一个明确的方法,以阈限作为一个包容性的方法图书馆员支持研究生研究人员

IF 1.3 4区 管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE
Xan Y. Goodman, Samantha Ann Godbey
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引用次数: 0

摘要

本文的目的是为读者提供对阈限性的更深层次的理论理解,它在理解研究生研究人员经历中的效用,以及如何明确研究生经历的阈限性质对来自边缘社区的学生特别有影响。设计/方法/方法这篇概念性论文将阈限性作为研究人员身份发展的重要组成部分,以及这种阈限性的意识如何与有效和包容的图书馆员对研究生研究人员的支持相关。作者探讨了在这种阈限状态下操作的情感和学术含义,以及如何直接承认这种中间性,特别是在课堂教学和研究咨询的空间中,可以作为一种包容性实践加以利用。作者将这种探索建立在批判教育学的基础上。研究生研究人员经常在一种不被承认的阈值状态下工作,这导致学生质疑他们以前的知识和生活经验的重要性,并对他们在学术界的潜在地位感到沮丧和不确定。这对来自传统上被边缘化和被排除在高等教育之外的社区的学生尤其有害。原创性/价值作者是美国西部一家大型少数民族城市研究机构的教育和健康科学联络员,并利用他们在学科上支持学生的经验,其中包括许多学生在获得大量专业经验后返回研究生学习。这项工作通过关注阈限的概念对图书馆和信息研究做出了贡献。作者提供了一个概念性的角度对阈限相对于图书馆员和他们的支持作用,在研究生的经验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An explicit approach to liminality as an inclusive approach to librarian support for graduate student researchers
Purpose The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities. Design/methodology/approach This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy. Findings Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education. Originality/value The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.
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来源期刊
Reference Services Review
Reference Services Review INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
3.20
自引率
10.00%
发文量
16
期刊介绍: Reference Services Review (RSR ) is a quarterly, refereed journal dedicated to the enrichment of reference knowledge and the advancement of reference services. RSR covers all aspects of reference functions, including automation of reference services, evaluation and assessment of reference functions and sources, models for delivering quality reference services in all types and sizes of libraries, development and management of teaching/learning activities, promotion of information literacy programs, and partnerships with other entities to achieve reference goals and objectives. RSR prepares its readers to understand and embrace current and emerging technologies affecting reference functions, instructional services and information needs of library users.
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