future well-being of any society arguably depends on the full knowledge potential students are able to transfer from academia to the workplace upon graduation. There are different mechanisms to transfer this knowledge, and at the University of Maryland, efforts are concentrated on establishing honors programs. These programs prepare students for the acquisition of lifelong skills such as research skills, team work and leadership skills by using emerging technologies in teaching and mentoring students through their course of study. The Gemstone program is one of the five honors programs on campus and its goal is “to give our students transferable skills that will be valuable for wherever life leads them.” This paper presents how campus collaboration may help with building the foundation of this academic knowledge and with transferring it later to the workplace.
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    Are We Speaking The Same Language? International Students and Academic Libraries
    (2011-05-05) Tchangalova, Nedelina
    International students are a significant and growing population at the University of Maryland – College Park. With more than 3,600 international students or 10 percent of the students who enrolled at the University of Maryland (UM) on campus in 2010, we have over 150 different countries represented in our university community, placing the university among the top 20 U.S. universities serving international students. Different departments on campus work together in helping students to adjust to the university life while they are facing cultural difficulties, language barriers and social isolation. The presenter will share professional experience in working with international students and will suggest ways to welcome them into the libraries and to empower them with a library skills set through library orientations, bibliographic instruction, mentoring and employment opportunities. In response to the special needs of the international students, to help them cope with their language and social life adjustment challenges, UM librarians partner with the Office of International Education Services Department to host International Coffee Hour at the beginning of each semester and to provide an informal setting where students can meet librarians and learn about library services in a relaxing atmosphere.
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    Continuing Education of New Librarians
    (2007-06-22) Tchangalova, Nedelina; Peppers, Marla; Hoops-Parish, Lisa; Clark, Heather; Nelson, William; Raftus, Deb
    Project O was part of the 2007 ALA Emerging Leaders program and participants were charged with investigating the continuing education needs of new librarians, specifically: • What do new librarians need? • How do ALA and other library-affiliated organizations currently reach them? In response to the charge, Team O conducted a review of current library and information science literature to investigate the training and educational needs of new librarians. In addition, the team researched the current continuing education opportunities available to new librarians through ALA and other organizations. Areas of inquiry included researching different facets of library work (technical services, public services, library administration, etc.), Google and Worldcat searches, content provided by library organizations, Leadership institutes, and post-Masters certification programs.