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Research
2021
Mapping the Residency Program Landscape
Velez, L., Alston, J., Blas, N., Bradshaw, K., Duffus, O., Eads, D., Holmes, G., & Patterson, O. (2021).
Mapping the residency program landscape. Journal of Academic Librarianship, 47(5).
https://doi.org/10.1016/j.acalib.2021.102389
Abstract: When properly structured, library residencies introduce recently graduated Master of Library and/or Information Science (MLIS) professionals to librarianship, allow recent graduates to apply the knowledge and skills learned during their MLIS studies, and infuse host institutions with new, innovative ideas, including the latest technology and theory being taught in library and information science (LIS) programs. Unfortunately, rather than realizing their potential, residencies are often hampered by miscommunication and a lack of organization that cause real harm to the new resident and the current employees by creating a tense, sometimes even hostile, work environment. This can negate the potential benefits of a residency program, leaving the resident unhappy and disillusioned by the library profession. Understanding the current landscape of residency programs is a necessary first step toward evaluating the efficacy of this form of early career employment in retaining an innovative and engaged next generation of library professionals. Using survey research, this study answered the questions: What are the characteristics of residency programs? How is success measured in residency programs? What are some specific best practices that residency programs are currently implementing? The findings from this survey indicate that there is no one-size-fits-all residency program structure, from the mission and goals of the programs to how a program measures its ultimate success, responses were varied. While there are positive trends, like residencies lasting for at least two years, there is still much work to be done. Notably, most programs still only have one resident per cohort and residency cohorts do not overlap leading residents to feel isolated. While we concede there are likely many concerns (including budgetary) that may make two or more residents per cohort or overlapping cohorts unfeasible, it is an issue that should be addressed because many residents themselves have asked for this change. We also detail several suggestions for building and maintaining buy-in among stakeholders in the residency program, a necessary step toward ensuring each resident feels welcome in an institution and is ultimately successful. It is our hope that this research provides residency program coordinators with a roadmap to follow when planning or re-evaluating their residencies.
2018 (Undergraduate Research)
Diversity in Children's Literature: An Examination of Books Available in a Southern City
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Presented at University of North Carolina at Asheville's Spring 2018 Symposium on Undergraduate Research & Community Engagement
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Paper accepted at the Southern Sociological Society's 2018 Annual Meeting
Abstract: Lack of representation of minority or marginalized groups in children’s literature is not a new phenomenon. The term “diverse literature” has been implemented to embrace a broad scope of identities in literature, such as race, ethnicity, gender, sexual orientation, religion, immigration status, disability, and cultural and linguistic differences. Research has demonstrated that there are myriad reasons why this type of representation matters in children’s literature, such as validation and valuation of identity, creation of positive associations with books and reading, self-empowerment, and imagination development. In the present study, a content analysis of elementary schools’ library catalogues is performed to examine the books available to children in the elementary schools (including public and private) in Asheville, North Carolina. Asheville is one of the few liberal cities in a predominantly conservative state, and has an active LGBTQ+ community, but is almost 80% white. The data empirically evaluates the type and amount of diverse literature available to elementary school students in Asheville, and how this differs based on the school. The present study then sociologically illuminates the implications of how diverse literature is (or is not) presented to children in a predominately white, liberal city in the Southeastern United States.
Presentation:
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