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1. The Imposter Among Us: How Imposter Syndrome is Fueled by Diversity Discourses.

Author

Tina Liu

Subjects
*IMPOSTOR phenomenon, *CRITICAL self-reflection, *ACADEMIC librarians, *RACIAL inequality, *INFORMATION professionals, *ACADEMIC librarianship, *INTROSPECTION
Abstract

In this paper, first presented at the 2023 LACUNY Institute, the author discusses definitions of imposter syndrome and how imposter syndrome fits within the diversity model. The diversity model, as used in this paper, emerges from an oversimplified framing of racial inequity as a problem that is solved by simply hiring diverse bodies to appear inclusive. In conjunction with the proliferation of imposter syndrome in post-secondary institutions, the ongoing phenomenon of imposter syndrome among librarians and academics reveals an underlying systemic problem rather than individual shortcomings. Workplace discomfort in postsecondary institutions is too easily brushed off as imposter syndrome, without any critical self-reflection on the underlying causes that contribute to such high rates of individuals experiencing the syndrome. While the pathological "diagnosis" of imposter syndrome is unproductive in combating the underlying systemic problems that contribute to such experiences, there are two distinct uses of imposter syndrome in our lexicon: imposter-syndrome-as-pathology and the affective experience of imposter syndrome. In critiquing imposter-syndrome-as-pathology, this paper highlights how the diversity model pushes racialized information professionals to experience imposter syndrome. [ABSTRACT FROM AUTHOR]

Published
2023

2. Blended Librarianship - 20 Years Later.

Author

Hovious, Amanda and Smith, Andrew J. M.

Subjects
ACADEMIC librarianship, ACADEMIC librarians, BLENDED learning, LIBRARY science, PEDAGOGICAL content knowledge, COMMUNICATION in education, TELECOMMUNICATION, ACADEMIC libraries
Abstract

In 2004, Steven J. Bell and John Shank introduced the term blended librarian to describe an emerging skill set of academic librarians in teaching and learning roles as a combination of "the traditional skill set of librarianship with the information technologist's hardware/software skills, and the instructional or educational designer's ability to apply technology appropriately in the teaching-learning process" (p. 373). Several years later, the Association of College and Research Libraries (ACRL) officially recognized instructional design skills as a core proficiency for instructional librarians in the Standards for Proficiencies for Instruction Librarians and Coordinators (ALA, 2008). Yet, alongside the ACRL's shift from information literacy standards to framework came a parallel shift from the proficiencies for instruction librarians to its revision, entitled Roles and Strengths of Teaching Librarians (ALA, 2017). The Roles and Strengths of Teaching Librarians remains intentionally vague, which may make it difficult for library students and practicing professionals to determine exactly what knowledge, skills, and abilities encompass the formal competencies of instructional designers. Drawing on standards from the Association of Educational Communications and Technology (2012), this paper defines the competencies of instructional design and technology and outlines the specific areas of content and pedagogical knowledge that teaching librarians in the instructional designer role will find most relevant. [ABSTRACT FROM AUTHOR]

Published
2023
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