Purpose – Canadian library workforce data were used to explore recent graduates’ perceptions of their MLS programs: their ratings of the competencies acquired, satisfaction with the overall quality of education, and suggested improvements.
Design/Methodology/Approach – Surveys of libraries and practitioners were conducted from 2003 to 2006. These data were used as a baseline in replicating the survey with the staff of Canadian research libraries in 2013/2014. Recent graduate librarian data were extracted from the two data sets and comparatively analyzed.
Findings – The profile of recent graduates did not change appreciably between 2004 and 2014. Graduates surveyed in 2014 more favorably rated generalist skills and were more likely than the 2004 sample to indicate that they were provided with the range of skills and abilities required to effectively perform their jobs. Management, leadership, and business skills continued to rank lowest. Roughly half of 2004 and 2014 graduates continued to indicate satisfaction with the quality of education received overall. Similarly, half of 2004 and 2014 graduates felt that they could apply what they learned to their current jobs and fewer agreed that they were provided with a realistic depiction of what it is like to work as an academic librarian. Suggestions for program improvement were mostly stable over time, with greatest importance attached to making programs more practical/practice-oriented and improvements to the relevance and currency of the curriculum.
Originality/Value – Studies of the Canadian library workforce had not been conducted previously. This study should be of interest to MLS schools who are re-envisioning their programs with the experiences of recent graduates/new professionals in mind.
This chapter provides a current and changing demographic profile of academic librarians working in a research library that is a member of the Canadian Association of…
This chapter provides a current and changing demographic profile of academic librarians working in a research library that is a member of the Canadian Association of Research Libraries (CARL). Also examined is the changing mix of librarian and other professional staff. The profile is derived from the wealth of data generated from the 8Rs Studies, conducted in 2003–2004 and 2013–2014, respectively. The results show that the retirement and recruitment of librarians, alongside the restructuring of some roles and the attrition of others, have resulted in a noteworthy turnover of CARL library staff and a slightly larger, younger, more diverse, and more highly educated librarian workforce.
Whole-school approaches emphasising pupil participation are recognised as being conducive for building social capital, yet how participatory health educational processes…
Whole-school approaches emphasising pupil participation are recognised as being conducive for building social capital, yet how participatory health educational processes relate to different types of social capital remains unclear. The purpose of this paper is to explore which mechanisms within a participatory health educational process influence social capital and collective actions in the school context, and to discuss children’s agency in such processes.
A multiple case study design, with the Danish “We Act – Together for Health” intervention, considered as an instrumental case regarding participatory health educational processes for children, principally since it applied the participatory Investigation–Vision–Action–Change (IVAC) methodology. The paper is based on a theory-driven, abductive research strategy. Qualitative methods, including focus group interviews with children, semi-structured interviews with teachers and school principals, and participant observation were used.
The study’s conceptual framework, which elucidates several mechanisms that interact with types of social capital and collective actions within the school setting, indicates that working with child participation through the IVAC methodology can influence types of social capital and collective actions. It also emphasises children’s limited agency in terms of affecting bridging and linking social capital, norms of reciprocity and collective actions without sufficient support mechanisms at the school and class levels.
The study provides a novel comprehensive conceptual framework identifying the specific mechanisms at different levels that influence social capital and collective actions.