Faculty Status, Tenure, and Professional Identity: A Pilot Study of Academic 
Librarians in New England
Shin Freedman 
From:  portal: Libraries and the Academy 
Volume 14, Number 4, October 2014 
pp. 533-565 | 10.1353/pla.2014.0023 Abstract:
Faculty status, tenure, and professional identity have been long-lasting issues 
for academic librarians for nearly forty years, yet there is little 
agreement on the benefits of faculty status. This paper examines faculty status 
and tenure for academic librarians and presents the results of a survey inquiry 
into professional identity, current and expected roles, 
views on faculty status and tenure, and personnel status of academic 
librarians in the New England area. The study affirms that 45 percent of the 
respondents have some combination of faculty status, tenure status, and faculty 
plus tenure status, and that 65 percent of academic 
librarians do not have tenure. While all academic librarians perceive 
strong professional development support, only those with faculty status 
and tenure (and librarians involved with new and emerging areas of 
study) see themselves having more career advancement and development 
opportunities. This research concludes that librarians’ professional 
identities are closely matched with five traditional roles. Four new or 
emerging roles, which may be referred to as“educator,” “teacher,” 
“information professional,” and “facilitator of learning,” reveal 
significant differences across personnel status.

http://dx.doi.org/10.1353/pla.2014.0023
Project MUSE - Faculty Status, Tenure, and Professional Identity: A Pilot Study 
of Academic Librarians in New England  

  
             
Project MUSE - Faculty Status, Tenure, and Professional ...
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