Wrap-Up
In this lesson you learned:
- How to use reflective journaling to identify your struggles and successes during your research process
- How to build your own research support ecosystem
- How to clarify and align your goals to help get you started
These exercises will hopefully provide you with tools and practices to regularly reflect on how you’re feeling, how to navigate challenges or new experiences, and who to turn to for support and feedback as you embark on your journey as a researcher.
Course 1 helped you understand how your identity as a librarian and researcher shapes what and how you research. You identified your values and your positionality The identity of us as a researcher as it relates to the social and political context of a research study. Our positionality is based on our past experiences and shapes how you approach the research process. and created a researcher identity statement. Using that statement, you brainstormed research ideas and short- and long-term goals. Finally, you created a research ecosystem and clarified your goals and research interests to begin working toward a research project.
In Course 2, Lesson 1, Library & Information Science as a Discipline, you will learn more about the field’s body of literature and understand how your research can fit into it. You may also be interested in the following lessons:
Further Learning
Ackerman, Erin, Hunter, Jennifer, and Zara T. Wilkinson. “The Availability and Effectiveness of Research Supports for Early Career Academic Librarians.” The Journal of Academic Librarianship, 44 (2018): 553-568. doi.org/10.1016/j.acalib.2018.06.001.
Andrews, Nicola. “It’s Not Imposter Syndrome: Resisting Self-Doubt as Normal for Library Workers.” Gleeson Library Faculty and Staff Research and Scholarship, 41 (2020). https://repository.usfca.edu/librarian/41.
Bastone, Zoe. “I Can’t Do That: Conducting Research as a Non-Tenure Track Librarian, Part I.” The Librarian Parlor. Last modified June 18, 2019. https://libparlor.com/2019/06/18/i-cant-do-that/.
Bews, Emilee, MacLeod, Kaia, and Bethany Paul. “Imposter Syndrome in Academic Libraries: Indigenous Women Edition.” Urban Library Journal 28, no. 2, (2023). https://academicworks.cuny.edu/ulj/vol28/iss2/3.
Fullington, Lee Ann, West, Brandon K., and Frans Arbarillo. Reflections on Practitioner-Research: A Practical Guide for Information Professionals. Chicago: ACRL, 2020.
Goodwin, Tiffany Gipson, Laning, Melissa A., and Latisha M. Reynolds. “Comradery and connection: A study of cross-cultural mentoring experiences.” The Journal of Academic Librarianship, 48 (2022): 1-13. doi.org/10.1016/j.acalib.2022.102596.
Reale, Michelle. Becoming a Reflective Librarian and Teacher: Strategies for Mindful Academic Practice. Chicago: ALA Editions, 2017.
Barbara Wood, Guimaraes, Ana, Holm, Christina, Hayes, Sherill, Brooks, Kyle. “Academic librarian burnout: A survey using the Copenhagen Burnout Inventory (CBI).” Faculty Publications, 4602 (2020). https://digitalcommons.kennesaw.edu/facpubs/4602.
Fill out our post-lesson survey! This short feedback form is meant to assess the effectiveness of each lesson and its activities in the curriculum.
Wrap-Up
In this lesson you learned:
These exercises will hopefully provide you with tools and practices to regularly reflect on how you’re feeling, how to navigate challenges or new experiences, and who to turn to for support and feedback as you embark on your journey as a researcher.
Course 1 helped you understand how your identity as a librarian and researcher shapes what and how you research. You identified your values and your positionalityPositionality The identity of us as a researcher as it relates to the social and political context of a research study. Our positionality is based on our past experiences and shapes how you approach the research process. and created a researcher identity statement. Using that statement, you brainstormed research ideas and short- and long-term goals. Finally, you created a research ecosystem and clarified your goals and research interests to begin working toward a research project.
In Course 2, Lesson 1, Library & Information Science as a Discipline, you will learn more about the field’s body of literature and understand how your research can fit into it. You may also be interested in the following lessons:
Further Learning
Ackerman, Erin, Hunter, Jennifer, and Zara T. Wilkinson. “The Availability and Effectiveness of Research Supports for Early Career Academic Librarians.” The Journal of Academic Librarianship, 44 (2018): 553-568. doi.org/10.1016/j.acalib.2018.06.001.
Andrews, Nicola. “It’s Not Imposter Syndrome: Resisting Self-Doubt as Normal for Library Workers.” Gleeson Library Faculty and Staff Research and Scholarship, 41 (2020). https://repository.usfca.edu/librarian/41.
Bastone, Zoe. “I Can’t Do That: Conducting Research as a Non-Tenure Track Librarian, Part I.” The Librarian Parlor. Last modified June 18, 2019. https://libparlor.com/2019/06/18/i-cant-do-that/.
Bews, Emilee, MacLeod, Kaia, and Bethany Paul. “Imposter Syndrome in Academic Libraries: Indigenous Women Edition.” Urban Library Journal 28, no. 2, (2023). https://academicworks.cuny.edu/ulj/vol28/iss2/3.
Fullington, Lee Ann, West, Brandon K., and Frans Arbarillo. Reflections on Practitioner-Research: A Practical Guide for Information Professionals. Chicago: ACRL, 2020.
Goodwin, Tiffany Gipson, Laning, Melissa A., and Latisha M. Reynolds. “Comradery and connection: A study of cross-cultural mentoring experiences.” The Journal of Academic Librarianship, 48 (2022): 1-13. doi.org/10.1016/j.acalib.2022.102596.
Reale, Michelle. Becoming a Reflective Librarian and Teacher: Strategies for Mindful Academic Practice. Chicago: ALA Editions, 2017.
Barbara Wood, Guimaraes, Ana, Holm, Christina, Hayes, Sherill, Brooks, Kyle. “Academic librarian burnout: A survey using the Copenhagen Burnout Inventory (CBI).” Faculty Publications, 4602 (2020). https://digitalcommons.kennesaw.edu/facpubs/4602.
Fill out our post-lesson survey! This short feedback form is meant to assess the effectiveness of each lesson and its activities in the curriculum.