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Guest Speakers as Mentors: What Classroom Experiences Mean to Them.

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Title: Guest Speakers as Mentors: What Classroom Experiences Mean to Them.
Authors: Dali, Keren1 (AUTHOR) Keren.Dali@du.edu, Velte, Ashlyn2 (AUTHOR) Ashlyn.Velte@colorado.edu, Anderson, Stephanie3 (AUTHOR) stephanieanderson@bookops.org, Ganz, Michelle4 (AUTHOR) michelle.ganz@oppeace.org, Lindaman, John5 (AUTHOR) john.lindaman@metmuseum.org, Tuliao, Miriam6 (AUTHOR) mtuliao@penguinrandomhouse.com
Source: Journal of Education for Library & Information Science. Jan2025, Vol. 66 Issue 1, p40-59. 20p.
Subject Terms: *Career development, *University faculty, *Academic motivation, *Blended learning, Eyewitness accounts, Phenomenology, Mentoring
Abstract: Resulting from the collaboration between five practicing professionals and an LIS faculty member, this article illuminates the experiences of librarians and archivists who engage with LIS students on a continuous basis as guest speakers in LIS classrooms. The phenomenological approach helps to elicit first-hand accounts that encapsulate practitioners' priorities and concerns. The free-floating narratives are combined with an extensive literature review related to mentorship practices in professional fields; they are used to produce a blended viewpoint-analytical article that places empirical data in the context of the three-pronged framework of mentorship motivations, focusing on outcome-oriented, student-oriented, and personal-learning-oriented motivations. These types of mentorship motivations focus on transmitting professional knowledge, socializing LIS students to become responsible professional citizens, and learning about the state of the field and the workforce from students themselves. The article provides suggestions for future empirical research into the motivation of LIS professionals who choose to mentor LIS students through classroom engagements and other avenues. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education for Library & Information Science is the property of Association for Library & Information Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Guest Speakers as Mentors: What Classroom Experiences Mean to Them.
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  Data: <searchLink fieldCode="AR" term="%22Dali%2C+Keren%22">Dali, Keren</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Keren.Dali@du.edu</i><br /><searchLink fieldCode="AR" term="%22Velte%2C+Ashlyn%22">Velte, Ashlyn</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Ashlyn.Velte@colorado.edu</i><br /><searchLink fieldCode="AR" term="%22Anderson%2C+Stephanie%22">Anderson, Stephanie</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> stephanieanderson@bookops.org</i><br /><searchLink fieldCode="AR" term="%22Ganz%2C+Michelle%22">Ganz, Michelle</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> michelle.ganz@oppeace.org</i><br /><searchLink fieldCode="AR" term="%22Lindaman%2C+John%22">Lindaman, John</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> john.lindaman@metmuseum.org</i><br /><searchLink fieldCode="AR" term="%22Tuliao%2C+Miriam%22">Tuliao, Miriam</searchLink><relatesTo>6</relatesTo> (AUTHOR)<i> mtuliao@penguinrandomhouse.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+for+Library+%26+Information+Science%22">Journal of Education for Library & Information Science</searchLink>. Jan2025, Vol. 66 Issue 1, p40-59. 20p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22University+faculty%22">University faculty</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br /><searchLink fieldCode="DE" term="%22Eyewitness+accounts%22">Eyewitness accounts</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Resulting from the collaboration between five practicing professionals and an LIS faculty member, this article illuminates the experiences of librarians and archivists who engage with LIS students on a continuous basis as guest speakers in LIS classrooms. The phenomenological approach helps to elicit first-hand accounts that encapsulate practitioners' priorities and concerns. The free-floating narratives are combined with an extensive literature review related to mentorship practices in professional fields; they are used to produce a blended viewpoint-analytical article that places empirical data in the context of the three-pronged framework of mentorship motivations, focusing on outcome-oriented, student-oriented, and personal-learning-oriented motivations. These types of mentorship motivations focus on transmitting professional knowledge, socializing LIS students to become responsible professional citizens, and learning about the state of the field and the workforce from students themselves. The article provides suggestions for future empirical research into the motivation of LIS professionals who choose to mentor LIS students through classroom engagements and other avenues. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Education for Library & Information Science is the property of Association for Library & Information Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182329932
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        Value: 10.3138/jelis-2024-0019
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      – Code: eng
        Text: English
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      – SubjectFull: Career development
        Type: general
      – SubjectFull: University faculty
        Type: general
      – SubjectFull: Academic motivation
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      – SubjectFull: Blended learning
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      – SubjectFull: Eyewitness accounts
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      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Mentoring
        Type: general
    Titles:
      – TitleFull: Guest Speakers as Mentors: What Classroom Experiences Mean to Them.
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              Text: Jan2025
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              Y: 2025
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