Catherine Sassen

Bio: Catherine Sassen is an academic researcher from University of North Texas. The author has contributed to research in topics: Cataloging & Presentation. The author has an hindex of 5, co-authored 25 publications receiving 89 citations.

Fostering Research and Publication in Academic Libraries

Abstract: Article discussing a study concerning administrative support provided to encourage the research and publishing activities of academic librarians.

Collaborating on scholarship: Best practices for team research projects

Abstract: Collaborating on scholarship has the potential to provide many advantages, including benefiting from others’ expertise, reinforcing accountability, and providing motivation. However, working with o...

Mixed-Methods Assessment of a Mentoring Program

Abstract: A continuous cycle of mixed-methods assessment contributes to the success of a mentoring program, as shown in this case study from a large academic library. Assessment instruments include t...

Enhancing the Discovery of Tabletop Games

Abstract: Collections of three-dimensional materials may not be discoverable to library users if they lack adequate metadata. Discovery of these collections may be enhanced through the application of relevant cataloging standards and controlled vocabularies. This paper outlines how librarians at the University of North Texas Libraries used these strategies to increase access to a large collection of tabletop games.

Citation Accuracy in the Journal Literature of Four Disciplines : Chemistry, Psychology, Library Science, and English and American Literature

Abstract: The primary purpose of this study was to determine if there is a relationship between the bibliographic citation practices of the members of a discipline and the emphasis placed on citation accuracy and purposes in the graduate instruction of the discipline.

Web Citation Availability: Analysis and Implications for Scholarship

Abstract: Five hundred citations to Internet resources from articles published in library and information science journals in 1999 and 2000 were profiled and searched on the Web. The majority contained partial bibliographic information and no date viewed. Most URLs pointed to content pages with “edu” or “org” domains and did not include a tilde. More than half (56.4%) were permanent, 81.4 percent were available on the Web, and searching the Internet Archive increased the availability rate to 89.2 percent. Content, domain, and directory depth were associated with availability. Few of the journals provided instruction on citing digital resources. Eight suggestions for improving scholarly communication citation conventions are presented.

Product Review: Faculty Success Through Mentoring: A Guide for Mentors, Mentees, and LeadersFaculty Success Through Mentoring: A Guide for Mentors, Mentees, and Leaders, byBlandCarole J., TaylorAnne L., ShollenS. Lynn, Weber-MainAnnie Marie, MulcahyPatricia A.. (Part of The American Council on Education Series in Higher Education.) Lanham, MD: Rowman & Littlefield, 2009. ISBN: 9781607090663. Hardcover, 228 pages.

Abstract: The authors of the latest edition of The Elements of Mentoring have categorized sixty-five elements into six sections dealing with subjects such as mentor skills, traits, relationship matters, self-knowledge of mentors, mentorship restoration, and matters of closure. According to Johnson and Ridley (2008), the elements of mentoring are like tools in a toolbox. Adult educators will find them helpful in creating and maintaining outstanding mentorships with both colleagues and students. The first section describes positive qualities that exceptional mentors need to use while mentoring protégés. For example, the authors state that \"Mentors should expect more of their protégés than their protégés typically expect of themselves\" (p. 9). Furthermore, it also states that \"Good mentors teach protégés strategies for managing conflict, and coach them on setting short and long-term goals\" (p. 16). Section one also includes a comprehensive list of the characteristics essential to being an excellent mentor. A description of positive personality traits and interpersonal style are presented in the second section of the book. The authors also recommend a number of behaviors that are good to acquire as an active or prospective mentor. These behaviors include exuding emotional warmth, respecting privacy, and demonstrating trustworthiness to name a few. The third section of the book provides recommendations for how to arrange a good mentor-protégé relationship. For example, clear communication helps both parties understand mutual responsibilities, and making goals measureable increases the likelihood that protégés will meet the optimal goals. Creating relationship boundaries, as well as fostering sensitivity of gender, race, and ethnicity helps to maintain the protégés best interests in the mentorship. In this section, one also learns that the mentor-protégé relationship will travel through the predictable phases of initiation, cultivation, separation, and redefinition. In the fourth section, the authors discuss the importance of mentors knowing themselves through key behaviors. They must be mindful of the benefits and risks of mentoring. This section suggests that productive mentors appear to yield similarly motivated protégés. Additionally, the importance of creating accountability, being a humble mentor, and establishing mentorship integrity is also discussed. In the fifth section, recommendations are provided for handling tough situations in a mentorship. The authors examine behaviors that will prevent and solve problems that may occur. Among those discussed are avoiding behaviors that may harm the relationship, slowing down the process of mentoring, and being truthful. Finally, the ending of a mentorship is presented in the sixth and final section as a positive transition. Mentors must be mindful of welcoming growth in protégés, accepting the end, and knowing that mentoring is a rewarding relationship that can be ongoing. Overall, the book is a concise guide that great mentors whether in a business or academic setting must read. The organization of the book into six sections with related elements helps make the book reader-friendly for mentors aspiring to excellence. The corresponding real-life scenarios to each element description make the book interesting and applicable to any field that involves mentoring.

Understanding Factors that Encourage Research Productivity for Academic Librarians

Abstract: Objective – This project identifies the factors that contribute to the success of librarians as active researchers. Research success is generally aligned with productivity and output, and the authors are therefore interested in understanding the factors that encourage research productivity. This fills a gap in the literature on librarians as researchers, which has tended to focus on barriers rather than enablers. Methods – For this quantitative study, we distributed an online survey to 1,653 potential participants across Canada and received 453 usable responses for a 27% response rate. The survey asked participants to report their research outputs and to answer questions that addressed three categories of factors: Individual Attributes, Peers and Community, and Institutional Structures and Supports. We then statistically analyzed participant responses in order to identify relationships between the research output variables (weighted output score and number of peer-reviewed articles) and the three categories, the factors within those categories, and the constituent components. Results – Participants’ research output consisted largely of presentations, non-peer-reviewed articles, peer-reviewed articles, and posters. All three categories of factors were significantly related to research output, both for a calculated weighted output score and for number of peer-reviewed articles. All of the factors identified within those categories were also significant when tested against weighted output score, but Intrinsic Motivations was not a significant factor when tested against number of peer-reviewed articles. Several components of factors were also not significant for number of peer-reviewed articles. Age was the only significant component of Demographics. Three components of Education and Experience were significant: whether participants had received research training after completing their MLIS, whether they were working on an advanced degree, and the institution where they had obtained their MLIS. Conclusions – Research productivity is significantly impacted by all three categories: Individual Attributes, Peers and Community, and Institutional Structures and Supports. Fostering an environment that focuses on all of these areas will be most likely to promote research output for librarians. At the same time, this study’s findings point to particular aspects that warrant further investigation, such as the nature and effect of institutional support and librarians’ motivations for doing research.

Characteristics of doctoral students who commit citation errors

Abstract: Purpose – The purpose of this study was to investigate the citation error rate and quality of reference lists in doctoral dissertation proposals. This research also sought to examine the relationship between perfectionism and frequency of citation errors and the adherence of the reference list to the fidelity of the chosen citation style among doctoral students. Also of interest was to determine which demographic variables predict citation errors and quality of the reference list.Design/methodology/approach – Participants were 64 doctoral students from various disciplines enrolled in a graduate‐level, dissertation preparatory course at a large southeastern university in the USA.Findings – Findings indicated that graduate students with relatively high levels of self‐oriented perfectionism and other‐oriented perfectionism tended to commit the least citation errors and construct reference lists that departed the furthest from the citation style stipulations. Participants’ dissertation proposals, on average, ...