New librarians rarely feel fully prepared for academic library instruction. This could be attributed to many factors in both Master of Library and Information Science programs and work environments. Imposter syndrome or imposter phenomenon is a common way this insecurity manifests. Imposter phenomenon, first defined in 1978, is an individual’s feeling that they will be exposed as a fraud, regardless of how qualified or knowledgeable they actually are. Throughout the first year as new instruction librarians, the authors tracked their experiences with instruction and the imposter phenomenon. This paper aims to illuminate how imposter phenomenon impacts library instruction, provide suggestions for individual librarians and identify what academic libraries can do institutionally to mitigate feelings of fraudulence among their employees.,This paper outlines the history and symptoms of imposter phenomenon, focusing on its presence in libraries. The authors draw on existing literature in psychology and library science, their own experience and a survey of 172 librarians. Suggestions for best practices for easing imposter phenomenon are then discussed based on the experiences of the authors and survey respondents.,This paper suggests several ways to ease the feelings of imposter phenomenon among those employed in academic libraries.,This paper is based on the authors’ experiences, as well as a survey of 172 librarians. The survey was self-selecting, so the results may be skewed, but the themes apparent throughout the responses indicate that imposter phenomenon in libraries is pervasive and warrants further research.,The recommendations presented in this paper will provide new librarians and library administrators with concrete ways to identify and ameliorate imposter phenomenon among new instruction librarians.,Though imposter phenomenon has gained popular attention in wider society, extant research has not sufficiently addressed its role in the realm of academic library instruction. Given that most MLIS programs focus on theory rather than practice, finding ways to give new instruction librarians confidence in their positions is an area of research that warrants more exploration.

中文翻译：

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克服冒名顶替者综合症：两名新任指导图书馆员的历险记

新图书馆员很少会为大学图书馆的教学做好充分准备。这可能归因于图书馆和信息科学硕士课程以及工作环境中的许多因素。冒名顶替者综合症或冒名顶替者现象是这种不安全感表现出来的常见方式。冒名顶替现象最早于1978年定义，是一个人的感觉，即无论他们实际上有多高的资格或知识，他们都将自己暴露为欺诈。在作为新的指导图书馆员的第一年中，作者追踪了他们在指导和冒名顶替现象方面的经验。本文旨在阐明冒名顶替现象如何影响图书馆的教学，为个别图书馆员提供建议，并确定大学图书馆在体制上可以采取哪些措施来减轻员工之间的欺诈感。本文概述了冒名顶替者现象的历史和症状，重点是冒名顶替者在图书馆中的存在。作者借鉴了心理学和图书馆学方面的现有文献，他们自己的经验以及对172名图书馆员的调查。然后根据作者和被调查者的经验讨论了缓解冒名顶替现象的最佳做法的建议。本文提出了几种缓解大学图书馆员工冒名顶替者现象的方法。的经验，以及对172位馆员的调查。该调查是自我选择的，因此结果可能会有所偏差，但是整个答复中显而易见的主题表明，图书馆中的冒名顶替现象普遍存在，值得进一步研究。本文提出的建议将为新图书馆员和图书馆管理员提供新的方法，以在新的指导图书馆员中识别和改善冒名顶替者现象。尽管冒名顶替者现象已在更广泛的社会中引起了广泛关注，但现有研究尚未充分解决其在领域中的作用。高校图书馆教学。鉴于大多数MLIS计划都侧重于理论而非实践，因此，寻找使新的指导图书馆员对其职位充满信心的方法是一个值得研究的领域。现有研究尚未充分解决其在高校图书馆教学领域中的作用。鉴于大多数MLIS计划都侧重于理论而非实践，因此，寻找使新的指导图书馆员对其职位充满信心的方法是一个值得研究的领域。现有研究尚未充分解决其在高校图书馆教学领域中的作用。鉴于大多数MLIS计划都侧重于理论而非实践，因此，寻找使新的指导图书馆员对其职位充满信心的方法是一个值得研究的领域。