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Enregistrement W4391599366 · doi:10.18260/1-2--43329

Engineering Librarianship in the Post-war Period: Profile of an Emerging Academic Librarian Community

2024· article· en· W4391599366 sur OpenAlexaffabout
Michael White

Notice bibliographique

Revuenon disponible
Typearticle
Langueen
DomaineEngineering
ThématiqueEngineering Education and Curriculum Development
Établissements canadiensQueen's University
Organismes subventionnairesLouisiana Tech UniversityBradley UniversityCalifornia State University, SacramentoUniversity of DenverAuburn UniversityU.S. NavyUniversity of WashingtonRensselaer Polytechnic InstituteU.S. Department of StateBrown UniversitySamuel Ginn College of EngineeringClarkson UniversityNDSU Development FoundationNorth Dakota State UniversityArizona State UniversityAmerican Society for Engineering Education
Mots-clésDirectoryLibrary scienceAccreditationEngineering educationContext (archaeology)Professional associationPromotion (chess)SociologyPolitical scienceEngineeringPublic relationsComputer scienceLawHistoryPolitics

Résumé

récupéré en direct d'OpenAlex

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.

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 distillée sur la base complète

Imitation des enseignants

Ni 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.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Simulation ou modélisation · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,504
Score d'incertitude au seuil0,512

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,001
Études des sciences et des technologies0,0000,000
Communication savante0,0000,001
Science ouverte0,0000,000
Intégrité de la recherche0,0000,001
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

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.

Tête enseignante Opus0,018
Tête enseignante GPT0,245
Écart entre enseignants0,227 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_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 découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeSimulation ou modélisation
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2024
Routes d'admission2
Résumé présentoui

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