A GUIDE FOR RESEARCH MENTEES

A list of research mentors and their availability is available on the conference website. Please make contact with any of the listed mentors within their specified dates. It is advisable to select someone who works close to your own timezone if you wish to have conversations with them. In the first instance please contact the research mentor by email to see if they are available to assist you. You should expect to hear back from the research mentor within 3-4 working days, unless they are out of the office. If you don’t hear back, then please make contact with an alternative research mentor.

You can expect to have a dialogue with your research mentor over email. If you wish to speak to your research mentor by telephone or Skype then please arrange that with them. Research mentors are there primarily to offer you advice on writing an abstract for the EAHIL + ICML conference. The research mentor is a person with whom you can expect to receive encouragement and advice on making your submission a successful one.

What is outside of the scope of the research mentor?

The research mentor will not re-write any part of your abstract. However, they can provide suggestions and guidance. They will also be able to assist with English language proficiency. The mentors will not be able to advise you on matters such as funding, travel or other aspects of the conference. You should seek such information directly from contacts available on the conference website.

What is within of the scope of the research mentor?

The mentor will provide you with guidance on what is expected from a submission to EAHIL + ICML 2017 in each of the accepted types, i.e. oral presentation, poster, interactive session and continuing education workshop. A mentor will give you tips on giving good presentations and workshops. They can provide you with useful reference materials.

Code of Conduit

Please adhere to the IFLA Code of Ethics for Librarians and other Information Workers in all dealings with your research mentor. This code is available online at http://www.ifla.org/publications/ifla-code-of-ethics-for-librarians-and-other-information-workers–short-version

Directive and Experiential Models of Mentoring

There are different models for mentoring. For the purposes of ICML + EAHIL 2017, the ‘Experiential’ model of mentoring will be the preferred model. The table below outlines how this model works.

DIRECTIVE

  • Mentor plays the role of “expert teacher” and directs the project.
  • Mentor encourages a degree of dependence from the Mentee.
  • Mentee is somewhat reactive to the Mentor’s plans and ideas.
  • Mentor plays a leading role in establishing goals and expected outcomes.
  • Mentee is guided by the Mentor’s approaches and models.
  • Mentor plays a leading role in ensuring outcomes are achieved.
  • Mentee is “pupil”, responding to the Mentor’s suggestions.
  • Mentee is passenger in Mentor’s journey.

EXPERIENTIAL

  • Mentee is the proactive “partner” in the learning process.
  • Mentee makes all final decisions regarding the project, guided by input from, or in consultation with, the Mentor.
  • Mentee proactively brings plans & ideas ‘to the table” for comment by the Mentor.
  • Mentee establishes goals and expected outcomes, after taking into account the Mentor’s ideas.
  • Mentee develops his/her own approach and chooses appropriate models, in collaboration with the Mentor.
  • Mentee is accountable for achieving outcomes.
  • Mentee is the responsible experimenter, learning by doing, and by reflection and evaluation of the project’s progress.
  • Mentee is the driver of the journey.

Adapted from “Quick Guide for Mentors and Mentees (from “A Report on Mentoring to the University of Queensland”)