The Adjunct Librarian
Option 1. Citation Analysis Embedded vs. Adjunct Instruction & Embedded
Option 2. Retention Statistics for courses taught by us - what is the retention rate for students who enroll in courses taught by adjunct instructors who are also full time librarians?
Option 3. Focus Groups
Theory: Retention is higher for dual librarians:
Why? Availability of faculty in a public space, availability of office hours beyond, the skill level in virtual reference, comfort with new technology and resources, knowledge of resources, etc.
Willen-Brown, Stephanie. "The Adjunct Life: The Best of Both Worlds--Working and Teaching Future Librarians." Library Journal, vol. 132, no. 11, 15 June 2007, pp. 42-44. EBSCOhost, jwupvdz.idm.oclc.org/login?url=https://search-ebscohost-com.jwupvdz.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ786552&site=ehost-live&scope=site.
Johns, Sara Kelly, et al. "Pass It Forward: Teaching as an Adjunct." Knowledge Quest, vol. 38, no. 5, May/Jun2010, pp. 40-45. EBSCOhost, jwupvdz.idm.oclc.org/login?url=https://search-ebscohost-com.jwupvdz.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=52464933&site=ehost-live&scope=site.
Polger, M. & Okamoto, K. (2010, March). "Can't anyone be a teacher anyway?": Student perceptions of academic librarians as teachers. Library Philosophy and Practice, 1-16.
http://academicworks.cuny.edu/jj_pubs/4/
Evgenia Vassilakaki, Valentini Moniarou-Papaconstantinou, (2015) "A systematic literature review informing library and information professionals’ emerging roles", New Library World, Vol. 116 Issue: 1/2, pp.37-66, https://doi-org.jwupvdz.idm.oclc.org/10.1108/NLW-05-2014-0060
Segal, Judith A. “Collaboration between Theory and Evidence-Based Practice â Two Cultures: Librarians and Professors.” IFLA Journal, vol. 27, no. 1, 2001, pp. 24–27., doi:10.1177/034003520102700105.
http://journals.sagepub.com/doi/pdf/10.1177/034003520102700105
The Art and Politics of College Teaching by ISBN: 9780820452043Publication Date: 2004-06-24In their programs, doctoral students learn their academic discipline. Less frequently are they taught how to be professors. New professors may have little if any knowledge about the different sorts of academic institutions in which they might obtain positions, the steps to be taken to secure a good job and be successful in it, and the legal and ethical dimensions of college teaching. This book offers graduate students and new professors some practical advice about how to negotiate their way through these often complicated issues. The book is written in essay style and presents the candid views of a number of new and experienced faculty members and administrators from across the United States.
