New Roles for Research Librarians

Meeting the Expectations for Research Support
 
 
Chandos Publishing
  • 1. Auflage
  • |
  • erschienen am 20. Mai 2016
  • |
  • 120 Seiten
 
E-Book | ePUB mit Adobe DRM | Systemvoraussetzungen
E-Book | PDF mit Adobe DRM | Systemvoraussetzungen
978-0-08-100577-4 (ISBN)
 

New Roles for Research Librarians: Meeting the Expectations for Research Support presents strategies librarians can use to adapt to the new conditions and growing expectations that are emerging from students and researchers. Even if they have never completed a PhD, or even been engaged in independent research themselves, this book will provide a new roadmap on how to deal with the new work environment.

The book provides different approaches that include the library in the research process, an area that is often neglected by researchers during their planning and strategic work on research projects. Users will find content that offers tactics on how to create a new dialogue between the librarian and the postgraduate student, along with comprehensive discussions on different starting points, and how communication and collaboration can help reach the best of both worlds.


  • Explores the new roles available for research librarians and how they can be integral parts of research
  • Provides a new roadmap on how to deal with the new work environment that now exists between librarians and researchers
  • Discusses the development and systemizing of research support services and strategies
  • Offers insights into the collaboration between the librarian and PhD-candidates


Hilde Daland is a Research Librarian and Research Support Coordinator at Agder University Library. She has presented her work at several conferences and seminars. She teaches information literacy to bachelor, master and PhD students, and has lead projects in research support services and ethical use of sources. Hilde was the project manager of the Citation Compass (2010-2011) and is now the editorial manager for the website, which is a website for referencing and citation styles.
  • Englisch
  • London
Elsevier Science
  • 1,46 MB
978-0-08-100577-4 (9780081005774)
0081005776 (0081005776)
weitere Ausgaben werden ermittelt
  • Front Cover
  • New Roles for Research Librarians
  • Series Page
  • New Rolesfor Research Librarians
  • Copyright
  • CONTENTS
  • ABOUT THE AUTHORS
  • PREFACE
  • INTRODUCTION
  • THE OUTLINE OF THIS BOOK
  • REFERENCES
  • 1 - Getting Involved in the Research Environment and the Research Process
  • 1.1 INTRODUCTION
  • 1.2 GREAT EXPECTATIONS
  • Hilde: How Do I Get a Foot in the Door?
  • Kari-Mette: Facing the Mountain Alone?
  • Hilde: Getting to Know the Researchers, the Research Process and the Challenges
  • Hilde: I Do Not Know, but I Will Find Out. Problem-Based Learning for Liaison Librarians
  • Hilde: Learning From Colleagues
  • Kari-Mette: Unexpected Support
  • Hilde: Unexpected Success
  • 1.3 CONCLUSIONS
  • REFERENCES
  • 2 - Information Literacy Skills in the Research Process
  • 2.1 INTRODUCTION
  • 2.2 WHY SHOULD THE LIBRARY TAKE PART IN RESEARCH?
  • 2.3 DEVELOPING A COMMUNITY OF PRACTICE FOR RESEARCH SUPPORT
  • 2.4 DIFFERENT APPROACHES TO INFORMATION LITERACY AND LEARNING
  • 2.5 THE SOCIOCULTURAL APPROACH
  • 2.6 THE BEHAVIOURISTIC APPROACH
  • 2.7 THE PHENOMENOLOGICAL APPROACH
  • 2.8 PRACTICAL APPROACHES TO INFORMATION LITERACY
  • 2.9 UNIVERSITY STRATEGIES AND GOALS
  • 2.10 INFORMATION LITERACY AND RESEARCH
  • 2.11 SEARCHING
  • 2.12 SOURCE EVALUATION
  • 2.13 ETHICAL USE OF SOURCES
  • 2.14 CONCLUSIONS
  • REFERENCES
  • 3 - What Is Research Support From the Library, and What Should It Be?
  • 3.1 INTRODUCTION
  • 3.2 THE IMPORTANCE OF LIAISON LIBRARIANS
  • 3.3 KUHLTHAU'S FIVE LEVELS OF MEDIATION
  • 3.3.1 Level 1: Organizer
  • 3.3.2 Level 2: Locator
  • 3.3.3 Level 3: Identifier
  • 3.3.4 Level 4: Advisor
  • 3.3.5 Level 5: Counsellor
  • 3.4 WHAT DO RESEARCHERS NEED?
  • 3.5 BEST PRACTICES FOR RESEARCH SUPPORT
  • 3.6 CONCLUSIONS
  • REFERENCES
  • 4 - Getting to Know the Library
  • 4.1 INTRODUCTION
  • Kari-Mette: A Freshman Meeting the Academic Library Before the Internet
  • Hilde: Meeting the Freshman in the Library
  • Kari-Mette: the Digital Catalogue Was New in My Bachelor Years
  • Hilde: Brave New World?
  • Kari-Mette: Discovering Electronic Articles during Master Studies
  • Hilde: Understanding Mediation
  • Kari-Mette: From Library to Librarian - a Postgraduate student's Shift of Interest
  • Hilde: The Importance of Communication, Trust and the Liaison Librarian
  • Kari-Mette: The Impersonal and Distant "University Library"
  • Kari-Mette: Closing the Circle: Professor-Librarian Partnership for Better Quality in Education
  • 4.2 CONCLUSIONS
  • REFERENCES
  • 5 - Meeting Different Expectations: An Approach to the Different Library Users' Needs
  • 5.1 ANDRAGOGY-TEACHING ADULTS OR, RATHER, HELPING THEM LEARN
  • 5.2 DIFFERENT TYPES - THE MYERS-BRIGGS TYPE INDICATOR
  • 5.3 AGES OF RESEARCH
  • 5.4 SOME STEREOTYPES OF POSTGRADUATES AS LIBRARY USERS
  • 5.4.1 Sandra
  • 5.4.2 Peter
  • 5.4.3 Natalie
  • 5.4.4 Andrew
  • 5.5 GETTING TO KNOW YOU.
  • 5.6 SETTING UP LIBRARY INSTRUCTION FOR POSTGRADUATES
  • 5.7 GETTING ESTABLISHED RESEARCHERS TO ATTEND LIBRARY INSTRUCTION COURSES
  • 5.8 COURSES FOR RESEARCHERS - HOW DO I MAKE THEM COME?
  • 5.9 CONCLUSIONS
  • REFERENCES
  • 6 - What Can the Library Offer and What Can the Librarian Do?
  • 6.1 INTRODUCTION
  • 6.2 WHAT CAN THE LIBRARY OFFER?
  • 6.3 RESEARCH SUPPORT FROM THE LIBRARY - FORMAL RESEARCH SUPPORT
  • 6.4 WHAT CAN THE LIBRARIAN DO?
  • 6.5 RESEARCH SUPPORT FROM THE LIBRARIAN - INFORMAL AND FORMAL RESEARCH SUPPORT
  • 6.6 CONCLUSIONS
  • REFERENCES
  • 7 - Communication Is Key - How to Make Contact and Stay in Touch
  • 7.1 INTRODUCTION
  • 7.2 THE FIRST MOVE
  • 7.3 FORMAL CONTACT WITH THE DOCTORAL EDUCATION PROGRAMME
  • 7.4 INFORMAL CONTACT WITH POSTGRADUATE STUDENTS
  • 7.5 GETTING INCLUDED
  • 7.6 CONCLUSIONS
  • REFERENCES
  • 8 - Important Research Support Services
  • 8.1 INTRODUCTION
  • 8.2 THE LIBRARY IN THE RESEARCH PROCESS
  • 8.3 MAPPING OUT THE RESEARCH PROCESS
  • 8.3.1 Funding and Planning
  • 8.4 DATA COLLECTION AND LITERATURE REVIEWS
  • 8.5 SUCCESS - A SYSTEMATIC APPROACH TO SEARCHING
  • What
  • Where
  • Words
  • Work
  • Wow
  • 8.6 WRITING
  • 8.6.1 Source Evaluation
  • 8.6.2 Peer Review and Ranking
  • 8.6.3 Ethical Use of Sources and Reference Management
  • 8.7 PUBLISHING
  • 8.8 MARKETING RESEARCH AND MAKING IT VISIBLE
  • 8.8.1 Impact Factor
  • 8.9 CONCLUSIONS
  • REFERENCES
  • 9 - Subject and Discipline Affect Library Needs
  • 9.1 INTRODUCTION
  • 9.2 LIAISON LIBRARIANS ARE ESSENTIAL TO QUALITY RESEARCH SUPPORT
  • 9.3 DIFFERENCES IN SUBJECTS
  • 9.4 SOME EXAMPLES
  • 9.5 DIFFERENCES IN DIFFERENT PARTS OF THE RESEARCH PROCESS
  • 9.5.1 Funding
  • 9.5.2 Data Collection
  • 9.5.3 Writing
  • 9.5.4 Publishing
  • 9.5.5 Marketing Research
  • 9.5.6 Impact Factor
  • 9.6 CONCLUSIONS
  • REFERENCES
  • 10 - More Fun and Better Results - Cooperating in Academic Writing
  • 10.1 INTRODUCTION
  • 10.2 DEVELOPMENT FOR THE LIAISON LIBRARIAN?
  • 10.3 RESEARCHERS AND THE LIBRARY
  • 10.4 CONCLUSIONS
  • 11 - Conclusions and Suggestions for Further Work
  • 11.1 FINAL REMARKS
  • 12 - Suggestions for Further Reading
  • 12.1 INTRODUCTION
  • 12.2 RESEARCH SUPPORT FROM THE LIBRARY
  • 12.3 RESEARCH ON RESEARCH SUPPORT?
  • 12.4 REPORTS FROM INSTITUTIONS AND NETWORKS
  • 12.5 RESEARCHER'S INFORMATION BEHAVIOUR
  • 12.6 FACULTY-LIBRARIAN PARTNERSHIPS
  • 12.7 ON DIFFERENCES IN SUBJECTS
  • 12.8 BIBLIOMETRICS AND ALTMETRICS
  • 12.9 FINAL REMARKS
  • REFERENCES
  • INDEX
  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • K
  • L
  • M
  • P
  • Q
  • R
  • S
  • U
  • W
  • Back Cover

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