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Mentoring When Librarians Have Faculty Status
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Author(s): Vincent J. Novara (University of Maryland Libraries, USA), Phillipa Brown (University of Maryland Libraries, USA)and M. Jane Williams (University of Maryland Libraries, USA)
Copyright: 2010
Pages: 14
Source title:
Recruitment, Development, and Retention of Information Professionals: Trends in Human Resources and Knowledge Management
Source Author(s)/Editor(s): Elisabeth Pankl (Kansas State University, USA), Danielle Theiss-White (Kansas State University, USA)and Mary C. Bushing (Library Consultant, USA)
DOI: 10.4018/978-1-61520-601-8.ch016
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Abstract
Numerous academic libraries participate in their campuses’ systems for faculty status for librarians, in separate tracks or identical tracks as those for teaching faculty. In either case, a practice is to encourage or require mentoring for librarians without tenure or permanent status. This chapter will cover the special challenges and benefits of mentoring and faculty status, the need for mentoring, and processes for best practices to make mentoring meaningful for all involved. The chapter will draw on the authors’ experiences, an environmental scan, a survey of selected institutional practice where librarians have faculty status, and published research and related literature. It will also feature mentoring programs developed by various institutions, including the University of Maryland Libraries.
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