ERIC Number: EJ1106872
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 44
Professional Identity Development among Graduate Library and Information Studies Online Learners: A Mixed Methods Study
Croxton, Rebecca A.
Community & Junior College Libraries, v21 n3-4 p125-141 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Sponsor: Institute of Museum and Library Services
Authoring Institution: N/A
Grant or Contract Numbers: RE0113001313