Conference on Academic Library Management

This presentation makes visible the value of mentoring library school (MLS) students and recent graduates as they enter the field of academic librarianship. Using three paid, cognitive apprenticeship programs as models, one at the University of Colorado Boulder (Ask a Librarian Apprenticeship program), one at Eckerd College (part-time librarian positions), and one at Regis University (Research & Instruction Librarian internship) this presentation highlights the importance of paid mentoring programs for emerging library professionals and explores the qualities of mentoring relationships that make these experiences so valuable for both MLS students and their supervisors.

Cognitive apprenticeships are experiential learning opportunities which acknowledge the importance of intellectual labor while moving through the stages of modeling, coaching, and scaffolding until work can be accomplished independently (Anderman & Anderman, 2009). The success of cognitive apprenticeships in academic library settings rests in the strong mentorship relationship that is built between the supervisor and the emerging professional. Employing person-centered practices through paid, cognitive apprenticeships provide MLS students with valuable learning and networking opportunities that fill gaps in their library school education. These apprenticeships also provide reciprocal value to mentors by affording an opportunity to gain and practice person-centered supervisory skills.

Touching on themes of partnership and collaboration, communication, equity, and relationship building, this presentation will support attendees in fostering fruitful cognitive apprenticeships so that both emerging professionals and supervisors blossom. Using feedback gathered from apprentices and drawing upon the literature, we will explore the mentoring relationship and identify key components that can be replicated in attendees’ own settings.