Fallon, Helen (2012) Using a Blended Group Learning Approach to Increase Librarians’ Motivation and Skills to Publish. New Review of Academic Librarianship, 18. pp. 7-25. ISSN 1361-4533

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Abstract

While there is considerable research on interventions to support academic staff in writing for publication, there is limited literature on writing interventions for librarians. This article explores the potential of a blended learning approach to support librarians to develop the motivation and skills to write for publication. The program combines three elements: a formal writing seminar; a structured series of online exercises and mentoring support; and two peer-feedback days. The article suggests that the combination of online and face-to-face activities has the potential to be a sustainable model for helping to develop librarians as academic writers. It suggests that this type of model could provide a context, which is currently lacking, for librarians to develop their identity and skills as academic writers.

Item Type:	Article
Keywords:	blended learning; librarians; academic writing; ementoring; publication;
Academic Unit:	University Library
Item ID:	4287
Identification Number:	https://doi.org/10.1080/13614533.2012.654673
Depositing User:	Helen Fallon
Date Deposited:	08 Apr 2013 11:09
Journal or Publication Title:	New Review of Academic Librarianship
Publisher:	Taylor & Francis (Routledge)
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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