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Becoming a Critically Reflective Teacher

In order for collection development librarians to justify the adoption of electronic books (e-books), they need to determine if e-books satisfy the information needs of patrons. One method to determine this is to measure e-book usage. This study compared the usage of 7,880 titles that were available in both print and e-book format at the Duke University Libraries. Although the results of this study cannot be generalized, it does provide information on the use of e-books in one academic research library and implications for e-book collection development.

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A circulation analysis of print books and E-books in an academic research library

This study explores the development of “teacher identity” among academic librarians through a series of semistructured interviews. Drawing both on the idea of teacher identity from the literature of teacher education and on existing studies of professional stereotypes and professional identity development among academic librarians, this study explores the degree to which academic librarians think of themselves as teachers, the ways in which teaching has become a feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity” as part of their personal understandings of their role on campus.

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Librarians as Teachers: A Qualitative Inquiry into Professional Identity

The widespread involvement of librarians in information literacy education has raised concerns about their development as teachers, but there is little research on their acquisition and application of pedagogical knowledge. A questionnaire was used to collect mainly quantitative data about the teaching roles, pedagogical knowledge and professional development of subject librarians in 82 UK higher education institutions. Two expert interviews and a literature review informed the design and contextualized the findings. The survey showed postholders were engaged in a variety of teaching-related activities, regarded as central to their work. Contrary to assumptions, most felt confident about teaching and thought their knowledge sufficient, giving examples of pedagogical theory gained via courses informing their teaching practice. Although on-the-job development was common, the majority had undertaken a short course and/or extended programme. Respondents favoured incorporating a teaching module into initial pr...

http://d-scholarship.pitt.edu/25162/1/Bewick_%26_Corrall_(2010)_e%2Dprint.pdf

Developing librarians as teachers: A study of their pedagogical knowledge:

Distance Learners' Self-efficacy and Information Literacy Skills

As more institutions of higher education recognize the importance of information literacy, the collaborative role for librarians is growing. Integration of information-literacy instruction is the key to successful student learning, and librarians are using various collaborative models on teams and as co-instructors in courses, learning communities, and campus-wide information-literacy initiatives. This article looks at some of the successful programs on college and university campuses.--Eds. As the importance of information literacy grows within the academy, so does the importance of the role of librarians as integral members of the teaching and learning mission of the college and university. There is now a growing emphasis on teaching and learning as a component of the mission of twenty-first century libraries. At the same time, there is a growth in collaborative endeavors involving librarians and teaching faculty in efforts to reach larger numbers of students. Instead of relying on reference encounters in the library and formal library instruction, librarians are working to promote collaboration with faculty and campus units in an effort to integrate information literacy into the curriculum. Although the concept of librarian and faculty collaboration is not new, the commitment to an integrated approach has not become a trend. A review of recent literature and searching the Web showed that new forms of collaboration are making broad inroads into academic programs. This article highlights new developments in collaborative interactions in which the role for librarians is as a partner in the classroom and part of an integrated process. THE IMPORTANCE OF AND DEFINITIONS OF INTEGRATION The need for librarians to collaborate with faculty in order to enhance the teaching and learning process has been acknowledged as both significant and as a challenge for the field since the inception of library instruction. The recent literature continues to articulate this need, identifying successes and failures in collaboration, as well as further defining what it means to collaborate. The importance, and yet, difficulty, of engaging in successful collaboration has been well documented. In a preface to a 1995 article by Farber, Shirato noted that Farber stayed with the subject of faculty and librarian cooperation for such a long time because "he rightly recognizes it as one of the most essential ingredients in effective library instruction.... Success in this area has been hard-won ... and in many ways the battle is not yet won." (1) Winner agrees that collaboration is essential and also notes its difficulties, identifying the areas where collaboration often fails. She comments that there is still "no widespread acceptance of the librarian's role in curriculum planning and course-integrated instruction. Teaching faculties are appreciative of the support given by librarians; however, librarians are not universally recognized as playing an integral role in course planning and teaching." (2) Winner suggests that simply working with faculty is not enough; collaboration is only successful when the interaction between librarians and faculty results in an integration of the library into all elements of curriculum planning. Many agree with this assessment. In 1995, Rader outlined three factors on which successful integration of library and research skills (information literacy) into the academic curriculum depended: * library administrators had a long-term commitment to integrate library instruction into the curriculum; * librarians and faculty worked together in curriculum development; and * the institution had a strong commitment to excellent educational outcomes for students in the areas of critical thinking, problem solving, and information skills. (3) Simons, Young, and Gibson expanded on the concept of integration as a critical component to programming in their development of the "learning library. …

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Faculty-librarian collaboration to achieve integration of information literacy

This analysis of the first 16 volumes of Research Strategies examines authorship patterns, including gender, collaboration. and professional and institutional affiliation. All references in the first 16 volumes are analyzed by type and age. Journals most often referenced in Research Strategies. and journals most often citing articles in Research Strategies are included in the analysis. Two of the questions the authors sought to answer were whether the percentage of research articles published in Research Strategies had increased over time, and whether the number of Research Strategies articles cited by other journals had increased.

Research strategies : A bibliometric study/analysis of the first sixteen volumes

A bibliographic instruction librarian must possess many proficiencies. In an initial survey of members of the Bibliographic Instruction Section of the Associafion of College and Research Libraries, respondents evaluated the importance of eighty-four bibliographic instruction skills in thirteen categories. Skills in communication, instruction, and planning accounted for fourteen of the top twenty-five skills. In a second survey, respondents indicated how they had acquired the most important proficiencies and where they would have liked to have acquired them

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Instruction Librarians: Acquiring the Proficiencies Critical to their Work

Competency statements for librarians are one way of measuring performance against a set standard The Iowa State University Library established a task force to develop a collection development competencies document for its subject bibliographers The literature review revealed that while there were many examples of competency documents, little had been written about the process of developing a competencies document This article details the process used to write the competencies document at Iowa State University The completed document is a blend of existing standards and local practice that can be adapted to any library ********** There are currently eighteen bibliographers at the Iowa State University Library who represent the library to fifty-nine academic departments and sixty-nine research centers These librarians provide reference service, classroom instruction sessions, and collection development expertise for the students, faculty, and staff at the university as well as to the citizens of Iowa The bibliographers' level of experience ranges from the relatively inexperienced to those individuals who have spent more than twenty years working in collection development During the fall of 2001, a four-member task force was appointed for the purpose of creating a broad list of competency statements that would describe the collection development competencies and skills that bibliographers should master Representation on the Bibliographer Competencies Task Force included two bibliographers from each of the subject departments (Science and Technology, Social Sciences and Humanities Departments) Although there was a certain level of concern about a possible hidden administrative agenda that might be inherent in the project, the goals of the task force were that the final document could be used in a variety of ways: to plan and measure the skill development of new librarians, to serve as a yardstick to measure the progress of continuing librarians, and to serve as an indicator of need for additional training and guidance for individual bibliographer growth Several university and librarywide activities that bear on the relevance and outcome of these competencies preceded the establishment of the task force During the spring semester of 2000, the university mandated that each member of the faculty create a "position description" that could be used both to describe their specific position and to compare workloads for evaluation and department responsibility issues In the library these position descriptions became part of each individual faculty member's personnel file to be used both for development of annual work plans and evaluation Next, each bibliographer was directed by the collections officer to create a separate collection development policy for each of their academic departments or areas of responsibility, using a standardized format These were completed by October 2000 During January 2001 a task force was created for the purpose of writing a new Library Collection Development Policy that would provide a philosophical umbrella for the separate policies By the fall of 2001 this group had completed its work, and both the Collection Development Council and the Dean of the Library Services had approved the new policy At the same time, another task force was appointed and charged with collecting library policies and procedures pertaining to collection development activities into an electronically available manual As of this writing, work continues on the creation of this manual It is the intent of the collections officer that the manual will include policy statements for use by the public as well as working documents available to only the bibliographers and collections staff All of these activities culminated with the creation of the Bibliographer Competencies Task Force in the fall of 2001 This project was undertaken in order to provide bibliographers and administrators with a framework to define, support, and evaluate the work of collection development …

Competencies for Bibliographers: A Process for Writing a Collection Development Competencies Document

Close collaboration between faculty and librarians yields a seamless blend of core subject information and information seeking/evaluation skills. This article examines how collaboration and the integration of information literacy skills into an undergraduate global housing unit affects the ability of students to locate and evaluate materials for a global housing unit comparing housing in five countries with that of housing in the United States. Through use of ACRL Information Literacy Standards and the cognitive dimension process of the revised Bloom's taxonomy, the librarian and the faculty member collaborated to present a small group process incorporating several learning techniques in a seamless learning unit.

Diana D. Shonrock

Papers

Faculty-librarian collaboration to achieve integration of information literacy

Research strategies : A bibliometric study/analysis of the first sixteen volumes

Instruction Librarians: Acquiring the Proficiencies Critical to their Work

Competencies for Bibliographers: A Process for Writing a Collection Development Competencies Document

Information Literacy and Cooperative Learning: A Global Housing Project