Librarianspeak: Metaphors that reflect (and shape) the ethos and practice of academic librarianship.

1.Cushla Kapitzke, “Information Literacy: A Positivist Epistemology and a Politics of Outformation,” Educational Theory 53, no. 1 (2003): 42.

2.See, for example, Thomas P. Mackey and Trudi E. Jacobson, “Reframing Information Literacy as a Metaliteracy,” College and Research Libraries

72, no. 1 (2011): 62–78.

3. Heidi Julien and Lisa M. Given, “Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians’ Expressed Attitudes and Experiences,” Cana-dian Journal of Information and Library Science 27, no. 3 (2002/03): 69.

4.Katherine Beaty Chiste, Andrea Glover, and Glenna Westwood, “Infiltration and

Entrenchment: Capturing and Securing Information Literacy Territory in Academe,” Journal of Academic Librarianship

26, no. 3 (2000): 202–08; Ken Kempcke, “The Art of War for Librarians:

Academic Culture, Curriculum Reform, and Wisdom from Sun Tzu,” portal: Libraries and the Academy 2, no. 4 (2002): 529–51.

5.Kempcke, “The Art of War,” 536.

6.Zoltán Kövecses, Metaphor: A Practical Introduction (New York: Oxford University Press, 2002): 4.

7. Jonathan Charteris-Black, Corpus Approaches to Critical Metaphor Analysis

(New York: Palgrave Macmillan, 2004), 12.

8.Ibid., 13.

9.Charteris-Black, Corpus Approaches; Alice Deignan, “Corpus Linguistics and Meta-phor,” in The Cambridge Handbook of Metaphor and Thought, ed. Raymond W. Gibbs Jr. (New York: Cambridge University Press, 2008); Lynn Cameron,

Metaphor in Educational Discourse(London: Continuum, 2003). See also Lynn Cameron and Graham Low, eds. Researching and Applying Metaphor (Cambridge: Cambridge University Press, 1999); Charteris-Black, Corpus Approaches, 21.

10.Cameron, Metaphor in Educational Discourse, 22.

11.Ibid., 110.

12.Veronika Koller, “‘A Shotgun Wedding:’ Co-Occurrence of War and Marriage Meta

-phors in Mergers and Acquisitions Discourse,” Metaphor and Symbol 17, no. 3 (2002): 183.

13.Jill J. McMillan and George Cheney, “The Student as Consumer: The Implica-

tions and Limitations of a Metaphor,” Communication Education 45, no. 1 (1996): 1, doi: 10.1080/03634529609379028.

14.Charteris-Black, Corpus Approaches, 23.

15.See Cameron and Low, Researching and Applying Metaphor; Melissa L. Walters-York, “Metaphor in Accounting Discourse,” Accounting , Auditing , and Accountability Journal 9, no. 5 (1996): 45–70, doi: 10.1108/09513579610367242; Koller, “A Shotgun Wedding.”

16.Veronika Koller, Metaphor and Gender in Business Media Discourse: A Critical Cognitive 80 CHAPTER 3 Study (New York: Palgrave Macmillan, 2004), 4.

17.Charteris-Black, Corpus Approaches, 23.

18.George Lakoff, “Metaphor and War: The Metaphor System Used to Justify War in the Gulf (Part 1 of 2),” Viet Nam Generation Journal and Newsletter

3, no. 3 (1991), http://www2.

iath.virginia.edu/sixties/HTML_docs/Texts/Scholarly/Lakoff_Gulf_Metaphor_1.html.

19.Koller, “A Shotgun Wedding,” 183.

20.Charteris-Black, Corpus Approaches, 29.

21.Deignan, “Corpus Linguistics and Metaphor,” 282.

22.Ibid.

23.Ibid.

24.Howard Jackson and Etienne Zé Amvela, Words, Meaning , and Vocabulary: An Introduc-tion to Modern English Lexicography (New York: Cassell, 2000), 92.

25.Ibid., 111.

26.Deignan, “Corpus Linguistics and Metaphor,” 284.

27.See, for example, Stuart Basefsky, “Mis-Information at the Heart of the University: Why Administrators Should Take Libraries More Seriously,” Information Outlook 10, no. 8 (2006): 15–19; Lenora Berendt and Maria Otero-Boisvert, “Future-Proofing the Academic Librarian,” in

Defending Professionalism: A Resource for Librarians, Information Specialists, Knowledge Managers, and Archivists, ed. Bill Crowley (Santa Barbara, CA: Libraries Unlimited, 2012), 75–90; Robert Moropa, “Academic Libraries in Transition: Some Leadership Issues—A Viewpoint,” Library Management 31, no. 6 (2010): 381–90, doi: 10.1108/01435121011066144.

28.See also Kathleen de la Peña McCook, “The Search for New Metaphors,”

Library Trends 46, no. 1 (1997): 17; Gary Hartzell, “The Metaphor Is the Message,” School Library Journal 48, no. 6 (2002): 33; Karen Coyle, “Catalogs, Card—and Other Anachronisms,” Journal of Academic Librarianship 26, no. 3 (2000): 202–08; D. Grant Campbell, “Metadata, Metaphor, and Metony m y,”

Cataloging and Classification Quarterly 40, no. 3-4 (2005): 57–73; Hope A. Olson, “The Ubiquitous Hierarchy: An Army to Overcome the Threat of a Mob,”

Library Trends 52, no. 3 (2004): 604–16.

29.Danuta Nitecki, “Conceptual Models of Libraries Held by Faculty, Administrators, and Librarians: An Exploration of Communications in

The Chronicle of Higher Education,” Journal of Documentation 49, no. 3 (1993): 255–77.

30.Ibid., 264.

31.Ibid., 269.

32.Ibid., 273, 269.

33.Joan Giesecke, “Finding the Right Metaphor: Restructuring, Realigning, and Repack-aging Today’s Research Libraries,” Journal of Library Administration 51, no. 1 (2010): 59, doi: 10.1080/01930826.2011.531641.

34.Stephen Bell, “From Gatekeepers to Gate Openers,” American Libraries 40, no. 8-9 (2009): 50, quoted in Giesecke, “Finding the Right Metaphor,” 58; 59, 60, 61.

35.Ibid., 63.

36.Heidi Julien and Lisa M. Given, “Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians’ Expressed Attitudes and Experiences,” Canadian Journal of Information and Library Sciences 27, no. 3 (2002): 65–87; Lisa M. Given and Heidi Julien, “Finding Common Ground: An Analysis of Librarians’ Expressed Attitudes towards

Faculty,” The Reference Librarian 43, no. 89-90 (2005): 25–38, doi: 10.1300/J120v43n89_05.

37.Julien and Given, “Faculty-Librarian Relationships,” 65.

38.Given and Julien, “Finding Common Ground,” 36.

39.See, for example, Robert Schweik, “Painting as ‘Exploring’ and Related Metaphors in Librarianspeak:81 20th-Century Art Commentary,” Metaphor and Symbolic Activity 11, no. 4 (1996): 285–96; Alan F. Blackwell, “Metaphors We Program by: Space, Action, and Society in Java,” in Proceedings of Psychology of Programming Interest Group 18, ed. P. Romero et al. (Brighton, UK:

University of Sussex, 2006), 7–21, http://www.ppig.org/papers/18th-blackwell.pdf; Richard C. Hicks, Ronald Dattero, and Stuart D. Galup, “A Metaphor for Knowledge Management: Explicit Islands in a Tacit Sea,”

Journal of Knowledge Management 11, no. 1 (2007): 5–16, doi:

10.1108/13673270710728204; McMillan and Cheney, “The Student as Consumer,” 1–15; Jonathan Charteris-Black, “Shattering the Bell Jar: Metaphor, Gender, and Depression,” Metaphor and Symbol 27, no. 3 (2012): 199–216, doi: 10.1080/10926488.2012.665796.

40.Koller, Metaphor and Gender, 72.

41.Koller, “A Shotgun Wedding,” 179–203.

42.William B. Badke, “Can’t Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy,” Reference Librarian 43, no. 89-90 (2005): 63–80, doi: 10.1300/J120v43n89_05.

43.Lars Christiansen, Mindy Stombler, and Lyn Thaxton,“A Report on Librarian-Faculty Relations from a Sociological Perspective,” Journal of Academic Librarianship 30, no. 2 (2004): 117.

44.It should be noted that the organizers of the annual LOEX conference choose a central theme metaphor; papers presented sometimes implement the chosen metaphor and extend it. For example, the conference theme for 2006, “Moving Targets: Understanding Our Changing Landscapes,” elicited a number of military strategy metaphors from the conference presenters.

45.Caitlin Tillman, “Library Orientation for Professors: Give a Pitch, Not a Tour,” College and Research Library News 69, no. 8 (2008): 470.

46.Koller, Metaphor and Gender, 54.

47.Ibid., 48.

48.Koller, Metaphor and Gender, 56.

49.We follow the standard practice of corpus linguistics methodology in that we do not identify individual corpus writers by name. Non-corpus writers, however, are identified through-out.

50.OED Online, s.v. “champion,” accessed January 30, 2014.

51.OED Online, s.v. “foray,” accessed January 30, 2014.

52.OED Online, s.v. “embed, imbed,” accessed January 30, 2014.

53.Ibid.

54.OED Online, s.v. “shot,” accessed January 30, 2014.

55.OED Online, s.v. “surgical,” accessed January 30, 2014.

56.Koller, Metaphor and Gender, 85.

57.OED Online, s.v. “engage,” accessed January 30, 2014.

58.Mara Thacker, “A Paradigm Shift: Changing Approaches in the Classroom,”

College and Research Library News 73, no. 3 (2012): 148.

59.Sheril Hook, “Impact? What Three Years of Research Tells Us about Library Instruction,” College and Research Libraries 73, no. 1 (2012): 8.

60.OED Online, s.v. “serve,” accessed January 30, 2014.

61.Nancy Fried Foster, “The Mommy Model of Service” in Studying Students: The Undergraduate Research Project at the University of Rochester

, ed. Nancy Fried Foster and Susan Gibbons (Chicago: Association of College and Research Libraries, 2007), 76.

62.Troy Swanson, “Information Literacy, Personal Epistemology, and Knowledge Con

struction: Potential and Possibilities,” College and Undergraduate Libraries

13, no. 3 (2006): 103, doi: 10.1300/J106v13n03_07.82 CHAPTER 3

63.Ibid., 98.

64.See Anne M. Fields, “Ill-Structured Problems and the Reference Consultation: The Librarian’s Role in Developing Student Expertise,” Reference Services Review

34, no. 3 (2006): 405–20, doi: 10.1108/00907320610701554. Fields defines ill-structured problems as “problems with indefinite starting points, multiple and arguable solutions, and unclear maps for finding one’s way through information. These problems often ask students to deal with complex, multi-focal social and moral issues. Learning to wrestle with them” equips students for lifelong learning. Fields’s use of the metaphor “wrestle” suggests that learning can be and often is an agonistic process.

65.OED Online, s.v. “collaborate,” accessed January 30, 2014.

66.Barbara Fister, “Teaching the Rhetorical Dimensions of Research,” Research Strategies 11, no. 4 (Fall 1993): http://homepages.gac.edu/~fister/rs.html.

67.Michelle Holschuh Simmons, “Librarians as Disciplinary Discourse Mediators: Using Genre Theory to Move toward Critical Information Literacy,” portal: Libraries and the Academy 5, no. 3 (2005): 300.

68.Ibid., 303.

69.Ibid., 305.

70.Patricia M. King and Karen Strohm Kitchener, Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults (San Francisco: Jossey-Bass, 1994), 223.

71.Simmons, “Librarians as Disciplinary Discourse Mediators,” 304.

72.Arlene Wilner, “Fostering Critical Literacy: The Art of Assignment Design” in “Identity, Learning, and the Liberal Arts,” ed. Ned Scott Laff, special issue, New Directions for Teaching and Learning 103 (2005): 24.

73.Koller, “A Shotgun Wedding,” 183.

74.Simmons, “Librarians as Disciplinary Discourse Mediators,” 301.

75.See, for example, Etheline Whitmire, “Epistemological Beliefs and the Informa

-tion-Seeking Behavior of Undergraduates,” Library and Information Science Research 25, no. 2 (2003): 124–42, doi: 10.1016/S0740-8188(03)00003-3; Etheline Whitmire, “The Relationship between Undergraduates’ Epistemological Beliefs, Reflective Judgment, and Their Information-Seeking Behavior,” Information Processing and Management 40, no. 1 (2004): 97–111, doi: 10.1016/S0306-4573(02)00099-7; Swanson, “Information Literacy, Personal Epistemology, and Knowledge Construction;” Fields, “Ill-Structured Problems and the Reference Consultation;” Rebecca Jackson, “Cognitive Development: The Missing Link in Teaching Information Literacy,” Reference and User Services Quarterly 46, no. 4 (2007): 28–32.