Workforce Issues in Library and Information Science
School librarians -- Vocational guidance -- United States.
School librarians -- Recruiting -- United States.
School librarians -- United States -- Attitudes.
Abstract
Recent concerns over anticipated shortages of school librarians have led to an interest in discovering the motivations individuals have for becoming librarians. Such information can be used to attract qualified people to the field. The current study employed in-depth narrative research to identify and explore the reasons that five graduate students had for selecting the occupation of school librarian. Savickas' (2005) career construction theory served as the framework for understanding the vocational behavior of the participants. The primary data collection method was through life story interviews. Looking at the life stories of the participants through the lens of career construction theory provided a comprehensive picture of the complex network of elements that accompany any occupational choice. This examination revealed the substantial value placed on educational achievement by the participants and their families, and showed that the influence of a librarian was instrumental in bringing these five individuals into the profession. The study found that the reasons these individuals had for becoming school librarians are similar to those previously identified in the research literature, although one, emotional distance, appears to be unique. Finally, this study reiterated the library profession's persistent problem of the public not being aware of librarianship as a possible occupation.
Publisher
Johns Hopkins University Press and the Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign
ISSN
0024-2594
Type of Resource
text
Language
en
Permalink
http://hdl.handle.net/2142/18727
Copyright and License Information
Copyright 2010 Board of Trustees of the University of Illinois
Library Trends 59 (1-2) Summer/Fall 2010: Workforce Issues in Library and Information Science, Part 2. Edited by Joanne Gard Marshall, Susan Rathbun-Grubb, Deborah Barreau, and Jennifer Craft Morgan
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