I have invited two students for dinner one evening next week, and I'm really looking forward to it. The senior is someone I have spent time with before through German-club activities. She also came over one evening to watch Labyrinth with me (one of my favorite movies), but it's been a while since we hung out. The other is a freshman who recently became my advisee, and is coming out of the foster care system. She works in the library and is one of the sweetest students I've met. She let me tag along with her to see the Twilight premier last November.
I love the position of librarians, at least here, to do stuff like this. If I were a professor, I'd have to invite a whole class, or a club. I guess there are lines to openly having favorite students, but I'm still more free as a librarian. I know the students really enjoy a home-cooked meal, and I enjoy their company.
Showing posts with label Advising. Show all posts
Showing posts with label Advising. Show all posts
Tuesday, January 20, 2009
Monday, June 16, 2008
Advising Freshmen
It's my turn to be involved in advising the incoming freshmen during their summer orientation. I really like meeting the advisees and their parents, and getting to know them. I love being helpful and trying to assure them there are plenty of people here ready to help with most situations. This year, meeting the parents might be fun. Williamsport has had some significant crime in the past year, including a non-student being randomly murdered a block from campus and two students being held up at gunpoint outside of a local pizza parlour. At least I can say that many of the professors live within walking distance to the school, and that I am in the process of buying a house near campus.
Of course I never see or hear from any of my advisees except when they have to, though it seems like they were more willing to come see me at the end of the year. This makes me happy. I have been able to mediate a few problems, including a student who wanted to drop a class she thought she would fail, and she ended up getting a C or C- by the end of the semester. This was just a question of calling the professor and assuring the student she should go see him.
The only part of advising I don't look forward to is the chaos of registering the students for classes. I hope to instill the fear of God in them today that they need to have a schedule picked out and written down in the time table before coming to registration tomorrow morning.
Funny how most of what I try to do is take away their fear, except when it comes to being prepared for registration...
Oh, and I was very excited to see that one of my new advisees is Wiccan. I wonder if I could convince her to come to the library's Harry Potter Night in October.
Of course I never see or hear from any of my advisees except when they have to, though it seems like they were more willing to come see me at the end of the year. This makes me happy. I have been able to mediate a few problems, including a student who wanted to drop a class she thought she would fail, and she ended up getting a C or C- by the end of the semester. This was just a question of calling the professor and assuring the student she should go see him.
The only part of advising I don't look forward to is the chaos of registering the students for classes. I hope to instill the fear of God in them today that they need to have a schedule picked out and written down in the time table before coming to registration tomorrow morning.
Funny how most of what I try to do is take away their fear, except when it comes to being prepared for registration...
Oh, and I was very excited to see that one of my new advisees is Wiccan. I wonder if I could convince her to come to the library's Harry Potter Night in October.
Friday, March 7, 2008
Why an MLS?
It's been a few days since I posted. Nothing has inspired me in the past two days, and I was insanely busy with meetings, workshop classes, advising, etc... I do enjoy the advising, esp. since this time around I did my homework before the student arrived so I was more prepared on what their requirements are. It is difficult to be an advisor for many different areas, none of which are my own.
I was approached earlier this morning by the human resources professor. He invited me to his class next week and I'm going to answer students' questions about what I do. Their assignment then will be to write a job description for me. He wants it to go beyond what a job description normally looks like and give an accurate view of what I really do. At the end, we talked about the degree requirements. He is often trying to talk his students out of an MBA because it usually doesn't really pay off. I wanted to have a good answer ready for why a professional librarian needs a MLS. I had answers to what a person learns, but needed help from a more experienced librarian for the heart of the answer.
The first reason a person would need an MLS is the obvious: every real librarian job requires it. You may find some people with the librarian job title who don't have one, esp. in public libraries, but they're not real librarians (that's a topic for another post). So what does a person learn in an MLS program? How to use databases and how they work (including the grueling DIALOG- a database without a graphical user interface (GUI)), collection development, assessment techniques, organizational theory or cataloging, and many hours of reference techniques. All of these are the practical things a person learns, the "professional" side of a "professional" degree. However, most of this could be learned on the job or as an undergraduate degree.
The most important reason is a formal way for librarians to gather knowledge of the professional theory behind librarianship. Well-trained paraprofessionals can do a good job at the reference desk and teaching courses. But a solid knowledge of the theory behind librarianship drives a hundred decisions each day. A paraprofessional would be told we cannot tell someone who has a book checked out, or what books a particular person has ever checked out, but only a professional librarian could possibly understand why this is an important, universal policy. And a huge part of librarianship is working towards the future, making constant changes, keeping up with trends, trying to set your own trends, using new technologies in new ways, taking innovations in other areas and applying them to libraries... these are all things a person absolutely could not do competently if they did not understand the theory that drives the direction libraries are going in.
I went to lunch with this same mentor librarian last week and we discussed the differences between a top-rate library schools and second-rate schools. She felt that those she has worked with coming from the second-rate schools have the same skills with databases and have been competent instructors, but lack the global vision of librarianship unless they have developed this on their own. I got that from my education... whether it was worth all of the extra money I paid, I guess that will take time to tell.
I was approached earlier this morning by the human resources professor. He invited me to his class next week and I'm going to answer students' questions about what I do. Their assignment then will be to write a job description for me. He wants it to go beyond what a job description normally looks like and give an accurate view of what I really do. At the end, we talked about the degree requirements. He is often trying to talk his students out of an MBA because it usually doesn't really pay off. I wanted to have a good answer ready for why a professional librarian needs a MLS. I had answers to what a person learns, but needed help from a more experienced librarian for the heart of the answer.
The first reason a person would need an MLS is the obvious: every real librarian job requires it. You may find some people with the librarian job title who don't have one, esp. in public libraries, but they're not real librarians (that's a topic for another post). So what does a person learn in an MLS program? How to use databases and how they work (including the grueling DIALOG- a database without a graphical user interface (GUI)), collection development, assessment techniques, organizational theory or cataloging, and many hours of reference techniques. All of these are the practical things a person learns, the "professional" side of a "professional" degree. However, most of this could be learned on the job or as an undergraduate degree.
The most important reason is a formal way for librarians to gather knowledge of the professional theory behind librarianship. Well-trained paraprofessionals can do a good job at the reference desk and teaching courses. But a solid knowledge of the theory behind librarianship drives a hundred decisions each day. A paraprofessional would be told we cannot tell someone who has a book checked out, or what books a particular person has ever checked out, but only a professional librarian could possibly understand why this is an important, universal policy. And a huge part of librarianship is working towards the future, making constant changes, keeping up with trends, trying to set your own trends, using new technologies in new ways, taking innovations in other areas and applying them to libraries... these are all things a person absolutely could not do competently if they did not understand the theory that drives the direction libraries are going in.
I went to lunch with this same mentor librarian last week and we discussed the differences between a top-rate library schools and second-rate schools. She felt that those she has worked with coming from the second-rate schools have the same skills with databases and have been competent instructors, but lack the global vision of librarianship unless they have developed this on their own. I got that from my education... whether it was worth all of the extra money I paid, I guess that will take time to tell.
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