An autoethnographic study of a technical services librarian’s teaching journey during the tenure track: “Define myself for myself to both survive and thrive”

Authors

Junli Diao, CUNY York CollegeFollow

Document Type

Article

Publication Date

2026

Abstract

This autoethnographic study explores the disorienting dilemma that a technical services librarian experienced while alternating between working behind the scenes to fulfill professional responsibilities and teaching in the library to meet organizational expectations as a faculty member. The analysis of personal data accumulated during the tenure track period reveals three themes: teaching as learning to become, teaching as learning to challenge the system, and teaching as learning to research. Reflection focuses on three themes interconnected by the concept and practice of mindful learning. With the acknowledgement of limitations, this autoethnography concludes it was the self-reflective lifelong learning mindset that helped this technical service librarian achieve professional emancipation. This autoethnography emphasizes that academic librarians, either in technical or public services, should arm themselves with the lifelong learning mindset to survive and thrive in the ever-changing academic libraries’ landscape.

Comments

This preprint manuscript is written in the first person voice. The accepted version is written in the third person, gender neutral voice, and published in Technical Services Quarterly, 43(2), https://doi.org/10.1080/07317131.2026.2631828