Open Access | Paywall | Academic Libraries | Scholarly Communication Jason Schmitt Published on Sep 5, 2018 Paywall: The Business of Scholarship, produced by Jason Schmitt, provides focus on the need for open access to research and science, questions the rationale behind the $25.2 billion a year that flows into for-profit academic publishers, examines the […]
One school of thought in leadership suggests those who do it well can role play some area of their work for which they are less than authentically passionate. While that may be a useful leadership skill for unique situations, there are some things leaders should never fake.
From frontline reference librarian to library director, I’ve had the great experience of serving in a wide range of positions in academic libraries of different types. For the most part I avoided suffering extended bouts of impostor syndrome, a fairlyregular topic of discussion in our profession. However early in my career, in my first reference librarian position at a top ten business school library, the first year was one of self-doubt. There was little discussion of impostor syndrome back then, though it’s likely that I was experiencing it. For the first six months as a library director, I occasionally gave in to thoughts of being unqualified and unlikely to succeed as that library’s leader. But in these and other positions, as I achieved small successes my confidence grew, and I came to believe more strongly that I was the right person for the job. A recent webinar on impostor syndrome I attended, wanting to better understand how this affects librarians, got me thinking about what it means for library leaders. Leaders need to recognize how impostor syndrome impacts their own progress, but they should also recognize and support staff who may be experiencing it. Read more…
There is little debate in academic librarianship over our role in contributing to student success. The year ahead is likely to see more debate over what it should mean, how we demonstrate that contribution, and to what extent data is used to accomplish it.
For most of my academic library career the holy grail was collaboration with faculty. In addition to feeding a desire to gain some equal footing with faculty in contributing to student learning, those collaborative efforts brought a sense of purpose to my effort to help students learn. While connecting and building relationships with faculty is still critical to an individual liaison librarian’s success, my observation is that it is now somewhat secondary to the academic library’s collective ability to enable student success. Making that the focus of the academic library enterprise would certainly demonstrate support of what has emerged as the top priority of our institutions. In 2018, there was a clear sense of urgency around student retention and graduation—always a fundamental purpose of higher education, but heightened by an increase in at-promise student enrollment. If signs during the course of 2018 are an indicator, then the debate over how academic libraries do or do not contribute is sure to emerge as a major issue for 2019. Read article
Here’s BLL Season 2, Episode 2, In which I introduce my 3-part (though actually it’ll probably be 4 parts) series on the ALA Code of Ethics. What is the code? What are its implications in our daily lives as leaders? Just how blatant of a smart aleck will I be during my dramatic reading of the code?