From Library Staff to Library Faculty: How the Experience of the Tenure Track Transforms Scholarly Practice

In academic libraries, librarians play a central role in supporting faculty in their scholarly pursuits. Whether it’s helping with research, providing resources, or guiding faculty through the publishing process, librarians often serve as the experts who ensure that faculty members have the tools they need to succeed. However, there’s a gap between theoretical knowledge of academic processes and the lived experience of being a scholar. Librarians are called upon to explain the academic publishing process, but often have not experienced publishing themselves. At many institutions, librarians have staff and not faculty rank; therefore, there is not the same incentive to publish.

When I first started in librarianship as a staff member, I was asked to advise faculty on a range of publishing-related matters: choosing the right journal, understanding impact factors, and navigating the submission process. At the time, I was a librarian with theoretical knowledge of these topics, but I had never myself experienced the challenges of writing and submitting articles. It wasn’t until I became a tenure track faculty member that I truly grasped how much I didn’t know. The experience of navigating the academic publishing world as a faculty member has not only deepened my understanding, but also transformed how I approach my work as a librarian.

The transition from librarian to tenure track faculty member was transformative in many ways. Suddenly, I was no longer just the advisor for faculty: I was one of them! As a faculty member, I had to learn how to write and submit academic papers. I remember the first time I submitted an article to a journal; the anxiety, uncertainty, and wait for feedback were palpable. I had to learn how to choose a journal that fit my research, how to adapt my writing to meet the specific guidelines of that journal, and how to incorporate peer reviewer feedback without feeling discouraged.

Having gone through the academic publishing process myself, I now bring a richer, more empathetic perspective to my work as a librarian. I am better able to relate to faculty members when they express frustration over the publishing process. I can offer advice not just based on theory, but also on lived experience.

Moreover, my own scholarly journey has improved how I assist faculty in choosing journals. I now understand the subtleties of journal selection, from considering the journal’s audience to weighing factors like review times, acceptance rates, and open access options. I can also guide faculty through the process of revising articles based on peer review, helping them manage expectations, and navigate revisions with confidence.

I now approach my work with a deeper sense of the scholarly ecosystem, understanding how each piece, from research design to publication, contributes to publishing success. Being a faculty member enriches my practice as a librarian and has changed my perspective in academia.

Stacy Katz