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1 – 10 of over 8000Faculty status for academic librarians is an issue that has been the subject of much debate in recent decades. The purpose of this paper is to examine the key points raised during…
Abstract
Purpose
Faculty status for academic librarians is an issue that has been the subject of much debate in recent decades. The purpose of this paper is to examine the key points raised during this debate, in the hope of achieving a suitable resolution.
Design/methodology/approach
This paper begins with an overview of the issue of faculty status for academic librarians from an historical perspective and then continues with a review of literature from the past three decades. The pros and cons of granting faculty status are examined, as well as alternate models, followed by a proposed recommendation.
Findings
While there are a number of concerns regarding the value of faculty status for academic librarians, such as disagreement with the basic tenet that librarians are primarily teachers, the weight of the evidence seems to support the granting of faculty status to academic librarians. This status provides academic freedom, recognition of librarians in their role as educators, and financial benefits and job security and is supported by the Association of College and Research Libraries, the Association of American Colleges, and the American Association of University Professors.
Research limitations/implications
While this paper is a review of selected relevant literature, only a small portion of the literature was of an empirical nature. There is a need for more studies which directly measure the impact of faculty status for academic librarians on the librarians themselves and the students, faculty, and institutions they serve.
Originality/value
The paper shows that with faculty status, academic librarians receive the same rights and privileges as other faculty and participate in college or university governance, thereby increasing the integration of the library with the institution.
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Keywords
Maria Ashilungu and Omwoyo Bosire Onyancha
The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic…
Abstract
Purpose
The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic resources, and to identify barriers they encountered while performing collection development activities.
Design/methodology/approach
A mixed methods approach was adopted for the study. Quantitative and qualitative techniques of data collection and analysis were used to obtain a comprehensive understanding of the research topic. Data were gathered through a self-administered questionnaire and interviews. A total of 149 faculty members completed the questionnaire, yielding a response rate of 51.2%, while 16 library staff members were interviewed to obtain qualitative data.
Findings
The majority of the teaching staff who participated in the study affirmed that they had cooperated with subject librarians in collection development. A high percentage (62.4%) of the faculty members had collaborated with subject librarians in collection development activities. Only 37.6% of the faculty members had not participated in collection development activities with subject librarians to acquire library electronic resources. According to faculty members, some of the main challenges affecting collection development at the University of Namibia were a lack of catalogues for electronic resources and a lack of lists of titles from vendors. Moreover, librarians were not always available to assist faculty members. It is recommended that faculty members be part of the process of selecting materials and that a good relationship be fostered between librarians and faculty members to bring value to collection development activities.
Originality/value
Collection development in respect of electronic resources is a complex process to be undertaken by a single entity and, therefore, requires the collaboration of all stakeholders involved. In the case of institutions of higher learning, these stakeholders include faculty, librarians and vendors. The emergence of a variety of e-resources demands a meticulous strategy on the part of libraries to ensure they can offer a wide range of up-to-date and accurate resources that meet the evolving needs of their users. To the best of the authors’ knowledge, studies that are similar to this one have not been conducted in Namibia before. This case study presents useful findings and lessons on faculty–librarian cooperation for effective collection development, not only at the University of Namibia library but also at other academic libraries in economies with similar characteristics.
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Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Yvonne Nalani Meulemans and Allison Carr
The old relationship of librarians serving the faculty as research assistants is long gone. The purpose of this paper is to ask, how can librarians and faculty become genuine…
Abstract
Purpose
The old relationship of librarians serving the faculty as research assistants is long gone. The purpose of this paper is to ask, how can librarians and faculty become genuine partners in student learning and move towards the common goal of getting students to think critically? The authors discuss the need for librarians to initiate more collaborative conversations with professors in order to establish true partnerships with them and go on to describe how they did this using a strikingly and alarmingly frank approach. Building on this foundation, the authors discuss the need to shift from a service orientation to a partnership in student learning.
Design/methodology/approach
The authors describe their work with the New Faculty Institute, a multi‐day workshop that serves as an introduction to the university, to build upon their assertions regarding the need for instruction librarians to shift from a service orientation to a partnership with professors.
Findings
The paper offers an action plan to develop and implement a value system that can guide collaboration with faculty. The pieces of the plan include articulating a teaching philosophy, craft and clarify personal policies, develop and practice responses and have confidence in your expertise.
Originality/value
Developing partnerships with professors may sometimes require librarians to respond differently to requests from professors that are problematic. Doing so requires a move away from a service orientation, but towards collaborative efforts to support student learning.
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Keywords
Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas
This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.
Findings
The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.
Details
Keywords
Donna Harp Ziegenfuss and Cynthia Furse
The purpose of this paper is to describe a unique case of a librarian–engineering faculty partnership grounded in a faculty development National Science Foundation (NSF) grant…
Abstract
Purpose
The purpose of this paper is to describe a unique case of a librarian–engineering faculty partnership grounded in a faculty development National Science Foundation (NSF) grant. Authors will describe processes, lessons learned, challenges and opportunities resulting from designing, implementing and evaluating a massive open online course (MOOC) focused on teaching faculty how to flip classes.
Design/methodology/approach
This case study presents a reflective review of the process of two unlikely collaborators who work together, write a grant, design faculty development training and develop and evaluate a MOOC. Decisions made, perspectives and lessons learned will be discussed.
Findings
The evolution of an NSF grant partnership involving an engineering faculty and librarian is presented. Larger issues, such as proactivity of librarians, non-traditional librarian roles and librarian versus academic identity, are raised and discussed.
Originality/value
This case study presents a unique type of librarian–faculty partnership, one where a librarian is a Co-PI on an NSF grant. Collaborator reflections on lessons learned, challenges and implications could be applicable to other digital/technology projects, online professional development initiatives and course design projects.
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Keywords
Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares
This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library…
Abstract
Purpose
This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.
Design/methodology/approach
It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.
Findings
It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Tessa Withorn, Joanna Messer Kimmitt, Carolyn Caffrey, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, George Martinez, Amalia Castañeda, Aric Haas and Wendolyn Vermeer
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.
Findings
The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.
Details
Keywords
Anna Marie Johnson, Claudene Sproles, Robert Detmering and Jessica English
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
Findings
Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details