College of Communication and Information

Academic Librarians aspire to develop collegial partnerships with Teaching Faculty. However, many Academic Librarians have expressed frustration about maltreatment by some Teaching Faculty that could be construed as microaggressive. The principal investigators hypothesized that this treatment may stem from a difference in perceived status between Academic Librarians and Teaching Faculty. To test the hypothesis, the researchers distributed a survey in early 2016 to Academic Librarians in the United States and Canada to determine how, where, why and when Academic Librarians experience status based microaggressions when dealing with Teaching Faculty.
The principal investigators have analyzed and disseminated analysis of the quantitative data from the survey, however, we are now in the process of examining the qualitative data. In this poster we hope to share the preliminary results of the qualitative analysis thus far. Additionally, the poster will showcase how this project which involved the hiring of a graduate student, aims to not only further the research on status based microaggressions, but serves as an example of how mentoring can bring new MLIS graduates into ongoing scholarly conversations within the field of Library & Information Science (LIS).

Empirical research is the creative process through which scientific knowledge is built. This poster relates the results of a collaborative, active learning project that utilized a cross-disciplinary approach to integrate research methods concepts from the Child and Development (CADV) research methodologies courses and help students: (1) critically think about how research is communicated; and (2) how they are active participants in disseminating research to the larger community as scholars.