246E Main Library
1408 W. Gregory Dr., MC-522, Urbana, IL 61801
My research interests lie in the fields of library science and women's studies. In the domain of library science, I research and design library collections and programs to support distance education, research and teaching in interdisciplinary fields, and information literacy. I investigate and participate in the transformation of traditional library services to new service models, such as virtual libraries and embedded librarians, that respond to 21st century information seeking behaviors. I have recently begun exploring more historical topics, including the rise and decline of academic branch libraries. In the domain of women's studies, I have researched and contributed to the development of library collections and programs in support of feminist teaching and scholarship. Currently, I am researching and documenting the evolution of the reference literature as women's studies emerged and matured as a field of inquiry.
Searing, Susan E. (2012, forthcoming). In it for the long haul: lessons from a decade of assessment. Journal of Library & Information Services in Distance Learning, 6(3/4), 1-32.
Searing, Susan E. (2012, forthcoming). "The special collection in librarianship": researching the history of library science libraries. Journal of Education for Library and Information Science, 53(4), 225-238.
Searing, Susan E., & Greenlee, Alison M. (2011). Faculty responses to library service innovations: a case study. Journal of Education for Library and Information Science, 52(4), 279-294.
Searing, Susan E. (2011). Grey literature past and present: the evolution of library annual reports. International Journal on Grey Literature, 7(3), 147-152.
Searing, Susan E. (2007). Integrating assessment into recurring information literacy instruction: a case study from LIS education. Public Services Quarterly, 3(1/2), 191-218. [Published simultaneously in: Walter, S. (Ed.), The teaching library: Approaches to assessing information literacy instruction (pp. 191-218). New York: Haworth Press.]
Searing, Susan E. (2004). All in the family: library services for LIS online education. Journal of Library Administration, 41(3/4), 391-405. [Published simultaneously in: Mahoney, P.B. (Ed.), The eleventh Off-Campus Library Services Conference proceedings (pp. 391-405). New York: Haworth Press.]
Loeb, Catherine, Susan E. Searing, and Esther Stineman. (1987). Women's Studies: A Recommended Core Bibliography, 1980-1985. Littleton, CO: Libraries Unlimited.
Searing, Susan E. (2013). Shaping the librarian's library: collecting to support LIS education and practice. In Library collection development for professional programs: trends and best practices, pp. 88-111. Sara Holder (ed.). Hershey, PA: IGI-Global.
Searing, Susan E. (2009). Library and information science. In ALA Guide to Reference.
Searing, Susan E. (2004). Reshaping traditional services for non-traditional learning: the LEEP student in the library. In Learning, culture and community in online education: research and practice, pp. 267-282. Caroline Haythornthwaite and Michelle M. Kazmer (eds.). New York: Peter Lang.
Searing, Susan E. (2002). Feminist values and the canon question: shaping library collections and electronic gateways to information in women's studies. In Information sources in women's studies and feminism, pp. 79-99. Hope Olson (ed.) Munich: K.G. Saur.
Searing, Susan E. (2010). Review of Culture club: the curious history of the Boston Atheneaum. portal: Libraries and the Academy,10(2), 250-252 .
Searing, Susan E. (2010). Review of Women & addiction. Feminist Collections, 31(1/2), 31.
Searing, Susan E. (2009). Review of Shapers of the great debate on women’s rights: A biographical dictionary. Feminist Collections, 30(1), 22-23.
Searing, Susan E. (2008). Review of Making a difference: leadership and academic libraries and Beyond survival: managing academic libraries in transition. Library Quarterly, 78(3), 321-326.
Searing, Susan E. (2008). Review of The library as place: history, community, and culture. portal: Libraries and the Academy, 8(2), 214-215.