Abstract
This paper discussed mentoring, a tool for successful collaboration for Library and Information Science (LIS) educators, in the University of Calabar. For reasons why LIS educators collaborate, respondents revealed, among others, a sense of belonging, motivation, the challenge of management, witch-hunting, and reduction of cost of conducting research, among others. The results from mentoring for collaboration indicated that 19 respondents published 8 articles out of their first 11 published articles through collaboration efforts. Six respondents published six and two respondents had four through collaborative efforts. These represented 70.4%, 22.2%, and 7.41% of the results of mentoring for collaboration. The result show that LIS senior educators mentor young academics for collaboration. The paper identified some challenges of mentoring and the researcher suggested that mentors should be straightforward with the mentees because it is only by trust that people can work together irrespective of their profession.
Highlights
Library and Information Science (LIS) are library professionals who work in the library schools of the universities that offer Library and Information Science in the curriculum
The results from mentoring for collaboration indicated that 19 respondents published 8 articles out of their first 11 published articles through collaboration efforts
LIS educators face the scenario of how to pursue their continuing professional development, and mentoring, incorporating all categories of facilitated learning opportunities ranging from course work, conferences, and formal degree programs to informal learning prospects surrounded in practice
Summary
Library and Information Science (LIS) are library professionals who work in the library schools of the universities that offer Library and Information Science in the curriculum. Every LIS educator strives to reach the apex of their career, which indicates professional development, but most people are unable to climb the ladder on their own, especially because there is a combination of academic, administrative and community service chores hanging on each educator’s neck. These chores place too much demand on them leaving them with insufficient time to read, research, write and publish. Being that it has been established in literature that mentoring supplements professional training that boosts successful skill acquisition for improved performance and there are no empirical studies on LIS educators, this article seeks to find out the effect of and extent of mentoring for successful collaboration
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