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Record 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 on OpenAlexaffabout
Michael White

Bibliographic record

Venuenot available
Typearticle
Languageen
FieldEngineering
TopicEngineering Education and Curriculum Development
Canadian institutionsQueen's University
FundersLouisiana 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
KeywordsDirectoryLibrary scienceAccreditationEngineering educationContext (archaeology)Professional associationPromotion (chess)SociologyPolitical scienceEngineeringPublic relationsComputer scienceLawHistoryPolitics

Abstract

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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.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Simulation or modeling · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.504
Threshold uncertainty score0.512

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.001
Science and technology studies0.0000.000
Scholarly communication0.0000.001
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.018
GPT teacher head0.245
Teacher spread0.227 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designSimulation or modeling
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2024
Admission routes2
Has abstractyes

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