Starting the write way: Comparing two library scholarly development programs

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Amanda "Amy" Harris Houk, Reference Librarian and Information Literacy Coordinator (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: How many faculty librarians have uttered the plaint, “I don’t know how to start getting published!” or similar laments about the publish-or-perish obligation? Because scholarship among academic librarians is a serious and often daunting issue, much time and energy are spent worrying about it. At institutions that require scholarly activity for tenure or for contract renewal, demands for scholarship can be problematic for junior faculty-librarians. Tenure demands are a major stressor for new academic librarians, but meeting tenure requirements is generally not addressed in library school.1 Because of this gap in library school education, it becomes the responsibility of the tenure-granting institution to meet these needs. Additionally, librarians who move from institutions that do not focus on scholarship to ones that do may feel uncomfortable with this type of writing. The differences between papers written in graduate school and writing for tenure can be intimidating; although the differences should make it easier, they often make the process more, not less, daunting.2

Additional Information

Library Leadership & Management, 24(4), 178-82
Language: English
Date: 2010
tenure-track librarians, academic libraries, writing, agraphia

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