Notice bibliographique
Résumé
Sweetman, Kimberly Burke. Managing Student Assistants: A How-to-do-it Manual for Librarians. New York, NY: Neal-Schuman Publishers, 2007. 187 p. $59.95 USD. ISBN-10: 1-55570-581-2; ISBN-13: 978-1-55570-581-7.∞ Without a doubt, finding enough people to a library can be a daunting task. Never mind the professional librarian positions; there are many jobs in any academic library that must be filled, each with a range of tasks and skill requirements. Given the location of such libraries, employing students is not simply an obvious choice; in most cases it is the only choice. Kimberly Burke Sweetman, Head of the Access Services department for New York University's Division of Libraries, is out to dispel what she sees as a myth that workers, being such a transient population, do not have much to offer (5). Hoping to guide the harried librarian through what Sweetman views as a minefield of potential problems, she lays out constructive advice on not only how a student should be hired, but why. Unfortunately, despite her best intentions to present the management of students as unique, the overall result in Managing Student Assistants is one of redundancy. Sweetman begins by discussing the history of using students in a library setting, going back to articles in the 1910 ALA Bulletin, which advise the use of students for routine tasks such as book repair and filing. Going through the decades, she sees a major shift in the 1970s, as hiring students becomes seen as a way to improve the cultural diversity of library staff (2). Coming close to the present, there is widespread and accepted use of students for a myriad of tasks, but the stigma remains that using students can often be more trouble than it's worth. While the impetus to encourage the hiring of students is admirable, Sweetman risks negating her position by suggesting that categorizing mass numbers of people by the time in which they were born can ease a manager's woes. Quoting several studies, Sweetman lays out the idea that Baby Boomers?are inner driven and competitive (13), and members of Generation X are independent workers who don't trust authority, consider loyalty naive, and are loyal to projects and teams as opposed to companies (14). By contrast, the Millennials (those born between 1981 and 1999) are outer-driven team players who exhibit good fellowship. This culturally diverse group trusts authority, is intensely loyal, and?desires continual feedback (14). Sweetman posits that altering policies and techniques to better manage such groups is essential to good management. Certainly, there are shifts in mindsets and attitudes over the years that any good manager must accept and adapt to in order to keep a library functioning smoothly. …
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 | 0,005 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,007 | 0,015 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,004 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,097 | 0,151 |
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 ».