Journal article
CONCEPTUAL MODELS OF LIBRARIES HELD BY FACULTY, ADMINISTRATORS, AND LIBRARIANS: AN EXPLORATION OF COMMUNICATIONS IN THE CHRONICLE OF HIGHER EDUCATION
Journal of documentation, Vol.49(3), pp.255-277
01 Mar 1993
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Letters and opinions published in the Chronicle of Higher Education were analysed to identify metaphors relating to libraries used by faculty, academic administrators and librarians. Metaphors used in communications are assumed to reflect conceptual models held by the communicators. The qualitative methodology used in this study was built on the works of Schön, Reddy and Green. In this exploratory study, fourteen models of libraries were identified through linguistic examination of the appearance of the word stem 'librar' among published communications from academics. Differences were found in the conceptual models of libraries held among faculty, academic administrators and librarians. The study's findings suggest that to administrators in this case, libraries are contributors to the social structure of an academic environment, while to faculty, libraries are the repository for physical information resources to support their research. Librarians in the study tend to attribute an activist role to libraries, and to express a conceptual model of a library as a storehouse. The identification of metaphors about libraries, cited by academics, offers library managers insights into academic library users' conceptualisation of libraries.
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Details
- Title
- CONCEPTUAL MODELS OF LIBRARIES HELD BY FACULTY, ADMINISTRATORS, AND LIBRARIANS: AN EXPLORATION OF COMMUNICATIONS IN THE CHRONICLE OF HIGHER EDUCATION
- Creators
- DANUTA A NITECKI - The Libraries, University of Maryland at College Park, College Park, Maryland 20742, USA
- Publication Details
- Journal of documentation, Vol.49(3), pp.255-277
- Publisher
- MCB UP Ltd
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Drexel University Libraries
- Identifiers
- 991014982200504721
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- Computer Science, Information Systems
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