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Guest Speakers as Mentors: What Classroom Experiences Mean to Them

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Bibliographic Details
Title: Guest Speakers as Mentors: What Classroom Experiences Mean to Them
Language: English
Authors: Keren Dali, Ashlyn Velte, Stephanie Anderson, Michelle Ganz, John Lindaman, Miriam Tuliao
Source: Journal of Education for Library and Information Science. 2025 66(1):40-59.
Availability: Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Intended Audience: Teachers; Administrators
Document Type: Journal Articles
Reports - Descriptive
Opinion Papers
Education Level: Higher Education
Postsecondary Education
Descriptors: Team Teaching, Professional Personnel, Library Schools, Learning Activities, Classroom Environment, Librarians, Archives, Graduate School Faculty, Graduate Students, Library Education, Lecture Method, Learner Engagement, Partnerships in Education, Student Attitudes, Outcome Based Education, Student Centered Learning, Individualized Instruction, Information Science Education, Mentors, Attitudes
Geographic Terms: Colorado (Denver)
DOI: 10.3138/jelis-2024-0019
ISSN: 0748-5786
2328-2967
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458193
Database: ERIC
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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.
ISSN:0748-5786
2328-2967
DOI:10.3138/jelis-2024-0019