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Re-framing librarians' identities and assumptions around IT


Re-framing librarians' identities and assumptions around IT

Carson, Pamela ORCID: https://orcid.org/0000-0002-2963-7764 and Little, Geoffrey ORCID: https://orcid.org/0000-0001-8467-4149 (2014) Re-framing librarians' identities and assumptions around IT. The Journal of Academic Librarianship, 40 (3-4). pp. 405-407.

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As important aspects of librarianship converge with information technology (IT), the role of librarians is worth considering. Librarians may not be fully engaging with the possibilities of IT because they are only using, rather than creating, information technology. Examining the implications of gender underrepresentation and gendered identities in both fields is a starting point for investigating librarians' relationship with IT. In particular, stereotypes for the female gender and the librarian profession may be an impediment in librarians' involvement in IT. Librarians may self-stereotype themselves out of engaging with IT by identifying strongly with female and librarian stereotypes, which can be considered to be incompatible with IT stereotypes. However, upon closer examination, stereotypes can be shown to be false and those who previously self-stereotyped can adopt more balanced identities, aiding performance. Finding positive role models who do not fit stereotypes may be helpful. Expecting a comprehensive IT education in library school is misguided, but problem-based learning – commonly seen in IT – is one method librarians could adopt. Libraries should prioritize and make allowances for IT skill development and librarians can take advantage of the increasing opportunities for learning about IT.

Divisions:Concordia University > Library
Item Type:Article
Authors:Carson, Pamela and Little, Geoffrey
Journal or Publication:The Journal of Academic Librarianship
Date:May 2014
Digital Object Identifier (DOI):10.1016/j.acalib.2014.03.011
ID Code:979147
Deposited By: Pamela Carson
Deposited On:11 Nov 2014 18:53
Last Modified:18 Jan 2018 17:48


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