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    Using a Blended Group Learning Approach to Increase Librarians’ Motivation and Skills to Publish

    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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    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:
    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
    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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