Leila June Rod-Welch is a librarian at Saddleback College where she coordinates outreach activities. Previously, she worked at the University of Northern Iowa. Prior to that, Rod-Welch taught English to international students, refugees, and immigrants. Leila received her EdD in leisure and human services management and MA in community leisure services programming from the University of Northern Iowa. She received her MA in library and information science from the University of Iowa. The majority of her research focuses on outreach to diverse and underserved populations such as international students, English as a second language learners, graduate students, military science students, and veterans. In 2019, she edited a book titled Improving Library Services in Support of International Students and English as a Second Language Learners. Leila’s other scholarly interests include leisure and aging. Dr. Rod-Welch was a 2014 ALA Emerging Leader. She has sixty publications and presentations. She was the founder and past Convener of Academic Library Services to Graduate Students Interest Group, the current co-convener of Library Marketing and Outreach Interest Group, and co-chair of the ACRL 2021 Innovations Committee. Dr. Rod-Welch has been involved with numerous ACRL committees over the years, including the Josey Spectrum Scholar Mentor Committee.
Academic Library Mentoring: Fostering Growth and Renewal (Volume 3: Mentoring of Students and Staff)—eEditions e-book
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- Table of Contents
- About the Authors
Mentoring in academic libraries implies a belief in the future of library employees, systems, the profession, and the principles that libraries uphold. It signifies a commitment to the broader institution and to higher education’s values of exploration, discovery, critical examination, and knowledge generation.
Academic Library Mentoring: Fostering Growth and Renewal presents a cross-section of mentoring thought and practice in college and university libraries, including mentoring definitions, practice fundamentals, models, program development, surveys, and analysis. Across three volumes, it explores library mentoring programs and the lived experiences of library faculty, librarians, library staff members, graduate library and information science students, and library student employees.
Volume 1, Fundamentals and Controversies, details effective mentoring skills and behaviors, mentoring models, dysfunctional mentoring relationships, conflicts of interest in mentoring, and, through a feminist lens, power differentials in mentoring. Chapters on diversity, equity, and inclusion call for library personnel to understand the exclusion some experience in the profession and to implement more inclusive mentoring practices.
Mentoring of Library Faculty and Librarians, Volume 2, explores mentorship skills, models, purposes and issues, and program development. Mentoring purposes include support for the pursuit of tenure and promotion, other career goals, and psychosocial concerns. Issues incorporate understanding and addressing diversity, equity, and inclusion in mentoring. Chapter methodologies include surveys, program assessments, analysis of practices against standards, case studies of mentor and mentee lived experiences, and case studies of libraries and affiliated entities.
In Volume 3, Mentoring of Students and Staff, we hear the voices of library science students and library student employees as they describe their library school and library employment mentoring experiences. Also presented are mentoring programs for recruiting individuals to the profession, practices supporting all library employees regardless of formal employee classification, and methods for enhancing the skills of consortial members. The volume ends with a look to the future of mentoring and organizational development and with a tool any library employee at any career stage can use in forming their own mentoring constellation.
Intentional, effective, committed mentorships can help mentees understand their roles and develop their identities as librarians, library workers, or library science students. Mentorships also help mentees understand and meet performance standards, broaden their skills, shift to new specializations, and discern options for contributing to the larger institution and the profession. Through mentoring, mentors may be invigorated by contributing to the growth of mentees and by encountering ideas and approaches different from their own. Academic Library Mentoring: Fostering Growth and Renewal addresses the many dimensions of contemporary academic library mentoring and how best to engage in inclusive, effective mentoring.
Leila June Rod-Welch and Barbara E. Weeg
Chapter 22. A Co-Mentoring Approach: Cooperative Modes of Mentoring Library Graduate Students
Meredith Knoff and Margaret McLaughlin
Chapter 23. Building a Library Family: Community College Library Internships and Nontraditional Mentor Models as a Means of Recruitment, Growth, and Retention of Librarians of Color
Erika Montenegro, Rita Suarez, and Nathasha Alvarez
Chapter 24. Mentee 501: How Mentorship Fits into the LIS Graduate Student Experience
Emily Joan Sartorius and Julia Maxwell
Chapter 25. Incorporating Formal Mentoring: Action Planning for Undertaking Senior Liberal Arts Capstone Projects
Chapter 26. Growing Across the Organization: Mentorship as an Open-Ended Process
Cari Kaurloto, Rebecca Michelson, and Ruth Wallach
Chapter 27. How to Train your Yeti: A Peer-Driven Consortial Mentorship Program of Mythical Proportions
Sagan Wallace and Stefanie Gorzelsky
Chapter 28. Cultivating and Sustaining a Compassionate Culture of Mentorship
Claire Holmes, Sara Arnold-Garza, and Carissa Tomlinson
Chapter 29. Mentoring as Organizational Development: Future Initiatives for Academic Libraries
Chapter 30. Not Just for the New Librarians: Mentoring and Professional Planning at Mid-Career
Juliann Couture, Jennie Gerke, and Jennifer Knievel