New School Library Research article examines the identities of novice school librarians

For Immediate Release
Thu, 03/29/2018

Contact:

Jennifer Habley

Manager, Web Communications

American Association of School Librarians (AASL)

312-280-4383

jhabley@ala.org

CHICAGO – A new article documenting the occupational socialization of novice school librarians is now available in volume 21 of the American Association of School Librarians’ (AASL) peer-reviewed online journal, School Library Research (SLR). SLR promotes and publishes high-quality original research concerning the management, implementation and evaluation of school library programs. Articles can be accessed for free at www.ala.org/aasl/slr.

In "Assimilation or Humiliation? An Analysis of Professional Identities after Critical Events in the Workplace," Julie Marie Frye explores the significance of critical events on school librarians' professional identity formation. While many studies have analyzed the occupational socialization of public school educators, including principals and school teachers, very few have focused on novice school librarians.

Frye, from Indiana University, fills this research gap by using a modified version of the narrative inquiry tool Mystory to identify and then examine three novice school librarians’ critical event narratives. Common findings relate to professional impact, professional respect, and professional confidence.

School Library Research (ISSN: 2165-1019) is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The journal is peer-reviewed, indexed by H. W. Wilson's Library Literature and by the ERIC Clearinghouse on Information & Technology and continues to welcome manuscripts that focus on high-quality original research concerning the management, implementation and evaluation of school library programs.

The American Association of School Librarians, www.aasl.org, a division of the American Library Association (ALA), empowers leaders to transform teaching and learning.