Professional Identity Development Among Graduate Library and Information Studies Online Learners: A Mixed Methods Study

ABSTRACT

This study explores how factors relating to fully online Master of Library and Information Studies (MLIS) students' connectedness with peers and faculty may impact their professional identity development as library and information studies professionals. Participants include students enrolled in a fully online MLIS degree program in the southeastern United States, with a smaller, specialized cohort of diverse learners preparing for careers in community college librarianship. Findings suggest professional identity is largely developed through work experience in the field. Connectedness to peers and faculty, significant predictors of professional identity, is promoted by both synchronous online course meetings and cohort membership.

KEYWORDS:

• Online Learning
• Professional Identity
• Social Identity Theory
• Communities of Practice
• LIS education
• MLIS

Funding

This research has been supported, in part, by funding provided by the Institute of Museum & Library Services in support of Grant # RE-01-13-0013-13.