Couture, J., Gerke, J., & Knievel, J. (2020). Getting into the club: Existence and availability of mentoring for tenured librarians in academic libraries. College & Research Libraries, 81(4), 676-700.
Couture, Gerke, and Knivel note that while mentoring new employees is an important first step, equally important are mentoring opportunities for experienced employees. The authors conducted a survey to learn about the availability of mentoring opportunities for tenured academic librarians at large research universities, as well as the intention of experienced academic librarians to pursue a promotion in rank at their institution. While the authors found that few academic libraries offered structured mentoring programs for experienced librarians, results also indicated that librarians in universities with mentoring programs were more likely to pursue promotion.
Farrell, B., Alabi, J., Whaley, P., & Jenda, C. (2017). Addressing psychosocial factors with library mentoring. Portal: Libraries and the Academy, 17(1), 51-69.
In their review of the literature, Alibi, Whaley and Jenda note that surveys of early-career academic librarians in the United States and Canada indicate that a large majority of respondents associate mentoring opportunities with professional growth. The authors discuss psychosocial mentoring, which provides support for an individual’s sense of effectiveness and identity in a professional role, and assert that this form of mentoring correlates positively with job satisfaction. The authors also assert that psychosocial mentoring can be particularly helpful for people experiencing racial microaggressions, imposter syndrome, and burnout. The authors note the importance for mentors to listen and respond with empathy and compassion. They also offer specific suggestions for ways to provide beneficial support to mentees.
Kenefick, C. & DeVito, J. A. (2015). From treading water to smooth sailing: Mentoring for new academic librarians. College & Undergraduate Libraries, 22(1), 90–96.
Reflecting on their conversations and experiences in a mentoring relationship, Kenefick and DeVito share what they learned from each other. For example, both authors have learned that by centering the experiences of patrons and focusing on the core values of librarianship, making an irreparable mistake is unlikely. The authors also share tips, such as (among others) keeping records of daily activities, which can inspire ideas for creative projects, publications, or presentations; cultivating meaningful connections and building positive relationships; and starting early and systematically documenting work for tenure and promotion. The authors also note that a mentor can provide support for a newer librarian by sharing information about the review process for reappointment and promotion, and by providing information about professional development opportunities.
Reid, J. M., & Sobczak, P. D. (2022). Challenging the glass ceiling: Collaboration as the key to increasing the number of librarians of color in academic libraries. Collaborative Librarianship, 13(1), 23–29.
Reid and Sobczak reflect on their experiences in a collaborative mentoring relationship. In order to develop a meaningful, mutually supportive partnership, the authors make several key recommendations: taking time to identify areas in common; getting to know one another beyond the job description; deciding on best ways to work together; and providing mutual support, including for going outside of one’s comfort zone. Through supporting one another, the authors successfully gained promotion in their library, and consequently, cracked the glass ceiling faced by librarians of color in academic libraries.
Rod-Welch, L. J., & Weeg, B. E. (2021). Academic library mentoring: Fostering growth and renewal. Association of College and Research Libraries.