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New Roles for Research Librarians
Meeting the Expectations for Research Support
1st Edition - May 20, 2016
Authors: Hilde Daland, Kari-Mette Walmann Hidle
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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… Read more
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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
Research librarians, Library students, PhD supervisors and Postgraduate students
About the Authors
Chapter 1. Getting Involved in the Research Environment and the Research Process
1.2. Great Expectations
Chapter 2. Information Literacy Skills in the Research Process
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
2.12. Source Evaluation
2.13. Ethical Use of Sources
Chapter 3. What Is Research Support From the Library, and What Should It Be?
3.2. The Importance of Liaison Librarians
3.3. Kuhlthau’s Five Levels of Mediation
3.4. What do Researchers Need?
3.5. Best Practices for Research support
Chapter 4. Getting to Know the Library
Chapter 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
5.5. 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?
Chapter 6. What Can the Library Offer and What Can the Librarian Do?
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
Chapter 7. Communication Is Key – How to Make Contact and Stay in Touch
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
Chapter 8. Important Research Support Services
8.2. The Library in the Research Process
8.3. Mapping out the Research Process
8.4. Data Collection and Literature Reviews
8.5. Success – A Systematic Approach to Searching
8.8. Marketing Research and Making It Visible
Chapter 9. Subject and Discipline Affect Library Needs
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
Chapter 10. More Fun and Better Results – Cooperating in Academic Writing
10.2. Development for the Liaison Librarian?
10.3. Researchers and the Library
Chapter 11. Conclusions and Suggestions for Further Work
11.1. Final Remarks
Chapter 12. Suggestions for Further Reading
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
No. of pages: 120
Published: May 20, 2016
Imprint: Chandos Publishing
Paperback ISBN: 9780081005668
eBook ISBN: 9780081005774
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.
Affiliations and expertise
Research Librarian and Research Support Coordinator, Agder University Library, Norway
Kari-Mette Walmann Hidle
Kari-Mette Walmann Hidle is an Assistant Professor at the University of Agder, Norway. She holds a Ph.D in philosophy of religion from the interdisciplinary program of religion, ethics and society at the University of Agder. Her research interests evolve around the question of plurality and unity on a philosophical, societal and practical dimension. Hidle lectures in academic writing and various other subjects in the vocational studies. She is an experienced user of the services of the University Library.