Professional Identity Development among Graduate Library and Information Studies Online Learners: A Mixed Methods Study

Autor/in	Croxton, Rebecca A.
Titel	Professional Identity Development among Graduate Library and Information Studies Online Learners: A Mixed Methods Study
Quelle	In: Community & Junior College Libraries, 21 (2015) 3-4, S.125-141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-2522
DOI	10.1080/02763915.2016.1190998
Schlagwörter	Professional Identity; Individual Development; Mixed Methods Research; Electronic Learning; Graduate Students; Library Science; Information Science; Online Courses; Graduate Study; Masters Programs; Distance Education; Online Surveys; Semi Structured Interviews; Case Studies; Library Education; Synchronous Communication; Librarians; College Libraries; Correlation; Multiple Regression Analysis; Grouping (Instructional Purposes); Information Science Education; Likert Scales + Suchen Sie Ihr Suchwort? Individuelle Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bibliothekswissenschaft; Informationswissenschaft; Online course; Online-Kurs; Magister course; Magisterstudiengang; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Bibliothekarausbildung; Librarian; Bibliothekar; Bibliothekarin; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Korrelation; Grouping; Gruppenbildung; Informationstechnologische Bildung; Likert-Skala
Abstract	This study explores how factors relating to fully online Master of Library and Information Studies (MLIS) students' connectedness with peers and faculty may impact their professional identity development as library and information studies professionals. Participants include students enrolled in a fully online MLIS degree program in the southeastern United States, with a smaller, specialized cohort of diverse learners preparing for careers in community college librarianship. Findings suggest professional identity is largely developed through work experience in the field. Connectedness to peers and faculty, significant predictors of professional identity, is promoted by both synchronous online course meetings and cohort membership. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01