Start Date

23-3-2018 8:30 AM

End Date

23-3-2018 9:00 AM

Location

RM 400

Author(s) Bio

Wendy Doucette is an assistant professor and the Graduate Research and Instruction Librarian at East Tennessee State University. She is the lead instructor and developer of the Sherrod Library Graduate-Level Academic Workshop series and an embedded librarian for the Graduate School’s Thesis and Dissertation Boot Camp. She holds an MS in Library and Information Science from Florida State University and a PhD from Stanford University. Her research interests center on 360-degree literacy, visual literacy, problem-based learning, and serving first-generation and international graduate students.

Presenter Status

Academic Librarian

Presentation Type

30 minutes (e.g. Individual)

Description

As I enter my fourth year as a graduate librarian (and my 10th year of academic librarianship and my 29th year of teaching), I’m struck by how my approach to graduate students continues to shift. To my surprise, every academic year has brought a new revelation concerning what our students don’t know and do need, which necessitates a corresponding revision of service on my part. Although “competence” is a relative term, I feel strongly that the needs of our graduate students—and the skills necessary for us as providers to fulfill these requirements—are similar to those at other institutions and would like to share some of these findings with my fellow graduate librarians.

Points for discussion will be: getting to know student needs (for real); empathy and perspective; problem-based and lifelong learning; partnerships. I will provide examples of how these shifts in perspective have manifested with regard to explanatory content for students, particularly with literature review and the writing process overall. I will also discuss the search for internal versus external sources, which I expect will foster input and dialogue from participants.

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Mar 23rd, 8:30 AM Mar 23rd, 9:00 AM

Becoming a Competent Graduate Librarian

RM 400

As I enter my fourth year as a graduate librarian (and my 10th year of academic librarianship and my 29th year of teaching), I’m struck by how my approach to graduate students continues to shift. To my surprise, every academic year has brought a new revelation concerning what our students don’t know and do need, which necessitates a corresponding revision of service on my part. Although “competence” is a relative term, I feel strongly that the needs of our graduate students—and the skills necessary for us as providers to fulfill these requirements—are similar to those at other institutions and would like to share some of these findings with my fellow graduate librarians.

Points for discussion will be: getting to know student needs (for real); empathy and perspective; problem-based and lifelong learning; partnerships. I will provide examples of how these shifts in perspective have manifested with regard to explanatory content for students, particularly with literature review and the writing process overall. I will also discuss the search for internal versus external sources, which I expect will foster input and dialogue from participants.