The Other "Librarian": Work Identity of Library Paraprofessionals from Preparation to Practice
Notice bibliographique
Résumé
The information age has had a significant impact on the traditional, collections- oriented work that defined libraries’ purpose for centuries. The library has become a vibrant, socially-focused place of learning, digital technology, and community. Library paraprofessional duties are shifting from skills-based, technical roles and growing in scope and complexity, assuming tasks that traditionally have been performed by professional librarians. Previous research has reported that this crossover of roles and blurring of responsibilities creates tension and role ambiguity between librarians and paraprofessionals. As libraries have been transformed, current research has not explored the potential subsequent role changes for paraprofessionals and how this has affected their work identity; or, their sense of belonging, purpose, and value in the library workplace. This collective case study examined the perceptions of work identity for practicing paraprofessionals in school, academic, and public libraries. The following research question guided this study: In what ways are library paraprofessionals’ work identities formed? Specifically, (1) How do post-secondary programs that educate students to be library paraprofessionals shape their work identity? (2) How do relationships within a work context shape work identity in library paraprofessionals? (3) How do roles and responsibilities of library paraprofessionals shape their work identities? Work identity concepts were used in conjunction with, and under the framework of, social identity theory. The social identity approach explains the meanings associated with group membership, group behaviour, and intergroup relations that have emotional and value significance to the individual. Data were gathered through 26 semi-structured interviews with library paraprofessionals in school, academic, and public libraries across central Alberta. The data was analyzed by identifying prominent themes from their descriptions of their experiences at work. These themes were discussed within the broad categories that make up work identity: personal influences, work relationships, and work activities. This study provides evidence that library paraprofessionals have a relatively stable work identity with a positive sense of purpose and belonging at work. However, certain long-standing job hierarchies, historical perceptions of the role of the paraprofessional, and structural workplace limitations inhibit a full realization of some paraprofessionals’ potential. Library paraprofessionals, if mindful of all the things that can impact work identity, can make decisions on behaviour, actions and attitude that can help to heighten their sense of self and ultimately, feel good about the work they are doing. This study has implications for post-secondary education in recruitment practices and in informing curriculum in paraprofessional programs. It may help to build greater awareness and insight into the work identity of a library paraprofessional that may in turn help both library workers and researchers to work towards better clarity surrounding this career and those who choose this career path. This study may help those in the library workplace become better aware of the needs of all workers in libraries, in particular library paraprofessionals, and may help library paraprofessionals to answer the question, “who am I at work?” with self-assurance and with pride in their contributions. The results of this study may prompt conversation about library workplace culture and relationships, with the ultimate desire that library staff, regardless of position, feel valued and fulfilled in their work.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,019 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,004 | 0,003 |
| Études des sciences et des technologies | 0,019 | 0,009 |
| Communication savante | 0,015 | 0,009 |
| Science ouverte | 0,001 | 0,012 |
| Intégrité de la recherche | 0,003 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».