Setting the Stage

A review of: Crawford, Gregory A., and Jessica Feldt. “An Analysis of the Literature on Instruction in Academic Libraries.” Reference & User Services Quarterly 46.3 (Spr. 2007): 77-87. Objective – To discover which journals publish a preponderance of the literature on instruction in academic libraries, and to further learn what topics are discussed in the literature and what methods of inquiry are used to explore those topics. Design – Comparative analysis. Setting – The ERIC database. Subjects – Journal articles published between 1971 and 2002, found in the ERIC database via the descriptor ‘library instruction.’ Methods – Journal articles published between 1971 and 2002 were searched in the ERIC database using the term ‘library instruction,’ because the term has been used by ERIC since the inception of the database. Article characteristics such as year of publication, journal in which a given article was published, and types of articles were identified. After normalizing the identification of article types by comparing individual codifications of a random sample of articles from the results list, the researchers coded all of the articles according to the articles’ main topics. These article topics were then condensed into broader topics (e.g. articles coded initially as addressing the topics of instruction to “graduate students” or “high school students” were condensed under the heading “instruction of specific populations”). Those articles deemed to have a research component were further analyzed in terms of research methodology, scope, and use of statistics. The questions guiding the authors' study consisted of: In which journals are articles on instruction in academic libraries published? What are the topics of the articles that have been published? How has the literature of instruction in academic libraries changed over the years? What is the nature of research [authors' emphasis] articles on instruction in academic libraries? For research articles, what are the research methods used and what types of statistics are utilized? (77-78). Main results – The search found 791 articles appearing in 90 journals. However, only six journals were responsible for publishing 60% of the articles on the results list. Based on the categorization into topics or types, five article types – “general essays,” articles on “instruction for searching online catalogs and databases,” “articles on course- or assignment-related instruction,” “programmatic and management issues,” and “specific institution instruction” – accounted for 54% of the total articles; eleven other topics are represented in the remaining articles. Only 24.5% of the articles could be considered “research-based.” While nine types of research methods were used, 62.3% of the research-based articles relied on surveys or questionnaires. However, taking into account what could be an expected decline in interest for studying instruction for microforms, and an increased interest in studying instruction for the Internet, the types of articles published each year between 1971 and 2002 remained generally static. Conclusion – The authors conclude that, unsurprisingly, a select few journals are responsible for publishing the majority of articles on instruction in academic libraries, and note that these journals are “closely associated with academic librarianship and instruction” (85). The authors’ findings concerning the types of articles published over the course of the date range examined, although interesting, are equally unsurprising. What is surprising and alarming, is that only a quarter of all articles published are research-based. Furthermore, those articles that were found to be research-based did not often employ sophisticated research methods, preferring for example, the use of descriptive statistics over inferential statistics. Ideally, this article will spur the development and publication of more, and more rigorous, research-based scholarship in addition to pointing authors both to the journals most likely to publish their research and to the topics that have been historically (since 1971) underrepresented in the literature.

Introduction Originally, the concept of emotional labor comes from the sociological work of Hochschild (1983. The Managed Heart: Commercialization of Human Feeling. Berkeley: The University of California Press). In recent decades, it has also been defined in approaches of a more psychological nature within a variety of professional contexts. However, the emotional labor of teachers has been the subject of only a limited number of studies, especially in Physical Education (PE). It is essential to better understand the forms and inducers of teachers' emotional labor in this context. PE in ‘difficult' teaching contexts particularly can test teachers' emotions. This article aims to analyze the forms and inducers of PE teachers' emotional labor in ‘difficult’ contexts, during the most significant moments of their career, according to an inductive situated psychological approach. Method 61 PE teachers working in ‘difficult’ French classrooms agreed to participate in this research. Using the critical incident method, we asked these teachers to tell us about the most significant moments of their career in this context. The 203 critical incidents collected were inductively analyzed, according to a ‘grounded theory’ approach, in five stages. Processing data in this way allowed us to identify the forms and inducers of the teachers’ emotional labor in each critical incident collected. Results Four forms of emotional labor were identified through the analysis. Two of them refer to an active position (n = 116; 57.1%): ‘To master the negative emotions generated by an unpleasant situation’ and ‘To master the positive emotions generated by a pleasant situation’. The remaining two categories relate to a passive position (n = 87; 42.9%): ‘To feel and express the positive emotions generated by a pleasant situation’ and ‘To feel and express the positive emotions emerging from an unpleasant situation’. The inducers of the teachers’ emotional labor were mostly negative (n = 106; 44.9%) and can be divided into six categories (including that of ‘Student violence against the teacher’). Conversely, three categories of positive inducers were also identified (n = 130; 55.1%), especially that of the ‘Quality of human relations within the school’. The relationship between the forms and inducers of the teachers’ emotional labor revealed that the active forms emerged from negative inducers and that the passive forms were related to positive inducers. Discussion and conclusions The emotional labor of PE teachers in ‘difficult’ contexts mainly consists in mastering negative emotions in situations that are sometimes very risky. These situations are mostly linked to student violence, social difficulties, and disruption. However, our results also highlight the fact that PE teaching in ‘difficult’ contexts should not be viewed solely as negative. Teachers also experience significant positive emotions, which refer to the passive forms of emotional labor. These positive emotions are moreover intense since the teachers have previously experienced difficulties in this context. They are mainly linked to the quality of human relations within these schools.

abstract: This article is the third and last of a multi-part study on academic instruction librarians' conceptions and experiences of teacher agency in relation to their instructional work. Based on the findings of an online survey of academic instruction librarians, this final article concentrates on the role that librarian relationships play in academic instruction librarians' conceptions and experiences of teacher agency. The findings illustrate the importance of supportive workplace cultures and workplace relationships in instruction librarians' capacities to enact individual and collective agency in their instructional roles. The findings have implications for instruction librarians and library organizations that endeavor to foster workplaces in which instruction librarians are valued and supported by one another and by their institutions.

Objective – This study aimed to test the efficacy of a warmth-based library instruction intervention in reducing rates of library anxiety in first-year undergraduate students. "Warmth" is a concept that is commonly discussed within literature on library anxiety, but to date no studies have explicitly tested the application of a warmth-based instruction intervention. First-year students are ideal targets for this intervention because they are the most likely to experience library anxiety. Methods – A quasi-experiment was conducted examining library anxiety rates in first-year undergraduate students at a public research university in the U.S. South. A one-shot warmth-based instruction session focusing on the emotional dimensions of library use was compared to a standard one-shot instruction session. Library anxiety was measured using a modified version of Bostick's Library Anxiety Scale as a pretest and posttest. Results – Results indicated that both warmth-based and standard library instruction were associated with a decrease in participants' library anxiety rates without significant differences between the types of instruction. However, warmth-based instruction was correlated with greater reductions in areas of library anxiety related to interactions with library workers. Though library anxiety rates decreased significantly after experiencing library instruction, participants exhibited low levels of library anxiety before their library instruction session occurred. Conclusion – Though warmth-based instruction did not have a significantly different impact than standard library instruction on general library anxiety, the intervention tested in this study suggests strategies that could be used to increase student comfort with library workers. This study also demonstrates a successful method to include emotional factors such as library anxiety in academic libraries' regular assessment programs. Focusing assessment on students' skills and knowledge alone risks ignoring an important aspect of student engagement and missing opportunities for academic libraries to connect with students. Assessment of emotional components of library instruction initiatives is especially crucial to ensure and demonstrate that libraries are using their resources effectively to maximize student success.

After an overview of the literature on challenges facing library instructors and their coordinators, the chapter describes how the communities of practice model relates to professional development in librarianship, specifically in the area of instructional development. A case study of a community of practice fostered by an instruction coordinator at an academic library is detailed. Academic librarians may encounter several challenges when entering the classroom as library instructors, and instruction coordinators seek to address these and other challenges as they build library instruction programs. By developing a community of practice, instruction coordinators can enable library instructors to learn together. The case study describes how the Instruction Coordinator cultivates library instructor development for members of the Teaching and Learning Team at Loyola University New Orleans’ Monroe Library through a community of practice model. The practical implications for this chapter are that instruction coordinators can establish instructional development opportunities that allow library instructors to enhance their teaching abilities and ultimately further library instruction programs. Communities of practice are well known in several fields and have been discussed in the library literature. This chapter provides additional value to researchers and practitioners through the discussion and application of the concept in the context of library instruction at academic institutions. The case study provides specific examples of how instruction coordinators at other academic libraries can apply the community of practice model and instructional development opportunities to a library instruction program in order to build and sustain a learning culture that supports library instructor development.

PurposeThis paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.Design/methodology/approachThis article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology s (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.FindingsThe paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.Originality/valueThe information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

İşin ve örgütün gereklerine uygun olarak duyguların yönetilmesi duygusal emek kavramı ile açıklanmaktadır. Özellikle güvenlik gücü personeli açısından hizmet sunduğu mağdur ve suçlu bireyler ve elinde bulunan kamu gücü gözetildiğinde, uygun duygusal emek stratejisinin seçilmesi kritik bir süreçtir. Nitekim duygusal emek örgütsel performans ve çalışanın psikolojik sağlığı üzerinde olumsuz birçok etkiye sahiptir. Bu kapsamda duygusal emeğin güvenlik örgütleri ve personeli üzerindeki etkilerinin incelenmesi amaçlanmıştır. Bu amaca uygun olarak çeşitli indekslerde taranan (Ulakbim, Scopus, Web of Science ve Proquest) yayınlardan ampirik sonuçlar sunan 24 çalışma ayrıntılı bir şekilde ele alınmıştır. Güvenlik güçlerinin etkinliğinin ve performanslarının arttırılmasına ve duygusal emeğin etkilerin azaltılmasına yönelik somut önerilerde bulunulmuştur. Çalışmanın sonuçlarının kaos ve düzen arasındaki ince çizgide önemli bir rol üstlenen güvenlik güçlerinin sosyo-duygusal yeteneklerinin geliştirilmesi, bireysel ve örgütsel performanslarının arttırılmasına yönelik farkındalığı arttırırken, duygusal emek literatürüne önemli katkılarının olacağı değerlendirilmektedir.

This article addresses the question: How do emotions and emotional labor relate to instruction librarians’ motivations to adopt new teaching practices? Twelve information literacy instruction librarians were interviewed about their motivations to adopt new teaching practices. An initial round of coding was completed using grounded theory, to surface themes of motivations to adopt new teaching practices. In a second round, the themes were retained while further coding was used to identify language reflective of emotion and affective labor, along with five conditions for human motivation identified by Charles J. Walker and Cynthia Symons: competence, autonomy, worthwhile goal-setting, feedback, and affirmation. Using the results of the analysis, suggestions are made for library managers and administrators to lay the groundwork for developing supportive and collegial environments that encourage incremental change and emotional self-reflection.

Aim: Research on children’s and adolescents’ lived experiences of transgender or gender diverse (TGD) identities, as well as those of their parents, remains limited. This dissertation expands and nuances such knowledge. Theoretical framework: The philosophical underpinnings combined critical realism and phenomenology. Psychological theories of minority stress and coping, the concept of emotional labor, as well as philosophical theory of recognition, and queer phenomenological concepts were applied. Methods: The dissertation consists of four qualitative sub-studies. The first is a systematic literature review of qualitative international studies on TGD youths’ experiences and coping strategies. The remaining three are interview studies with Swedish TGD children aged 4-12, adolescents aged 13-16, and their parents. The interviews with the young participants were analyzed using Reflexive thematic analysis, while a Reflective Lifeworld Research approach informed the parent study. Results: The young participants described diverse developmental pathways toward their TGD identities, constrained by gender norms and lack of knowledge about gender diversity. Even the youngest expressed negative reactions to normative expectations from their surroundings. Adolescents described how the cisnormative context reinforced stress and feelings of exclusion, also on an existential level. Microaggressions, such as misgendering, were central stressors. Participants engaged in continuous emotional labor to achieve recognition. Recognition and support, particularly through social transition and safe contexts in families, schools, and communities, reduced this burden and enhanced well-being. The phenomenon of becoming a parent to a child expressing a TGD identity was to find oneself in existential motion through unfamiliar terrain, a journey influenced by prior knowledge, emotional stress, and the child’s response to recognition. This often, though not always, led to more flexible, and sometimes also self-liberating, views of gender. Discussion: An important contribution of this dissertation is the negative impact of gender norms already on young children’s gender identity development and self-image. The emotional labor carried out by youths is also more explicitly articulated than in previous research. This labor reflects both youths’ agency in finding new pathways beyond cisnormativity, and structural injustice where they are required to struggle for a recognition that cisgender youth receive automatically. The findings underscore the need for enhanced knowledge among parents, professionals and in the wider society to ensure the support and recognition that are prerequisites for youths’ psychological well-being as well as the practical and existential space to live in accordance with one’s gender identity.

This paper identifies some critical issues about the inappropriate expression of emotion in a range of healthcare settings. The authors review the concept of emotional labour both from a theoretical perspective and as a conceptual device for examining the role of emotions in nursing and healthcare. The authors explore a range of perspectives on the concept of emotional labour, each of which identifies different aspects that influence the extent to which emotions are permitted, encouraged or deemed appropriate to be expressed in healthcare settings. They also link the emotional labour literature with the workplace bullying literature with specific reference to the emotional health and well being of staff and service users.

The popularity of Bravo channel's Project Runway has translated into increased interest in fashion and design among the general public and prompted a rise in students applying to apparel design and textile science programs. Parson's The New School for Design (where Project Runway is filmed) has seen a 22 percent increase in enrollment applications. (1) The trade publication Women's Wear Daily notes that Otis College, Savannah College of Art, Fashion Institute of Technology, and Fashion Institute of Design and Merchandising have also felt the effects of an increase in public awareness. The continued success of Project Runway and other shows that stress the role of fashion in our lives, has given rise to new demands on the fashion and textile collections in both public and academic libraries. To address the need to evaluate these collections, Monique Delatte and Lore A. Guilmartin have compiled a collection guide designed for large public libraries with populations interested in fashion in general and for academic libraries that serve programs in textile-related studies including fashion design, costume history, textile science, fashion merchandising, the social psychology of dress, and clothing and textile economics. Delatte and Guilmartin are well qualified to suggest materials for such a core collection. Delatte is a reference librarian in the County of Los Angeles Public Library system. She holds a B.S. in Apparel and Textile Design from Louisiana State University, and an M.S.I.S. in Library and Information Science from The University of Texas at Austin. Guilmartin is a reference and instruction librarian at the University of Houston-Downtown. She has a Ph.D. in Anthropology from Texas A&M University and an M.S. in Textiles and Clothing from Iowa State University. She earned an M.S.I.S. in Library and Information Science at the University of Texas at Austin. This guide grew out of survey work the authors conducted in 2007. Delatte and Guilmartin contacted administrators, educators, and subject librarians at forty-four public and private colleges and universities, asking questions about core resources in the field. They used the results of the survey, an exhaustive literature review, and their own expertise to create this list of key titles and resources.--Editor BOOKS AND REFERENCE TITLES Though some of the monographs listed below are out of print, each is a valuable component to a well-balanced textiles and clothing collection. Libraries currently owning these titles should retain them, as they provide depth and breadth to the collection and are classic resources. Abling, Bina. Model Drawing. New York: Fairchild Books & Visuals, 2003 (ISBN: 978-1563672750). An excellent addition to the academic library working collection for design students, chapters include Close-up Studies, Fashion Anatomy for Children, Men's Posing Dynamics, and Styling, iLayout, and Composition for Women. The CD-ROM included in this text is especially useful for fashion illustration students as it allows users to shift the poses of models and then rotate the models. American Association of Textile Chemists and Colorists. AATCC Technical Manual. New York: Published for the Association by Howes Publishing, 1963--(ISSN: 0734-8894). Published annually, the AATCC Technical Manual lists and describes the standardized textile testing methods that are integral to assessing textile characteristics and quality. This manual is an indispensable tool for all textile scientists. Boucher, Francois, and Yvonne Deslandres. 20,000 Years of Fashion: The History of Costume and Personal Adornment. New York: H.N. Abrams, 1987 (ISBN: 978-0-8109-1693-7). Based primarily on artwork, Boucher's costume history depicts the fashions of the European elite from prehistory to the mid-twentieth century. The text summarizes the evolution of costume within the western world and offers useful background to students of costume history. …

Academic libraries have undertaken an important role in facilitating students’ acquisition of digital literacy knowledge and skills, preparing students to navigate an increasingly complex information society. One approach to this is through embedded librarianship, which focuses on placing librarians in user contexts. This article presents the results of a case study on digital literacy instruction at the Copenhagen University Library. It examines library instructors’ practice when teaching digital literacy courses, and to what degree this instruction takes the variety of students’ different disciplinary backgrounds into account. This case study is comprised of four library courses, using both observational studies of these courses and interviews with the library instructors responsible. In the article we adopt a sociocultural approach to digital literacy, seeing it as highly context-dependent, and we argue that library instructors should situate the acquisition of digital literacy knowledge and skills in students’ specific disciplinary context. We find that digital literacy instruction at Copenhagen University library is mostly situated in a general academic library context and seldom focuses on students’ actual disciplinary context. We term this approach to embedded librarianship, where students have increased access to library expertise and resources, but their disciplinary perspective is not prioritized, “practical embeddedness”. Our findings suggest that academic libraries would benefit from pursuing an alternative approach, here termed “epistemological embeddedness”, which prioritizes discipline-specific knowledge and approaches. This greater emphasis on epistemological embeddedness could ensure that students learn digital literacy approaches that can help them navigate the information-rich contexts they meet beyond their academic tenure

Most librarians and staff who perform library instruction in academic settings place a high value on assessment. They understand that determining what our students bring with them to the instruction lab and what they learn during the hour we teach them helps improve teaching. Some study the latest in assessment techniques and educational theory and form high ideals for themselves and for their libraries’ instruction programs. However, when faced with realities of our programs, successful though they may be, improving assessment that is performed across instructional programs can be a daunting task. Academic libraries’ efforts to institute or improve library instruction assessment can lead to anxiety as librarians are pulled between using old favorite assessment tools and making major overhauls. The authors of this article have developed an approach to assessment wherein librarians study the components of learning and use these to enhance familiar tools they already use for library assessment during instruction. This allows librarians to greatly improve the quality of their tools while feeling a sense of ownership without losing particular features of importance. This study discusses three popular assessment tools (pretest/posttest sets, posttests, and activities) that were enhanced using this technique and the evidence of learning that each gathers. The authors use data collected with each tool to discuss the strengths and weaknesses of each tool and suggests strategies for tool selection.

A Scoping Review: Synthesizing Evidence on Data Management Instruction in Academic Libraries

This paper supplements the panel, which was delivered in a “Lively Lunch” format and included presentations by librarians who have employed EBSCO’s Discovery System (EDS) in their academic institutions. The panelists addressed several important aspects of launching a discovery system in an academic library, such as Implementation; Information Literacy; and Assessment, Usability and Customization. The implementation component included technical aspects, business requirements, enhancing the operability of link resolvers, launch preparation, and implementation success. The information literacy portion addressed how academic reference services and library instruction have been transformed because of EDS. Assessment, Usability and Customization focused on customizing the search box and assessing EDS using statistics and usability testing. Michael Gorrell, Executive Vice President of Technology and Chief Information Officer of EBSCO Publishing, was present, and a Q&A time was scheduled at the end of each session for audience members to ask questions, comment, and share experiences. The implementation process of a Discovery Service involves many different aspects and is a large undertaking for any library. Depending on the size of the library, its technology infrastructure, and the number of staff involved, the implementation time can vary greatly. In addition, the planning processes and the considerations made prior to implementation are also affected by the nature and needs of end-users in these institutions. Selecting the resources to include in the discovery service, resolving technical issues, developing a strategy to publicize and market to end-users, and assessing and customizing the product are all part of a continuous course of implementing Discovery Services—a process that begins long before implementation and has no fixed completion. This process involves a collaborative and consorted effort from all areas of librarian expertise, from technical services to public services. The simplicity and comprehensiveness of discovery tools redefine how libraries deliver services across the board, changing the expectations users have of the experience of searching library resources and challenging librarians to redesign instruction and teach information literacy in new ways. These considerations and our own experience with implementing EBSCO’s Discovery System (EDS) at the University of South Florida prompted us to open up a discussion across university and college libraries in the U.S. and across librarian functions, technical, and public services, in order to share, discuss, and learn from each other the lessons of Discovery Service implementation and use. We wanted to focus on the continuous nature of this process, involving the user perspective, as well as the perspective of the vendor, EBSCO. We believe that talking with our colleagues and collaborating with publishers makes us much better positioned to anticipate the changing needs of users and enhance the experience, accessibility, and discoverability of