Show simple item record

dc.creatorBussell, Hilary
dc.date.accessioned2019-06-25T16:01:20Z
dc.date.available2019-06-25T16:01:20Z
dc.date.issued2018-06-05
dc.identifier.citationBussell, H. (2018). Academic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Development. Evidence Based Library and Information Practice, 13(2), 94–96. https://doi.org/10.18438/eblip29419en_US
dc.identifier.urihttp://hdl.handle.net/1811/87862
dc.description.abstractObjective – To understand the characteristics of meaningful and transformational professional development experiences of academic librarians. Design – Qualitative analysis of in-depth interviews using a hermeneutic phenomenological approach. Setting – Public and private colleges and universities in the United States of America. Subjects – 10 academic librarians. Methods – The researcher selected 10 participants using an initial survey distributed through national library electronic mail lists. Two rounds of semi-structured, in-depth interviews were conducted over Skype during fall 2014 and spring 2015. The first round of interviews began with background questions about participants’ careers, then moved on to questions about professional development experiences that were meaningful and/or transformational. The responses from this first round of interviews were used to develop questions for a second round of interviews with the same participants. After completing the interviews, the researcher sent follow-up emails to participants in order to gather feedback on summaries and interpretations of interviews. The transcribed interviews were used to create an initial set of codes and then imported into NVivo for analysis using a hermeneutic phenomenological approach. Main Results – All participants reported on professional development experiences that they found to be meaningful. Half of the participants discussed professional development experiences that were transformational for their perceptions and practice of librarianship. The themes of duration and interaction were identified in every participant’s discussions of meaningful or transformational professional development. Reflection, discomfort, and self-awareness were also identified as prominent themes. Conclusion – The study found that two of the most important ingredients for meaningful and transformational professional development are activities that are sustained over time and that include social interaction. The participants perceived long-term, interactive professional development activities as opportunities to identify and address gaps in their professional knowledge, which benefits themselves and their organizations. On-the-job learning, single-theme workshops or institutes, and professional committee work were particularly promising forms of meaningful professional development. The author recommends that academic librarians who are interested in meaningful or transformational professional development look for activities that are sustained and interactive, that promote reflection, and that provide opportunities to increase self-awareness of gaps in knowledge. Facilitators of professional development activities should include interactive components and ensure that participants have a chance to stay in contact after the event in order to encourage long-term interaction and reflection.en_US
dc.language.isoen_USen_US
dc.rightsCopyright (c) 2018 Hilary Bussell. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.en_US
dc.subjectAcademic librariansen_US
dc.subjectProfessional developmenten_US
dc.titleAcademic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Developmenten_US
dc.typeTexten_US
dc.description.embargoPublisher allows immediate open accessen_US
dc.identifier.doi10.18438/eblip29419
dc.type.genreArticleen_US
dc.rights.ccAttribution‐ Noncommercial‐Share Alike License 4.0 International*
dc.rights.ccurihttp://creativecommons.org/licenses/by-nc-sa/4.0*


Files in this item

Thumbnail

Items in Knowledge Bank are protected by copyright, with all rights reserved, unless otherwise indicated.

This item appears in the following Collection(s)

Show simple item record

Attribution‐ Noncommercial‐Share Alike License 4.0 International
Except where otherwise noted, this item's license is described as Attribution‐ Noncommercial‐Share Alike License 4.0 International