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Recent media reports have increased awareness of workplace incivility and bullying. However, the literature regarding workplace incivility and bullying in academic libraries is under reported and under researched. This study examines the current state of librarians' perceptions on workplace incivility and bullying and evaluates the effects of bullying from organizational and individual perspectives. Bullying was measured based on the librarian's responses to the Negative Acts Questionnaire, including both experienced bullying and witnessed bullying. The authors introduce a conceptual framework to understand the motivating structures, precipitating circumstances, and enabling structures that lead to bullying in the library. A statistical analysis using a regression model revealed several factors that influenced bullying, including a librarian's ethnicity, the number of years worked in the library, the type of institution, and a librarian's academic status. The findings can be useful for discussions of improving workplace climate, increasing retention and recruitment for academic librarians, and helping early career librarians throughout the promotion and tenure processes.

Faculty status, tenure, and professional identity have been long-lasting issues for academic librarians for nearly forty years, yet there is little agreement on the benefits of faculty status. This paper examines faculty status and tenure for academic librarians and presents the results of a survey inquiry into professional identity, current and expected roles, views on faculty status and tenure, and personnel status of academic librarians in the New England area. The study affirms that 45 percent of the respondents have some combination of faculty status, tenure status, and faculty plus tenure status, and that 65 percent of academic librarians do not have tenure. While all academic librarians perceive strong professional development support, only those with faculty status and tenure (and librarians involved with new and emerging areas of study) see themselves having more career advancement and development opportunities. This research concludes that librarians' professional identities are closely matched with five traditional roles. Four new or emerging roles, which may be referred to as "educator," "teacher," "information professional," and "facilitator of learning," reveal significant differences across personnel status.

It is no secret that collegiality matters in academe regardless of the size and type of institution. When it comes to promotion, reappointment and tenure, the invocation of collegiality occurs. This paper aims to examine the perception and issues surrounding collegiality in the academic library setting. The data, based on the survey results of the Massachusetts public higher education librarians, reveals gender disparity on collegiality issues, attitudes and perception. The study findings also include that congeniality is not the same as collegiality. (Contains 8 tables and 3 figures.)