Engineering Librarianship in the Post-war Period: Profile of an Emerging Academic Librarian Community
Notice bibliographique
Résumé
Abstract During the early 1940s, engineering librarians in the United States organized professional communities within the Association of College and Reference Libraries (ACRL) and the Society for the Promotion of Engineering Education (SPEE), which in 1946 was renamed the American Society for Engineering Education (ASEE).[1] After the war, the librarian communities in ACRL and ASEE grew quickly, fostering professional development, networking, information sharing, research, and advocacy. This paper seeks a deeper understanding of the engineering librarian community in the 1940s through the analysis of data compiled from the Directory of College Engineering Library Personnel, published in 1949 by the Engineering School Libraries Section of ACRL[2] and supplemented by data from other sources[3]. The Directory is a rich source of data that includes details such as position titles, degrees earned, career histories, professional memberships, and lists of publications. Biographical sketches of individual engineering librarians are also provided. The emergence of an engineering librarian community is discussed in the context of broader developments in librarian education and the engineering profession in the late 1940s and early 1950s. In 1948, ALA passed a resolution calling for librarian education at the graduate level only; new accreditation standards were implemented in 1951. Only three engineering librarians in the Directory had an MLIS. In the 1940s, engineering was almost exclusively male. Only a handful of women studied engineering and fewer served as faculty at engineering schools.[4] Librarianship, on the other hand, was a female dominated profession. Nearly 80 percent of engineering librarians in the Directory were women. In comparison, 99.2 percent of engineering faculty and 76.6 percent of library administrators in the Directory were men. Although some engineering librarians, mainly men, had backgrounds in science or engineering, most had earned degrees in the liberal arts or education. Increasing professionalization and specialization among librarians increased the pressure to recognize them as academic staff on par with faculty. In 1944, the University of Illinois was one of the first universities to do so. The Directory of College Engineering Library Personnel is a unique snapshot of the engineering librarian community in transition. References [1] M. J. White, "The History of the Engineering Libraries Division, Part 1 - 1893-1960," presented at the 2016 American Society for Engineering Education Annual Conference, New Orleans, 2016. https://peer.asee.org/26170 [2] Directory Committee, Engineering School Libraries Section, Directory of College Engineering Library Personnel. Chicago: Association of College and Reference Libraries, 1949. http://catalog.hathitrust.org/Record/001646029. [3] D. E. Cole, ed., Who's Who in Library Service: A Biographical Directory of Professional Librarians in the United States and Canada, 3rd ed. New York: Grolier, 1955. https://catalog.hathitrust.org/Record/001164207 [4] A. S. Bix, Girls Coming to Tech!: A History of American Engineering Education for Women. Cambridge, MA: MIT Press, 2013.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».