Search results1 – 10 of over 1000
Library buildings are routinely reimagined, remodeled, or built new to meet the changing needs of their community. The move from collection-centric to user-centric service…
Library buildings are routinely reimagined, remodeled, or built new to meet the changing needs of their community. The move from collection-centric to user-centric service models has generated numerous writings about the library as place and space. The one concept lacking in the scholarly discourse is the changing roles of librarians to meet the needs of these new spaces and places. How do librarians fit in the new equation? When addressing the professional identity of librarians, which aspect of their work will need to evolve and which will need to be let go? A critical facet of sustaining services in new spaces is the need to develop the sustainable librarian – to remove the stigma of the librarian as “jack of all trades, master of none.” In order to realize this new mindset of mastering our domain we need to begin reimagining our work. Some ways, this can be accomplished by writing increased flexibility into position descriptions and creating organizational structures to better support librarians within the new spaces. With these new developments to our professional identities, librarians may learn to employ entrepreneurial skills in order to continuously anticipate services and develop skill sets to aid the library’s ability to fulfill its purpose. The authors provide a literature review to discuss the changing role of the academic librarian to meet the evolution of the library building and services. We will provide an example through findings and practices of Grand Valley State University and how it reimagined roles in the early 2000s and continues to reimagine roles in a new building and a renovated branch library. The change of spaces and places in academic libraries to accommodate user needs and perceptions has impacted how academic librarians work in these spaces and places. Library administrators need to rethink workflows, and organizational charts by examining flexible workloads, cross-training initiatives, professional development around new skills, and the letting go of obsolete practices.
Originality/value – in this chapter, the authors will discuss how library leaders are charged with translating the new roles of their librarians to meet the needs of their community in these new spaces and how library leaders may look beyond the literature of the profession for ways to facilitate change.
As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by…
As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their experiences in their familial and school curriculum making. Our earlier chapters show something of these tensions. In this chapter we return to a focus on tensions by exploring the tensions embodied by Loyla, Brent, and Ji-Sook as they lived in these two curriculum-making places. As we inquire into the children's embodied tensions, we do so with a sense of wanting to restory the potential of tensions on school landscapes and in composing lives. We also want to show something of ways in which attention to children's embodied tensions makes visible the gaps and silences they experienced in living in these two curriculum-making places.
Democracies typically impose onerous regulation on the conduct of bureaucratic officials and remarkably light regulation of the conduct of elected officials. The traditional presumption was that politicians should be allowed to self-regulate. In many democratic regimes, politicians have shown themselves unable to carry this burden of public trust. As a result, political ethics is regulated from a perspective of public distrust, associated with fears of political corruption. Despite my personal reservations about professional ethics models (recorded here by reference to recent fictional work of novelist J.M. Coetzee), I revive a trust-based perspective to make a case for a regime of self-regulation for democratic politicians, based on a democratic hope that politicians can be trusted to act as responsible professionals.
Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.
Qualitative data analysis requires methodological knowledge and intellectual competence. Analysis is not about adhering to any one correct approach or set of right…
Qualitative data analysis requires methodological knowledge and intellectual competence. Analysis is not about adhering to any one correct approach or set of right techniques; it is imaginative, artful, flexible, and reflexive. It should also be methodical, scholarly, and intellectually rigorous. (Coffey and Atkinson, 1996, p.1.
The challenge of connectivity in Texas, between libraries and between citizens, is complicated by the state's size—both geographic and demographic—and its…
The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth…
The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings, titled “The Elizabeth Jennings Project” (EJP) creates conditions conducive for middle and secondary social studies students to demonstrate historical empathy.
A case study methodology was selected for this study because the researcher implemented the EJP at one school with a small sample size of participants to assess which pedagogical factors, if any, fostered historical empathy through analysis of an underrepresented historical figure among middle and secondary social studies students.
Major findings highlight that active learning pedagogies, such as in-class debate, were effective strategies that promote historical empathy when middle and secondary students examined documents about an underrepresented historical figure. Analysis of the implementation of “The EJP” provides insights about how historical empathy pedagogies can connect to national standards and initiatives such as the Common Core Standards for History/Social Studies and the National Council for the Social Studies College, Career, and Civic Life Framework for middle and secondary social studies.
Historical empathy refers to deep inquiry in which intellectual and affective responses to content are shaped through source analysis of the actions, motives, perspectives and beliefs of people in the past. Although there are several studies that address pedagogies that promote historical empathy through examinations of famous historical figures, there is limited research concerning whether students display historical empathy by investigating underrepresented historical figures such as Elizabeth Jennings.
This paper explores a phenomenon known as entrapment. Entrapment refers to situations where people become “locked into” decisions through the passage of time as distinct…
This paper explores a phenomenon known as entrapment. Entrapment refers to situations where people become “locked into” decisions through the passage of time as distinct from actively re‐investing in failing projects. The present study examines Becker’s so called “side bets” theory which suggests that entrapment results from extraneous investments made during the course of employment. The exploration is conducted via two contrasting case studies of solicitors, one successful, the other unsuccessful. Analysis suggests some support for Becker’s theme. More importantly the study reveals that post hoc rationalization of events plays an important part in sustaining persistence. This insight raises a question. Do people become trapped by events as Becker suggests, or, do they largely imprison themselves?