Melissa Fraser-Arnott to Present PhD Confirmation of Candidature
San José Gateway PhD program doctoral student Melissa Fraser-Arnott will be presenting her confirmation of candidature on March 19, 2014, at 4:00 p.m., PDT. The event will be held online via Blackboard Collaborate.
- Professor Helen Partridge, Principal Supervisor
- Professor Gillian Hallam, Associate Supervisor
- Professor Bill Fisher, External Supervisor.
- Professor Bill Fisher, Chair of the Panel
- Professor Helen Partridge, School Representative
- Professor Sylvia Edwards, Discipline Representative
- Dr. Cheryl Stenström, External Expert
Dissertation Title: The Professional Identities of LIS Graduates in Non-library (alternate, non-traditional, uncommon, or unusual) Roles
Abstract: The job market for graduates of Library and Information Science (LIS) graduates is changing. “Traditional” roles in libraries and archives are reported to be disappearing while LIS programs point to a new range of opportunities for their graduates in a wide variety of roles and industry sectors. What does this transition to new types of work – including work in different work settings and different job titles – mean for LIS graduates? What are the implications for their professional identities? What are the implications for the future of the LIS community as LIS graduates transition into roles that could once have be considered alternate, non-traditional, uncommon or unusual but may become the norm?
This research project utilizes the grounded theory methodology to explore these topics by asking the question of “How do library and information science (LIS) graduates in non-library (alternate, non-traditional, uncommon, or unusual) roles experience professional identity?” Professional identity is the identity that an individual builds around their work or professional life. In essence it is the response to the question “Who am I as a professional?” The professional identities of LIS graduates working outside of libraries in alternate, non-traditional, uncommon or unusual roles have not been examined before. There is little work exploring the experiences of this population in general, leaving a large research gap. Filling this gap will benefit the LIS community by providing it with information that could assist LIS graduates attempting to transition to these types of roles, LIS educators and program administrators building courses to prepare their graduates for the employment market, and LIS professional associations attempting to connect and meet the professional needs of the LIS community.